A support framework to facilitate social learning and integration skills of first-year undergraduate medical students
| dc.contributor.author | Tlalajoe-Mokhatla, N. | |
| dc.contributor.author | van der Merwe, L. J. | |
| dc.contributor.author | Jama, M. P. | |
| dc.date.accessioned | 2024-08-28T05:51:12Z | |
| dc.date.available | 2024-08-28T05:51:12Z | |
| dc.date.issued | 2024/07/31 | |
| dc.description.abstract | ๐๐ฎ๐ฐ๐ธ๐ด๐ฟ๐ผ๐๐ป๐ฑ. Limited research exists on medical studentsโ coping and adjustment skills, especially in the South African context. Stakeholders planning medical curricula need to be aware of emotional and communication skills that allow students to cope and adjust to stress associated with transitioning to medical studies. ๐ข๐ฏ๐ท๐ฒ๐ฐ๐๐ถ๐๐ฒ. To design a support framework to facilitate first-year undergraduate medical studentsโ social learning and integration skills. ๐ ๐ฒ๐๐ต๐ผ๐ฑ๐. This descriptive qualitative case study used multiple data collection methods, nominal group meetings and Delphi questionnaires to explore and understand undergraduate medical studentsโ challenges with social learning and integration factors. These insights were then used to develop the support framework. ๐ฅ๐ฒ๐๐๐น๐๐. The support framework articulates levels of engagement and actions required to address social learning and integrated factors, namely under- preparedness, peer support, confidence, self-management, alienation and academic advice. ๐๐ผ๐ป๐ฐ๐น๐๐๐ถ๐ผ๐ป. Implementing the proposed support framework on social learning and integration could facilitate the successful transition of first-year undergraduate medical students from high school to university. This framework aids students in dealing with social learning and integrated factors, such as under-preparedness, peer support, confidence, self-management and alienation as well as academic advice using contextualised and appropriate skills and tools. | |
| dc.description.version | Publisher's version | |
| dc.identifier.citation | Tlalajoe-Mokhatla, N., van der Merwe, L. J., & Jama, M. P. (2024). A support framework to facilitate social learning and integration skills of first-year undergraduate medical students. African Journal of Health Professions Education, 16(3), e1559. https://doi.org/10.7196/AJHPE.2024.v16i3.1559 | |
| dc.identifier.issn | 2078-5127 (print) | |
| dc.identifier.uri | https://doi.org/10.7196/AJHPE.2024.v16i3.1559 | |
| dc.identifier.uri | http://hdl.handle.net/11660/12761 | |
| dc.language.iso | en | |
| dc.publisher | South African Medical Association | |
| dc.rights.holder | Author(s) | |
| dc.rights.license | https://creativecommons.org/licenses/by-nc/4.0/ | |
| dc.subject | Nominal group technique | |
| dc.subject | Delphi technique | |
| dc.subject | social learning and integration | |
| dc.subject | transition | |
| dc.subject | support framework | |
| dc.title | A support framework to facilitate social learning and integration skills of first-year undergraduate medical students | |
| dc.type | Article |
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