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Relationship-Centered Advising in a Medical School Learning Community
Emily Frosch1, Mitchell Goldstein2
1Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
Journal of Medical Education and Curricular Development
|April 3, 2019
Summary
Medical schools can enhance student advising through relationship-centered advising (RCA) within learning communities (LC). This model fosters trust and satisfaction, supporting student identity development.
Area of Science:
- Medical Education
- Student Affairs
- Advising Models
Background:
- Medical schools require formal advising structures.
- Optimal methods for advising are not well-defined.
- Learning communities (LC) provide a framework for longitudinal advising relationships.
Purpose of the Study:
- To describe the relationship-centered advising (RCA) model implemented within the Johns Hopkins School of Medicine (JHSOM) learning community.
- To highlight the key elements and theoretical underpinnings of the RCA model.
- To assess the adaptability of this advising model.
Main Methods:
- The JHSOM LC utilizes a relationship-centered advising (RCA) model.
- RCA emphasizes longitudinal connections, dyadic and small group advising.
- Faculty development in RCA principles is integrated into the LC structure.
Main Results:
- Student and faculty satisfaction with the RCA model is high.
- Annual anonymous student evaluations show high trust and satisfaction.
- The model supports the development of personal and professional identities.
Conclusions:
- Relationship-centered advising (RCA) provides a foundation for student identity development.
- The LC-based advising model is adaptable to various institutional structures and resources.
- This approach fosters strong, trusting relationships between students and advisors.
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