Changing approach to undergraduate studies documented during annual appraisal of medical students

Abstract

Background: Transition from school to university life involves maturation changes in areas of academic and personal life.

Method: Evaluation of factors involved was studied though analysis of appraisal interview outcomes during the first two years, which documented achievements and goal setting in 511 medical students (98% of two student-year cohorts). Qualitative analysis identified key issues in study skills, aspects of personal lives and differences in approach to university life.

Results: Study goals were identified in 71% of first-year students. New study skills goals were set by over one-third of students in year 2, including goals for change in both learning techniques and assessment preparation. Organizational skills deficiencies were identified in 24.5% of first years, and as a new issue in an additional 16% of second years. Personal difficulties had little impact on resolution of study skills goals, whilst imbalances in study–leisure activities and organizational skills were significant. Motivation and consideration of career choice remained unresolved in 4.5% of second-year students. Some 63% of second years reported changes in approach to studies following discussion during the previous year's appraisal.

Conclusion: Appraisals are resource intensive but valued highly by students. Appraisal outcomes provided valuable information elucidating factors affecting transition into university life.

Additional information

Notes on contributors

Deborah Murdoch-Eaton

DEBORAH MURDOCH EATON introduced appraisal into Leeds School of Medicine when Director of Student Support, and has particular interests in developing students to achieve their potential.

Godfrey Pell

GODFREY PELL is a statistician within the Medical Education Unit.

Trudie Roberts

TRUDIE ROBERTS is Director of the Medical Education Unit and Head of School.