Division of General Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
BMC Med Educ. 2010 Feb 26;10:20. doi: 10.1186/1472-6920-10-20.
Many medical schools are establishing learning communities to foster cohesion among students and to strengthen relationships between students and faculty members. Emerging learning communities require nurturing and attention; this represents an opportunity wherein medical students can become involved as leaders. This study sought to understand issues related to active involvement among students who chose to become highly engaged in a newly developed learning community.
Between April and June 2008, 36 students who assumed leadership roles within the Colleges Program were queried electronically with open-ended questions about their engagement. Qualitative analysis of the written responses was independently performed by two investigators; coding was compared for agreement. Content analysis identified major themes.
35 students (97%) completed the questionnaire. Motives that emerged as reasons for getting involved included: endorsing the need for the program; excitement with the start-up; wanting to give back; commitment to institutional excellence; and collaboration with talented peers and faculty. Perceived benefits were grouped under the following domains: connecting with others; mentoring; learning new skills; and recognition. The most frequently identified drawbacks were the time commitment and the opportunity costs. Ideas for drawing medical students into new endeavors included: creating defined roles; offering a breadth of opportunities; empowering students with responsibility; and making them feel valued.
Medical students were drawn to and took on leadership roles in a medical school curricular innovation. This example may prove helpful to others hoping to engage students as leaders in learning communities at their schools or those wishing to augment student involvement in other programs.
许多医学院正在建立学习社区，以促进学生之间的凝聚力，并加强学生与教师之间的关系。新兴的学习社区需要培育和关注；这是一个机会，医学生可以作为领导者参与其中。本研究旨在了解选择积极参与新开发的学习社区的学生的相关问题。
2008 年 4 月至 6 月期间，36 名在学院计划中担任领导角色的学生通过电子方式对他们的参与情况进行了开放式问题调查。两名调查员对书面答复进行了独立的定性分析；对编码进行了一致性比较。内容分析确定了主要主题。
35 名学生（97%）完成了问卷调查。参与的动机包括：认可该计划的必要性；对启动感到兴奋；想要回馈；致力于机构卓越；以及与有才华的同学和教师合作。感知到的好处分为以下几个领域：与他人建立联系；指导；学习新技能；以及认可。最常被识别的缺点是时间承诺和机会成本。吸引医学生参与新事业的想法包括：创建明确的角色；提供广泛的机会；赋予学生责任；让他们感到自己的价值。
医学生被吸引并在医学院课程创新中担任领导角色。这个例子可能对其他希望在学校的学习社区中让学生作为领导者参与的人或希望增加学生在其他计划中的参与度的人有所帮助。
