A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning...

Area of Science:

• Medical Education
• Student Support Services
• Academic Advising

Background:

• Learning communities (LCs) provide crucial academic, professional, and personal support for medical students.
• The University of Arkansas for Medical Sciences (UAMS) College of Medicine (COM) utilizes an academic house model within its LC structure.

Purpose of the Study:

• To evaluate the effectiveness of the UAMS academic house model using a mixed-methods survey.
• To assess student satisfaction with academic houses and advising.
• To identify areas for enhancing the LC program.

Main Methods:

• A 25-item online survey was administered to 723 UAMS COM students (all years).
• Data collection included multiple-choice, Likert scale, and open-ended questions.
• Quantitative data were analyzed using frequencies and percentages; qualitative data underwent thematic review.

Main Results:

• A 31% response rate (227 students) was achieved.
• Over two-thirds of respondents reported satisfaction with advisor guidance (60.5% satisfied, 36.6% very satisfied).
• Key areas for improvement identified by students included time constraints, advisor-advisee interest alignment, and advising content relevance.

Conclusions:

• The LC model at UAMS COM is effective for advising and mentoring.
• Student satisfaction with the LC is high, but specific areas for enhancement were identified.
• Findings offer generalizable insights for institutions implementing or considering LC programs.