Victory Brodman Melissa, Villarreal Lillianne, Ahmed Nadia, Patel Premal
Internal Medicine, University of Texas Medical Branch at Galveston, Galveston, TX USA.
Internal Medicine, University of Texas at Austin Dell Medical School, Austin, TX USA.
Med Sci Educ. 2024 Jun 21;34(6):1279-1282. doi: 10.1007/s40670-024-02100-1. eCollection 2024 Dec.
Describe a student coproduced curriculum to lay the foundation for professional identity development (PID).
Occurring during the introductory course of medical school, the Grab Bag Activity (GBA) is coordinated by upper-level students to offer informal, self-selected activities sponsored by upper-level students or faculty for incoming first-year students. Various levels of relationship are fostered: student to peer, student to near-peer, and student to faculty. Role-modeling, self-reflection, and coproduction of curriculum occur in these relationships.
Participation has grown over the years of offering the GBA. Formal student feedback suggests perceived value of this activity. Students report increased confidence in communication, wellness, and career advancement awareness after involvement in the introductory course (including the GBA).
This large-scale, student coproduced GBA lays the foundation of PID through building community and fostering role-modeling between students and faculty. A detailed assessment of GBA is needed to further define the benefit perceived from students.
The online version contains supplementary material available at 10.1007/s40670-024-02100-1.
描述一门由学生共同制作的课程，为职业身份发展（PID）奠定基础。
“百宝袋活动”（GBA）在医学院的入门课程期间开展，由高年级学生协调，为新生提供由高年级学生或教师发起的非正式自选活动。培养了不同层次的关系：学生与同龄人、学生与准同龄人以及学生与教师之间的关系。在这些关系中会出现榜样示范、自我反思以及课程的共同制作。
多年来提供GBA活动的参与人数有所增加。正式的学生反馈表明了这项活动的感知价值。学生报告称，参与入门课程（包括GBA）后，他们在沟通、健康和职业发展意识方面的信心有所增强。
这项大规模的、由学生共同制作的GBA通过建立社区以及促进学生与教师之间的榜样示范，为PID奠定了基础。需要对GBA进行详细评估，以进一步明确学生所感受到的益处。
在线版本包含可在10.1007/s40670-024-02100-1获取的补充材料。
