A Quantitative Assessment of "At Risk" Students and Medical School Performance: The Importance of Adequate Advising and Mentorship.

Autor/inn/en	Tekian, Ara; Jalovecky, Michael J.; Hruska, Laura
Titel	A Quantitative Assessment of "At Risk" Students and Medical School Performance: The Importance of Adequate Advising and Mentorship.
Quelle	(2000), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Educational Counseling; Faculty Advisers; High Risk Students; Higher Education; Medical Education; Medical Students; Mentors; Minority Groups; School Counselors; Student Adjustment; Student Attitudes; Student Personnel Workers; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Schulleistung; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Medizinische Ausbildung; Ethnische Minderheit; School counselor; Beratungslehrer; Pädagogischer Berater; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The purpose of this study was to examine the impact of mentorship and advising as related to underrepresented minority (URM) students' experience and performance in medical school. URM students (n=23) from the University of Illinois at Chicago College of Medicine who matriculated in 1994 and 1995, and who were determined to be at risk of delay or withdrawal, were interviewed about the presence of mentor and advisor influences. The interviews examined student performance and curriculum evaluation, academic advisor efficacy and experience with mentoring, and students' personal history. Statistical analyses of the interview data revealed significant relationships between students' medical school experience and performance, whether or not they had mentors, and whom they chose as mentors. Students' evaluations of their advisors' efficacy was significantly dependent on whether or not they experienced any delays in their medical school training. Students' sense of integration within the university environment was also significantly related to their experiences with their advisors and mentors. (Contains 12 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC