Class 17 2009/2010. 1. Introduction and background 2. Aims 3. Methods 4. Results 5. Discussion 6....

1st year at Medical

School:

Which factors affects

academic success?

Class 17

2009/2010

1 . Introduction and

background

2. Aims

3. Methods

4. Results

5. Discussion

6. Conclusion

7. References

8. Annexes

Table of contents

College

Transition [2]

Adaptation

New realityDifferent city

Distance from homeNew friendsNew educational methodsLiving alone

How do young students face all this?

High School1 .Introduction and background2. Aims

3. Methods4. Results

6. Conclusion

8. Annexes [2] Loureiro, E. (2008)

5. Discussion

7. References

1st year at Medical School: Which factors affects academic success?

Decision Making and Problems Solving

Social SupportHealthy Life Style

Personal well-being [3]

Gradual process [5]

All ready to succeed

Basal Requirement

sMotivation Adaptation

However

“To adapt to their surrounding environment an individual must cope and manage problems, challenges and demands in his and her daily life” [4]

[3] Kari, K. (2006) ; [4] Dyson, R (2006) ; [5 ]Montelongo,

R. (2004)

1 .Introduction and background2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


Key words in bibliographic research:

Students, Medical

Social Adjustment

Academic success AND / OR failure

Research performed in:

PubMed

Google Scholar



6. Conclusion

8. Annexes

5. Discussion

7. References


Key words in bibliographic research:

Students, Medical

Social Adjustment

Academic success AND / OR failure

Research performed in:

PubMed

Google Scholar



6. Conclusion

8. Annexes

5. Discussion

7. References


In literature…

Academic first year ...

Family proximity

[6]

Stable familiar

environment [6]

Good financial status [6]

Active social and personal

environment [3]

Influenced by:

[3] Kari, K. (2006) ; [6] Feenstra, J. S. (2001) ; [7] SAT I (2009)



6. Conclusion

8. Annexes

5. Discussion

7. References


• Distance from home/nuclear family

Family’s support is of major importance in the maintenance of a good mental health.

• Extra curricular activitiesAlthough it may represent drawbacks if they occupy most of the students free time, it can be a relaxing moment of the daily routine.



6. Conclusion

8. Annexes

5. Discussion

7. References

Expected results :


• Sleeping time Influenced by:

Night outs frequency; Night outs return hour; Sleeping hours;

InfluencesAbility to accomplish daily tasks and health;

• Gender [9]

Influences Academic performance



6. Conclusion

8. Annexes

5. Discussion

7. References

[9] Magalhães, E (2009)


Other factors that influence student’s academic success :

• Student’s level of stress [8]

Is very common on medical students, which may develop depression symptoms and suicidal thoughts

• Social background [10]

Such as parent’s education

• Socioeconomic status [11]

[8] Vitaliano, P. (1989) ; [10] Ortiz, E. (2008) ; [11] Mcmanus, C. (1986) .



6. Conclusion

8. Annexes

5. Discussion

7. References


In literature we could find some factors that influence academic success but we focused our study on:

- Gender

- Course satisfaction

- Extra curricular activities

- Time of study

- Family support

- Resting time

In spite of existing more factors, our option reflects on these because we thought this would be more interesting



6. Conclusion

8. Annexes

5. Discussion

7. References


Academic success… How to define it?



6. Conclusion

8. Annexes

5. Discussion

7. References

• We consider success

to have been

approved at least

subjects from the 1st

semester in FMUP

fulfilling 20 or more

ECTS.


Academic satisfaction… How to define it?



6. Conclusion

8. Annexes

5. Discussion

7. References

“Academic Life Satisfaction is defined as

the expected satisfaction in one's life in

school by the fulfillment of his/her important

academic goals or aspirations.”[12]

•We used a Satisfaction scale, which was

rated from 1 to 10:

• 1-4: Unsatisfied

• 5-8: Satisfied

• 9-10: Very satisfied[12] Kumar, P. S.


In order to achieve our goal, we tried to:

Discover which are the causes to success / failure;

Point out some important measures to obtain success.

