How do medical students' expectations shape their experiences of well-being programmes?
Emmanuel Tan1,2, Erik Driessen2, Janneke Frambach2
1Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore.
Medical Education
|September 24, 2024
Summary
Medical student expectations significantly influence their engagement with support systems. When unmet, students may disengage or seek alternative peer support, highlighting the need for better-aligned institutional structures.
Area of Science:
- Medical Education
- Student Well-being
- Qualitative Research
Background:
- Medical schools have a duty to support student health and well-being.
- Existing research on student support focuses on effectiveness and satisfaction, not student expectations.
- Understanding how expectations shape experiences with support systems is crucial.
Purpose of the Study:
- To explore how medical students' expectations of support systems are shaped by institutional factors.
- To investigate how these expectations influence student experiences and engagement with support.
- To examine the impact of unmet expectations on student support-seeking behaviors.
Main Methods:
- Qualitative case study using institutional ethnography.
- Interviews with medical students (n=13) and document analysis of institutional policies.
- Analysis guided by psychological contract theory.
Main Results:
- Students expected strong support from the institution and personal tutors.
- Experiences often misaligned with expectations, leading to feelings of exclusion or transactional relationships.
- Unmet expectations resulted in reduced engagement with formal support and the creation of peer-support networks.
Conclusions:
- Student expectations are critical in shaping their experiences with support systems.
- Unmet expectations can lead to disengagement and the utilization of alternative support mechanisms.
- Further understanding is needed to develop institutional support structures that meet diverse student needs.
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