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Design of a Learning Development Program to Support First-Year Undergraduate Medical Students in the Transition to a
Masego B Kebaetse1, Brigid Conteh2, Maikutlo Kebaetse3
1Department of Medical Education, University of Botswana, Gaborone, Botswana.
Medical Science Educator
|July 28, 2023
Summary
This study details the iterative design of a learning development program for first-year medical students in a problem-based curriculum. The program enhanced students' learning management skills and supported teacher professional growth.
Area of Science:
- Medical Education
- Curriculum Design
- Educational Psychology
Background:
- Limited literature exists on the evolution and design of learning development interventions.
- Effective interventions require careful consideration during curriculum design.
- Supporting first-year medical students in problem-based learning (PBL) curricula presents unique challenges.
Purpose of the Study:
- To describe the evolution of a learning development program for first-year medical students.
- To explore the application of design-based research in creating context-specific educational interventions.
- To identify lessons learned regarding student development, teacher growth, and program design.
Main Methods:
- Employed a design-based research approach, integrating theoretical frameworks.
- Incorporated student feedback throughout the program development process.
- Focused on iterative refinement based on practical application and reflection.
Main Results:
- Students reported the Learning Success Program added value by equipping them with learning management skills.
- The design-based research facilitated a context-specific program tailored to student needs.
- Teachers experienced professional development through reflective practice and feedback.
Conclusions:
- Iterative design and student-centered approaches are crucial for effective learning development programs.
- Design-based research offers a valuable methodology for evolving educational interventions in medical settings.
- Such programs contribute to both student learning and educator professional growth.
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