Evaluate academic performance;

1 .Introduction and background

2. Aims3. Methods4. Results

6. Conclusion

8. Annexes

5. Discussion

7. References


STUDY DESIGN


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


Target Population:

Students attending Master in Medicine in

the 1st year for the 1st time.

(aproximately 254 students)


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


Inclusion Criteria

Students attending FMUP 1st year.

Exclusion Criteria• Students attending FMUP 1st year not

for the first time;

• Students that have been in another college.


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


Inclusion Criteria

Students attending FMUP 1st year.

Exclusion Criteria• Students attending FMUP 1st year not for

the first time;

• Students that have been previously in another college.


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


Selection Method

22 classes

All students fulfi lling the requirements

FMUP


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


Survey adressing personal issues

Survey


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


http://fmup17im2.questionpro.com/

1st

Semester grades

Survey constructi

on(online and on paper)

CONCLUSIONS

Statistical analysis

PASW 18

Student’

s personal informati

on

Divulgation:

Contacting each head of class by email and practical classes

(Anatomy II)

Data Analysis

Telephone approach (message)

after 2nd re-send with no reply


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


335 registered


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References

Students from 1st year


31 licensee

50 disapproved

335 – 31 – 50 = 254

Number of from the first year for the first time in college

Number of students that started other course and withdrew is unknown, so is not removed from the 254

161 students


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References

1 Excluded

160 students

Sample size


Comparison:

Target population’s daily habits and its

success on 1st year medical school.


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


Rosa Oliveira

nao gosto, mas nao estou a conseguir mudar

In order to characterize the sample:

Choose the adequate variables of the survey;

Do adequate statistical analysis.

Results analysis


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


First year medical students - The Key to Success


2. Aims

3. Methods

4. Results

5. References

6. Annexes


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References

Other attempts to achieve

significative results:

Logistic regression

Hosmer and Lemeshow test

Spearman/ Pearson correlation



2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References

RESULTS


Sample characteristics1 .Introduction and background

2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References

Respondents rate= 161/254 = 0.634

N (%)

Gender of the inquired Female 105 (66,0)

Male 54 (34,0)

People who lives with Family 15 (9,4)

Other 144 (90,6)

Frequency that visits home Every Week 74 (81,3)

Less 17 (18,7)

Extra-curricular activities No 74 (46,5)

Yes 85 (53,5)

Frequency night outs Once or more a week 90 (56,3)

Less 70 (43,8)

Satisfaction grade Unsatisfeid 10 (6,6)

Satisfied 107 (70,4)

Very Satisfied 35 (23,0)



2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References

Respondents rate= 161/254 = 0,634


Success and Failure rate

161 Inquired

1 excluded

160

Success = 86,2%

Failure = 13,8%

Success rate =

137/160

Failure rate = 22/160

Optimus

na taxa pus a percentagem válida. nos rates pus os valores da tabela de frequências. há uma coisa, houve mais uma situação em que se excluiu um caso, ou seja, só se avaliou o sucesso académico de 159 pessoas, apesar de serem 160 respostas... não se deveria colocar isso aqui? ou omite-se? é que há situações sem nenhum missing...mariana

Results1 .Introduction and background

2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


Academic Success

Success Failure P-value R**

N (%) N (%)

Gender of the inquired

Female 91 (87,5) 13 (12,5)

0,473 0,057

Male 45 (83,3) 9 (16,7)

Total time of study per week

1 to 9 hours 37 (90,2) 4 (9,8)

0,465* 0,022

10 to 19 hours 66 (82,5) 14 (17,5)

20 to 30 hours 16 (94,1) 1 (5,9)

30 or more hours 17 (85,0) 3 (15,0)

Extra-curricular activities

No 62 (84,9) 11 (15,1)

0,700 -0,031

Yes 74 (87,1) 11 (12,9)

Satisfaction grade

Unsatisfeid 4 (40,0) 6 (60,0)

0,001* 0,177Satisfied 96 (90,6) 10 (9,4)

Very Satisfied 31 (88,6) 4 (11,4)

