Clemmons Karina Renee, Tariq Sara Ghori, Graham James, Mizell Jason Scott, Glass-Hicks Annlee Taylor, Thapa Purushottam Bhadra
University of Arkansas for Medical Sciences.
MedEdPublish (2016). 2020 Jan 9;9:8. doi: 10.15694/mep.2020.000008.1. eCollection 2020.
This article was migrated. The article was marked as recommended. The demanding nature of medical education has been well-described. Learning Communities (LCs) have been formed in a number of medical schools to address unmet needs such as wellness, social support, and academic/career counseling. However, there is limited information regarding the student perspective in shaping LC goals and activities. This study examined that perspective using a needs assessment survey. A formal needs assessment survey was completed by 510 medical students. The survey included 16 Likert-scale items and one open response item. Topics focused on student well-being, career planning, meaningful professional relationships, and academic success. As expected, residency success and academic performance were the domains ranked as most important. Of note, the domain of wellness was ranked as less important overall. Results also varied by medical school year and gender. Formal assessment of student needs can serve as a guide to the development of LC programming, hopefully increasing student engagement.
本文已迁移。该文章被标记为推荐。医学教育的苛刻性质已得到充分描述。许多医学院校都组建了学习社区（LCs），以满足诸如健康、社会支持以及学术/职业咨询等未得到满足的需求。然而，关于学生在塑造学习社区目标和活动方面的观点的信息有限。本研究通过需求评估调查来审视这一观点。510名医学生完成了一项正式的需求评估调查。该调查包括16个李克特量表项目和一个开放式回答项目。主题集中在学生福祉、职业规划、有意义的职业关系和学业成功。正如预期的那样，住院医师培训成功和学业成绩被列为最重要的领域。值得注意的是，健康领域总体上被列为不太重要。结果也因医学院年级和性别而有所不同。对学生需求的正式评估可以作为学习社区项目开发的指南，有望提高学生的参与度。
