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Student Reflections on the Queen's Accelerated Route to Medical School Programme
Jennifer J MacKenzie1, Denise Stockley2, Amber Hastings-Truelove2
1Department of Pediatrics, McMaster University, Hamilton, ON, Canada.
Journal of Medical Education and Curricular Development
|April 5, 2019
Summary
Students in Queen's University Accelerated Route to Medical School (QuARMS) found the program aligned with goals like critical thinking and communication. However, they desired more structure, mentorship, and clinical experience for enhanced self-regulated learning (SRL).
Area of Science:
- Medical Education
- Premedical Training
- Curriculum Development
Background:
- Queen's University's Accelerated Route to Medical School (QuARMS) is Canada's unique 2-year premedical program for high school graduates.
- The QuARMS curriculum emphasizes communication, critical thinking, physician roles (including community service learning - CSL), scientific foundations, and self-regulated learning (SRL).
- Self-regulated learning (SRL) is defined as goal-directed behavior with strategy adaptation to optimize learning and performance, based on Zimmerman's social cognitive framework.
Purpose of the Study:
- To evaluate student learning experiences and perceptions after completing the first two academic years of the QuARMS program.
- To assess the alignment of student experiences with the stated curricular goals of the QuARMS program.
Main Methods:
- A 26-item Likert-type survey with optional narrative feedback was administered to two cohorts of QuARMS students.
- Focus groups were conducted with each cohort to explore emergent themes and gather in-depth qualitative data.
- Thematic analysis and a constructivist interpretive paradigm were employed to ensure data trustworthiness and consistency.
Main Results:
- Student feedback indicated experiences consistent with curricular goals, including critical thinking, communication, CSL, and SRL.
- Identified needs included enhanced mentorship, more structured CSL, increased feedback, better continuity in sessions, and greater clinical exposure.
- Student expectations for independent learning sometimes resulted in feelings of disconnectedness.
Conclusions:
- QuARMS participants benefited from the program and found it aligned with foundational skill development goals.
- Students expressed a need for more explicit educational structure to support self-regulated learning (SRL).
- Future curriculum adjustments will focus on scaffolding, increased mentorship, and feedback, with considerations for integrating clinical exposure.