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Monday, February 27 • 10:00am - 10:45am
SUNDANCE - [Oral Presentation] 1. Transition to Medical School: A Novel Approach to New Student Orientation

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10:00 AM - 10:15 AM

Transition to Medical School: A Novel Approach to New Student Orientation

K. Shaffer, S. Baumann, J. Colbert-Getz, T. Hurtado, School of Medicine, University of Utah
Abstract Body: Context This presentation will describe the implementation of a Transition to Medical School course offered by the University of Utah School of Medicine. Recognizing the need for explicit self-regulated learning training for new medical students, and acknowledging the limits of traditional first year orientation to provide students with the resources needed to succeed academically and personally, the Offices of Curriculum and Student Affairs collaborated on creating Transition to Medical School (TTMS) in place of the existing first year orientation. To design the course we used Kern’s six-step approach to curriculum development, beginning with a needs assessment (recently published in Teaching and Learning in Medicine). The result was a hybrid, conference-style course where logistical information and compliance forms were stored in an LMS for students to complete on their own time, and to refer back to as needed. This helped to reduce extraneous load by allowing students to focus on information that was more germane to their learning. The in-person event was a week long, and included a combination of plenaries and optional breakout sessions divided into four tracks: Academic Success, Professionalism and Culture, Interpersonal and Wellness, and Social Connections. Objectives 1. Describe the course development process: problem identification, needs assessment, goals and objectives, educational strategies, implementation, and evaluation. 2. Discuss feedback and next steps. Key Message Rather than spending valuable face-to-face time providing didactic and logistical information to new students, that time is better spent preparing them to be self-regulated learners by setting the foundation with just-in-time, learning to learn sessions. Conclusion While more time and study are needed to evaluate whether the course had a sustained effect on student learning, the feedback from MS1s (N = 128, 100% response rate), and presenters (N = 36, 50% response rate) was overwhelmingly positive. Students enjoyed having the opportunity to decide which breakout sessions to attend and the option to skip sessions they felt were irrelevant to them. This resulted in an overall satisfaction with the experience. Further, a welcome side effect of the new format was that incoming students recognized the time, care, and effort that went into the course, which set a tone of mutual trust and appreciation between students, faculty, and administrators. 

avatar for Kerri Shaffer

Kerri Shaffer

Director of Curriculum and Faculty Support, University of Utah School of Medicine

Monday February 27, 2017 10:00am - 10:45am

Attendees (29)