Department of Medical Education, Southern Illinois University School of Medicine, Carbondale, Illinois, USA.
Teach Learn Med. 2009 Jul;21(3):254-60. doi: 10.1080/10401330903021041.
The Academic Development Special Interest Group (ADSIG) of CGEA was formed to act as a resource for those assisting at-risk students. It is not uncommon for medical students to have varying degrees of learning and coping skills. Thus, it is important to assist students in determining their source of difficulty and provide them with resources to be successful.
ADSIG surveyed 36 Midwestern medical schools to identify the support services offered, problems experienced by students, and the professional needs of those assisting students having difficulties. The response rate was 83%.
Approximately 79% of the schools provide a variety of support services. Students generally sought assistance for problems related to testing, management of time and instructional materials, course remediation, and needing tutors during their first two years. Help for general stress and anxiety remained constant across all four years.
Medical schools need to take a proactive approach in helping students develop the necessary skills that can prevent academic difficulties.
CGEA 的学术发展特别兴趣小组 (ADSIG) 的成立是为了为那些帮助处于危险中的学生提供资源。医学学生具有不同程度的学习和应对技能是很常见的。因此，重要的是帮助学生确定他们的困难来源，并为他们提供成功的资源。
ADSIG 调查了 36 所中西部医学院校，以确定所提供的支持服务、学生遇到的问题以及帮助有困难学生的专业人员的需求。回复率为 83%。
大约 79%的学校提供各种支持服务。学生通常寻求与测试、时间和教学材料管理、课程补救以及在头两年需要导师相关的问题的帮助。所有四年中，一般压力和焦虑的帮助都保持不变。
医学院需要采取积极主动的方法来帮助学生培养必要的技能，以防止学业困难。