*Fisher Exact Test**Spearmen Correlation

Results 1 .Introduction and background

2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


Academic Success

Success Failure P-value R**

N (%) N (%)

Family support

People who lives

with

Family 13 (86,7) 2 (13,3)

1,000* 0,006

Other 123 (86,0) 20 (14,0)

Frequency that

visits home

Every Week 66 (89,2) 8 (10,8)

1,000* 0,021

Other 14 (87,5) 2 (12,5)

Sleeping habits

Frequency night

outs

Once or more a

week77 (85,6) 13 (14,4)

0,800 -0,020

Less 60 (87,0) 9 (13,0)

Night out return

hour

After 2 o'clock 69 (86,3) 11 (13,8)

0,975 0,003

Other 68 (86,1) 11 (13,9)

Hours of sleep per

night

5 to 7 hours 73 (83,9) 14 (16,1)

0,329 -0,079

8 to 10 hours 59 (89,4) 7 (10,6)

*Fisher Exact Test**Spearmen Correlation

Fisher Exact Test

Spearman

Correlation

P-value: 0,001

R: 0,177


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References

Medical School: Factors affecting 1st year academic success

Results Satisfaction vs. Academic Success

Results

Y = 32,214 - 0,074*G - 2,237*N – 3,111*P – 22,979*V – 3,537*A - 0,639*H – 1,210*S – 2,565T – 27,031SG


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References

Logistic Regression


β Sig.

Gender (G) -,074 ,971

Total time of study per week (T) -2,565 ,163

Extra-curricular activities (A) -3,537 ,021

Satisfaction grade (SG) -27,731 ,996

People who lives with (P) -3,111 ,215

Frequency that visits home (V) -22,979 ,996

Frequency nights out (N) -2,237 ,370

Hours that return home at night (H) -,639 ,688

Hours of sleep per night (S) -1,210 ,446

Constant 32,214 ,995

Discussion

• Problems when generalizing results;

• Though contact was made with the authors of

the selected articles, no access was allowed to

the surveys used in their studies;

• Due to schedule issues:

Survey was not validated;

Target population could not be

completely approached.


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


Discussion










2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


Discussion










2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


Discussion

“(…) students with high achievement are

more satisfied in their academic life. So

achievement increases as Academic Life

Satisfaction increases. (…)” [12]


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References

[12] (Kumar & Dileep)

Our results come upon this study


Discussion

In spite of not having significative results it

seem that…

• women have more success than men (corroborated by some

studies and not corroborated by other);

• people that have extra-curricular activities presents high levels

of success than the others;

• students that go out at night with less frequency than once a

week are more succeeded than the other;

• People that sleep more time (8 – 10 hours per night) have more

success than the ones that sleep less time


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


Conclusion

• Student’s satisfaction grade with the course is

related with academic success.


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


Conclusion

• For further studies:

Bigger sample;

Students from other medical schools;

Include other variables (e.g. stress)


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


References: • [1] Smith, G. S. (2002). College style: Nearly a third of college freshmen don't

return to school the next year. Here's how to improve your odds of surviving—

and thriving! Career World ;

• [2] Loureiro, E., Mcintyre, T., Mota-Cardoso, R. (2008). A relação entre o stress

e os estilos de vida nos Estudantes De Medicina da Faculdade de Medicina do

Porto. Acta Medica do Porto , 209-214.

• [3] Kari, K., Reidar, T., Arnstein, F., Erlend, H., Tore, G., Nina, T. G., et al. (2006).

Life satisfaction and resilience in medical school – a six-year longitudinal,

nationwide and comparative study. BMC Medical Education , 1-8;

• [4] Dyson, R., & Renk, K. (2006). Freshmen adaptation to university life:

Depressive symptoms, stress and coping. Journal of clinical psychology .

•[5] Montelongo, R. (2004). Motivation and Learning Strategies for College

Success: A Self-Management Approach (2nd ed.) Journal of College Student

Development ;

• [6] Feenstra, J. S., Banyard, V. L., Rines, E. N., & Hopkins, K. R. (2001). First-year

students' adaptation to college: The role of family variables and individual

coping. Journal of College Student Development ;

• [7] SAT I: A Faulty Instrument For Predicting College Success. Fairtest. (s.d.).

Obtained at November 25th of 2009, from Fair Test The National Center for Fair

and Opening Testing: http://www.fairtest.org/sat-i-faulty-instrument-predicting-

college-success;


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


References: • [8] Vitaliano, P., Maiuro, R., Mitchell, E., & Russo, J. (1989). Perceived stress in

medical school: Resistors, persistors, adaptors and maladaptors. Social Science

& Medicin, Volume 28, Issue 12 , 1321-1329;

•[9] Magalhães, E., Portela, M., Oliveira, P., Salgueira, A. P., & Costa, M. (2009).

PERSONALIDADE, GÉNERO E DESEMPENHO ACADÉMICO: UM ESTUDO COM

ESTUDANTES DE MEDICINA PORTUGUESES. Actas do X Congresso Internacional

Galego-Português de Psicopedagogia, (pp. 4906-4917). Braga.

•[10] Ortiz, E. (2008). What are the Factory of Success at University? A Case

study in Belgium. CESifo Economic Studies Vol54,2 , 121-148;

•[11] Mcmanus, C., Richards, P. (1986). Admission for medicine in the United

Kingdom: a structural model of background factors. Medical Education, 181-160.

• [12] Kumar, P. S., & Dileep, P. (n.d.). Academic Life Satisfaction Scale (ALSS)

and its effectiveness in predicting academic success. University of Calicut,

Department of education , 1-15.


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


Annexes:

INQUÉRITO Estudantes de Medicina no primeiro ano pela primeira vez: a chave para o sucesso

Somos um grupo de estudantes da Faculdade de Medicina da Universidade do Porto, Portugal, que frequenta o primeiro ano do curso de Medicina, turma 17, e estamos a realizar um estudo transversal e observacional, no âmbito da disciplina de Introdução à Medicina acerca dos factores relacionados com o sucesso/insucesso escolar dos estudantes inscritos pela primeira vez no ensino superior no 1º ano no curso de Medicina. Tendo em conta a vossa experiência, acreditamos que as vossas respostas serão de extrema importância para o nosso estudo. Deste modo, pedimos que respondam a este breve questionário, elaborado propositada e unicamente para reunir a informação da população alvo. Apesar de ser solicitado o nome ao inquirido, garantimos a confidencialidade dos dados.

NOME:__________________________________________________________________________________

ID: ___ ___ ___ ID: ___ ___ ___

1 - Em que ano nasceste? ______ 2 - Tiveste necessidade de te deslocar do teu agregado familiar habitual para frequentares o curso? SIM ____ NÃO ____ Se SIM, com quem vives agora? AMIGOS ____ SOZINHO(A) ____ FAMÍLIA ____ OUTRO (especificar) ________________


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References


3 - Se respondeste SIM na questão anterior, com que frequência vais a casa?

Todos os fins de semana ___ Duas vezes por mês ____ Uma vez por mês ____ Só nas férias ____

4 - Em média, com que frequência sais à noite?

Duas ou mais vezes por semana ____ Uma vez por semana ____ Duas vezes por mês ____ Uma vez por mês ou menos ____ 4.1 - Até que horas habitualmente duram as tuas saídas? Até as 22h ______ Até às 24h _______ Até as 2h ________ Até depois das 2h ______ 5 - Quantas horas de sono tens habitualmente por noite? _____ horas 6 - Frequentas algum tipo de actividades extra-curriculares? SIM ____ NÃO _____ Se respondeste NÃO, avança imediatamente para a pergunta 7 Se SIM, que actividade(s)? __________________________________ Quantas horas semanais ocupas com essa actividade? ________________

7 - Em média, quanto tempo passas diariamente na faculdade para além do tempo de aulas? _____ horas


2. Aims


6. Conclusion

8. Annexes

5. Discussion

7. References

Annexes:



2. Aims

3. Methods

4. