Abstract
Transition Pedagogy provided a framework for a case-study of the first year experience of students entering Medicine at the University of Adelaide. The first three dedicated areas of the Transition Pedagogy Model were investigated for the 2011 first year cohort. A mixed-methods research design was used with students, academic and administrative staff completing surveys and participating in focus groups. Results revealed that international students experienced a more positive transition to university than domestic students and investigation of strategies explored differences in the first year experience of the two groups in the three areas. International students participated in an International Program and, in comparison with domestic students, received an extended orientation process, additional scaffolding to engage in case-based learning and more consistent support in academic, administrative and personal matters. Evidence from this study supports changes to the first year medical program at this institution and others to improve student transition in the future.
Highlights
The first year experience of students transitioning to university is of interest to all programs for both students and tertiary institutions, with the transition process having an impact on “the cognitive, social and moral development of students” (McInnis, 2001, p. 105)
This study reports on the transition into a first year medical program using the framework of the Transition Pedagogy Model, which has been described as “a guiding philosophy for intentional first year curriculum design and support that carefully scaffolds and mediates the first year learning experience” (Kift, 2009, p. 40)
International students were more similar to the general cohort, the only significant difference being for the domain Academic Application, for which international students scored significantly higher than the general cohort (p=0.003)
Summary
The first year experience of students transitioning to university is of interest to all programs for both students and tertiary institutions, with the transition process having an impact on “the cognitive, social and moral development of students” (McInnis, 2001, p. 105). The first year experience of students transitioning to university is of interest to all programs for both students and tertiary institutions, with the transition process having an impact on “the cognitive, social and moral development of students” Workloads are higher than most other university programs, and students are required to deal with emotionally charged topics, including exposure to anatomical specimens. In many courses they are introduced to a small group problem-based (PBL) or case-based (CBL) learning approach which, as a student-directed approach based on the principles of adult learning, is most likely to be very different from their previous way of learning. Little research has considered the impact on the transition into a medical program of using a PBL or CBL approach
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