Carr Sandra E, Canny Ben J, Wearn Andy, Carmody Dianne, Celenza Antonio, Diug Basia, Leech Michelle, Wilkinson Tim J
Division of Health Professions Education, The University of Western Australia, Perth, Australia.
The University of Tasmania, Hobart, Australia.
Med Teach. 2022 Oct;44(10):1081-1086. doi: 10.1080/0142159X.2021.1921134. Epub 2021 May 8.
For every commencing cohort of medical students, a small but significant number will experience an interruption to their academic progression because of academic difficulties, health concerns or external influences outside of the students' control. During the process of researching the factors surrounding difficulties with academic progression, students told us many ways that they have learned from that experience, which then allowed most of them to graduate. This paper combines the shared experiences of students who have had an interruption, and those of the authors as medical educators.
对于每一批开始学习的医学生来说，都会有一小部分但数量可观的学生由于学业困难、健康问题或学生无法控制的外部影响而在学业进展中遭遇中断。在研究学业进展困难相关因素的过程中，学生们告诉我们他们从那段经历中学到了很多方法，这些方法使他们中的大多数人最终得以毕业。本文结合了经历过学业中断的学生以及作为医学教育工作者的作者们的共同经历。
