Developmental student support in undergraduate medical education: AMEE Guide No. 92

Sandars, John; Patel, Rakesh; Steele, Helen; McAreavey, Martin

Abstract

Developmental student support has a focus on developing the whole person, not only academic and clinical competence. The positive and proactive developmental approach is in marked contrast to the deficit and reactive approach to student support which only targets identified students who are considered to be “at risk”. The medical school is a nexus for personal development, combining the personal identity formation journey of early adulthood with the variety of new experiences in medical school. Important aspects of developmental student support are the development of resilience and ensuring reasonable adjustments for students with learning difficulties and disabilities. Careers guidance is an essential aspect of developmental student support, including students with doubts about a career in medicine and who are leaving because of poor performance. Developmental student support requires an organizational culture in which student support is considered as the responsibility of everyone, with further support from named personal tutors.

Citation

Sandars, J., Patel, R., Steele, H., & McAreavey, M. (2014). Developmental student support in undergraduate medical education: AMEE Guide No. 92. Medical Teacher, 36(12), 1015-1026. https://doi.org/10.3109/0142159x.2014.917166

• Journal Article Type: Article
• Acceptance Date: Apr 17, 2014
• Online Publication Date: Jul 29, 2014
• Publication Date: 2014-12
• Deposit Date: Mar 28, 2020
• Journal: Medical Teacher
• Print ISSN: 0142-159X
• Electronic ISSN: 1466-187X
• Publisher: Taylor and Francis
• Peer Reviewed: Peer Reviewed
• Volume: 36
• Issue: 12
• Pages: 1015-1026
• DOI: https://doi.org/10.3109/0142159x.2014.917166
• Keywords: Education; General Medicine
• Public URL: https://nottingham-repository.worktribe.com/output/3257099
• Publisher URL: https://www.tandfonline.com/doi/full/10.3109/0142159X.2014.917166
• Additional Information: Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=imte20