Adjusting to university: Perceptions of first-year health professions students

Abstract

Background The transition experience into university can be challenging for health profession students as they are required to rapidly learn diverse and adaptable problem solving skills and advanced reflective thinking processes which are necessary to address complex patient-care problems, particularly in the face of uncertainty within a dynamic and rapidly evolving learning environment. Methods A mixed-methods study was conducted to identify factors influencing this transition for first-year medical, dental, and pharmacy students at a regional Australian university. The Student Adaption to College Questionnaire (SACQ) examined participants’ levels of adjustment to university, while Schlossberg’s 4 S transition model was utilised in a framework analysis of the focus group and interview responses. Results Complete survey responses were obtained from 198 students, 17 of whom also participated in focus group discussions or interviews. Mean adjustment ratings obtained from the SACQ responses were academic (6.09 ± 1.3) personal-emotional (5.53 ± 1.55), social (6.30 ± 1.38), and institutional attachment (6.96 ± 1.6). These results indicate that the personal and emotional aspects of this transition were more challenging for the students. Analysis of the qualitative data revealed that generally, for these highly motivated health-professions students, dropping out of university was not an option and this had a positive influence on their ability to adjust to their new learning environment. Nonetheless, the transition involved role change; school-leavers were excited about their newly found independence, while for mature-aged students, returning to university allowed them to pursue their lifelong dreams. Adjustment was more challenging for international, mature-aged and female students, with personal and social factors influencing the transition for each of these demographic groups. Conclusions To facilitate smooth transition into university, tertiary education institutions must consider tailored on-going support strategies that promote social interaction among students with varied backgrounds and personal characteristics.

Особливості Адаптації Студентів Першого Курсу В Умовах Змішаної Форми Навчання В Період Карантинних Обмежень

“…Проблема адаптації студентів-першокурсників саме медичних спеціальностей є загальносвітовою, про що свідчить велика кількість публікацій з цього питання і в Україні [1][2][3]12], і в інших країнах [5,7,10,15]. «Успішна адаптація студентів першого курсу на сьогодні залишається невирішеною проблемою, незважаючи на досить значний обʼєм інформації щодо проблеми, загальновизнаною є думка що дане питання потребує уточнення і подальшого вивчення» [3], особливо в сучасних умовах існування всього світу.…”

“…Визначення критеріїв адаптації є складним теоретичним і практичним питанням наукових досліджень. У роботі [5] показано, що позитивна професійна та навчальна мотивація значно спрощує і прискорює процеси адаптації загалом. Серед 64 опитаних студентів основними причинами вступу до медичного університету назва ли бажання стати висококваліфікованими спеціалістами (82,5 %) і зацікавленість майбутньою професією (80,9 %).…”

Who makes a better university adjustment wingman: Parents or friends?

“…Studies on adjustment suggest that it is a diverse and complex phenomenon [ 1 ]. According to previous research, students who are able to adjust at university have better academic results, fewer social problems, and less stress [ 2 ]. It is the university’s priority to provide adequate services and facilities to encourage adjustment among first-year students [ 3 ].…”

Exodontia skills acquisition: Focusing on clinical teaching and training

“…Although the treatment of patients in a real-world environment provides the most appropriate learning environment for dentistry students to integrate their knowledge of basic dental science and operative dental technique skills [ 19 ], it is associated with an increased risk of poor patient outcomes [ 20 ]. This is usually mitigated by direct clinical supervision by experienced dental professionals [ 21 ]. In this study, the terms ‘clinical teacher’ and ‘supervisor’ are used interchangeably and refers to the dental practitioner who oversees the clinical treatment carried out by students in the clinical setting.…”