Zhuhra Rahma Tsania, Wahid Mardiastuti H, Mustika Rita
Master of Medical Education Program, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia.
Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia.
Malays J Med Sci. 2022 Feb;29(1):126-137. doi: 10.21315/mjms2022.29.1.12. Epub 2022 Feb 23.
First-year medical students need to adjust to university life to achieve optimal education. Notably, generation Z (Gen Z) students recently admitted to medical school possess unique characteristics that may affect their adjustment. However, limited studies have evaluated the adjustment of Gen Z medical students. In line with this, the present study explores the adjustment process of Gen Z medical students in their first year of study.
A qualitative phenomenological study was held from January 2020 to October 2020. The respondents comprised first-year students from two medical institutions. Maximum variation sampling was applied to select the respondents. Moreover, 11 focus group discussions (FGDs) with students and 10 in-depth interviews with lecturers were conducted. Curriculum documents were examined, and then the data were analysed thematically.
Three themes were identified: i) domain; ii) process and iii) contributing factors to college adjustment. Academic, social and personal-emotional components of adjustment were included in the domain theme. The process theme consisted of transition, transition-transformation and transformation phases. Meanwhile, the contributing factors consisted of existing and supportive factors. Student characteristics, including demographics, mentality, prior educational experiences and social support, were considered the existing factors, while technology, learning system and well-being constituted the supporting factors.
College adjustment involves various domains, processes and contributing factors that are unique to Gen Z characteristics, technology dependence and culture. Therefore, well-prepared faculties are needed to support the adjustment of Gen Z students.
一年级医学生需要适应大学生活以实现最佳教育效果。值得注意的是，最近进入医学院的Z世代学生具有可能影响其适应过程的独特特征。然而，评估Z世代医学生适应情况的研究有限。据此，本研究探讨了Z世代医学生在学习第一年的适应过程。
于2020年1月至2020年10月进行了一项定性现象学研究。受访者包括来自两个医疗机构的一年级学生。采用最大差异抽样法选择受访者。此外，还与学生进行了11次焦点小组讨论（FGD），并对讲师进行了10次深入访谈。对课程文件进行了审查，然后对数据进行了主题分析。
确定了三个主题：i）领域；ii）过程；iii）大学适应的促成因素。适应的学术、社会和个人情感成分包含在领域主题中。过程主题包括过渡、过渡-转变和转变阶段。同时，促成因素包括现有因素和支持因素。学生特征，包括人口统计学、心态、先前的教育经历和社会支持，被视为现有因素，而技术、学习系统和幸福感则构成支持因素。
大学适应涉及Z世代特征、技术依赖和文化所特有的各个领域、过程和促成因素。因此，需要有充分准备的教师来支持Z世代学生的适应。
