Research into finding a stable prognosis parameter for the detection of students in need of guidance - Realization of equal opportunities through a diversity-oriented study guidance

Asking future doctors: what support options do medical students want to cope with medical school?

Aim

Medical school is demanding, and research aimed at improving the mental health of medical students is scarce. No quantitative study about which specific measures students actually prefer to reinforce their health has been performed yet. The aim of this survey is to find out which types of support should be given to medical students according to students’ own perspectives.

Subject and methods

A classroom survey of medical students (N = 1108, years 1–5) was carried out regarding various support options and depressive symptoms. The statistical analysis was finalized using chi-square tests, t-tests, and the Kolmogorov–Smirnov test.

Results

The support options with the highest average scores were accessible sports classes, desire for free water/fruit during lectures, and a clear study structure. Groups to exchange experiences with, including social media groups, were favored less. Depressive symptoms in students correlated with a higher level of applicability of support options.

Conclusion

Medical students require supportive study conditions. Specific subgroups of medical students could not be correlated to a particular support program. Thus, we need a support program that addresses students’ wishes, not a program based on feasibility, staff interests or passions.

Motivation as an important criterion for graduation among medical students admitted from the waiting list

Aim: Graduation rates among medical students who have been admitted to medical school from the waiting list quota are significantly lower than those for medical students who are directly admitted on the basis of their competitive secondary school academic record or through the universities' selection process. The aim of this study was to identify risk factors that can predict a longer length of study or dropping out and potential resilience factors predictive of timely and successful graduation. Method: First, students admitted from the waiting list were asked in qualitative interviews at the beginning of their studies about risk factors connected with dropping out. These students were then followed until completion of the first state medical exam, or at least until the end of their fourth semester. In parallel, personality traits were measured using the NEO Five-Factor Inventory according to Costa and McCrae (NEO-FFI). Successful study was defined as a length of study time lasting four semesters before taking the first section of the state medical exam (Physikum). Serving as indicators for students at risk were a prolonged period of study and dropping out before taking the first state medical examination. Finally, the factors associated with successful study were identified. Results: Students from the waiting list who displayed a stronger than average conscientiousness in their personality and stated being underchallenged in their prior (medicine-related) occupation as the motivation for studying medicine were significantly more often successful than students from the waiting list who displayed a less pronounced conscientious personality and named dissatisfaction with their previous occupation as their motivation to pursue medical study. In addition, successful students were often distinguished by ambition and reported placing high academic demands on themselves. Early failures on exams were found to be predictive of an uncertain course of study at Rostock Medical School. Conclusions: The reason for studying medicine and an ambitious personality appear to be basic predictors of study success and could therefore be considered not only as a selection criterion for admission, but also monitored during the course of study as a predictive marker for prolonged study or drop-out. Regardless how students are selected for admission, medical schools should take a closer look at the academic performance of the enrolled students to identify at-risk students who are failing exams early in the course of study and to adequately advise them on course scheduling, motivation and exam preparation.

Studienstart International of the University of Cologne: The closely supervised semester of study entry for students from third countries using the example of the model degree program for human medicine

Objective: Due to the increasing degree of internationalization and migration movements, German universities must increasingly pay attention to the cultural diversity of their students. Numerous studies have shown that there is still considerable room for improvement at German universities with regard to the integration of foreign students. Therefore, the University of Cologne aims at improving study conditions for students from third countries (especially non-EU) by introducing a compulsory study entry semester Studienstart International. In this study, we ask if effects on the dropout rates of international students before the introduction of Studienstart International can be observed after the introduction of the study entry semester. In addition, results of a survey of foreign students about familiarizing themselves with the German university educational system and on social contacts with fellow students are presented. Methods: After a one-year voluntary pilot phase in summer semester 2009 and winter semester 2009/10, Studienstart International was made compulsory for Non-EU students in preparation for the study of human medicine. 113 students of the human medicine degree program have taken part in this program since the beginning of winter semester 2016/17. The comparison of dropout rates before and after the introduction of Studienstart International as well as the results from a survey of foreign students are presented descriptively. Statistical significance of the difference in dropout rates between the two groups of students is tested using a Chi²-test. Results: The dropout rates of foreign students fell slightly from 19% to 14% following the introduction of the mandatory study entry semester, but this difference is not statistically significant (Chi²=0.785, df=1, p=0.376). According to the survey, almost three-quarters of foreign students have contact with German fellow students at the university, 55% of whom report daily contact. 68% of respondents have contact with German fellow students outside the university. 97% feel they are well prepared for the degree course and 91% say they know where to go with questions and problems during their studies. Conclusion: With the introduction of the compulsory study entry semester Studienstart International, the University of Cologne aims at improving integration of foreign students. Although dropout rates could not be significantly reduced, survey results suggest that Studienstart International can certainly support international students. Reliable statements on the success of the study cannot yet be made due to the small number of cases. A follow-up study will deal with this question.