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Autor/inn/en | Tlalajoe-Mokhatla, Nokuthula; van der Merwe, Lynette J.; Jama, Mpho P. |
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Titel | Social Learning and Integration Factors Affecting First-Year Medical Students: Views of Remedial Programme Students Who Failed Their First Year |
Quelle | In: Journal of Student Affairs in Africa, 11 (2023) 1, S.65-76 (12 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Tlalajoe-Mokhatla, Nokuthula) ORCID (van der Merwe, Lynette J.) ORCID (Jama, Mpho P.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Medical Students; Medical Education; Failure; Socialization; Student Adjustment; College Freshmen; Remedial Programs; Student Attitudes; Foreign Countries; South Africa |
Abstract | Medical students' transition from high school to university can lead to academic and social challenges, disconnection from university life, and possible drop out. Hence, some medical education institutions use remediation programmes to address these transition challenges. This study used a social learning and integration theory to identify factors that affect the social learning and integration of first-year medical students who had completed a six-month remediation programme. A nominal group technique involving 15 participants was used to collect data. Results revealed under-preparedness, self-management, alienation, confidence, and academic advice as the social learning and integration factors that can affect transition. Self-awareness and self-management were identified as complementary skills to address these factors and promote successful transition. In conclusion, students can make valuable contributions to address social learning and integration factors and enhance successful transition. Moreover, universities must also consider designing programmes that will promote successful transition of especially undergraduate medical students. (As Provided). |
Anmerkungen | University of Pretoria. Lynwood Avenue, Hatfield, Pretoria, 0002, Republic of South Africa. Tel: +27-12-420-4940; Fax: +27-12-420-4921; Web site: https://upjournals.up.ac.za/index.php/jsaa |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |