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Sunday, February 26 • 1:45pm - 2:30pm
POWDER MOUNTAIN-SOLITUDE [Oral Presentation] Full-time basic science educators: a “gold-standard” for medical student academic support

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Full-time basic science educators: a “gold-standard” for medical student academic support 
S.D. Schneid, K. Brandl, Skaggs School of Pharmacy and Pharmaceutical Sciences & School of Medicine, University of California, San Diego (UCSD)
A. Apperson, N. Laiken, Office of Educational Support Services, University of California, San Diego (UCSD) School of Medicine
Abstract Body: Context Academic support programs are meant to enhance student learning and promote successful progression through a challenging medical curriculum. While many medical school academic support programs offer tutoring services for their students, the majority of tutors are medical students or graduate students1. Without the presence of full-time experienced professional educators dedicated to being the most current on the content and providing significant accessibility to students, tutoring services will be less than optimal. And as students with multiple acceptances make their final decision about where to attend medical school, the quality of academic support available may have significant implications for optimal recruitment of applicants. Objectives The University of California, San Diego (UCSD) School of Medicine (SOM) created the Office of Educational Support Services (OESS) to provide comprehensive academic assistance in the basic sciences. Uniquely, the OESS is staffed by four full-time educators. As part of their job training, OESS educators were expected to attend all medical school lectures and become content experts in a broad range of basic science disciplines so they could maximally help medical students learn this content. On a weekly basis, they provide approximately ten hours of “drop-in” office hours and three hours of review sessions available to the entire class. The remainder of their available time is filled meeting with students individually during a course and during the summer for those requiring remediation. Because the OESS educators are full-time employees and are involved with multiple courses throughout curriculum, they are able to establish long-term and meaningful interactions with the medical students. All academic assistance provided by the OESS is done collaboratively with the course directors and faculty advisors, and has the full support of the SOM administration. Key Message The AAMC collects student satisfaction data from medical school graduates annually using the Medical School Graduation Questionnaire (Likert scale rating: 1 = not at all satisfied and 5 = very satisfied). From 2014-2016, UCSD medical students (n=220) reported a high level of satisfaction with tutoring provided by UCSD SOM. The average at UCSD SOM was 4.5 compared to 3.9 for all other medical schools (p<0.0001). In fact, 67% (SD = 3.0%) of UCSD medical students reported being very satisfied compared to 34% (SD = 0.6%) of students from the other 136 US medical schools (n=16,756). Also, in 2015, 126 first-year UCSD medical students were solicited to fill out a survey regarding OESS. Eighty-two students responded and of the 48 students who reported receiving multiple medical school acceptances, 52% reported that the presence of OESS influenced their decision to attend UCSD. Conclusion Making a long-term investment in the training of full-time basic science educators has built a unique and robust academic support service that provides a high level of medical student satisfaction that is nearly double that of other US medical schools (67% versus 34% being very satisfied). Furthermore, the presence of a strong academic support program can play an important role when a student is deciding which medical school to attend. References 1. Saks, NS, Karl S. Academic Services in U.S. and Canadian Medical Schools. Med Educ Online 9:6. Available from http://med-ed-online.net/index.php/meo/article/view/4348  


Sunday February 26, 2017 1:45pm - 2:30pm
POWDER MOUNTAIN-SOLITUDE

Attendees (8)