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Passing the Baton: The Role of Targeted Transition Programs in Medical Education at an Urban Medical School
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Author(s): Andrea A. Anderson (The George Washington School of Medicine and Health Sciences, USA), Yolanda C. Haywood (The George Washington School of Medicine and Health Sciences, USA), Juliet Lee (The George Washington School of Medicine and Health Sciences, USA), Claudia U. Ranniger (The George Washington School of Medicine and Health Sciences, USA)and Grace E. Henry (The George Washington School of Medicine and Health Sciences, USA)
Copyright: 2020
Pages: 24
Source title:
Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education
Source Author(s)/Editor(s): Ruth Gotian (Weill Cornell Medicine, USA), Yoon Kang (Weill Cornell Medicine, USA)and Joseph Safdieh (Weill Cornell Medicine, USA)
DOI: 10.4018/978-1-7998-1468-9.ch011
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Abstract
Transitions in medical school are a recognized point of stress for learners. Overall, stress is a known aspect of any period of transition, where the unknown looms large and new skills need to be acquired to achieve mastery of the next step. As the medical needs of the population grow, medical schools are admitting larger and more diverse classes. These students will undergo several major points of transition in their undergraduate medical education careers including the period of matriculation to the first year and the transition from the preclinical years into the clinical years. The George Washington School of Medicine has developed a longitudinal approach including two specific programs to support students during these recognized points of academic transition. The Prematriculation Program (PMP) and the Foundations of Clinical Practice course address the specific needs of these stages. The authors contend that an intentional approach to support students at periods of known academic risk is a beneficial aid to student success.
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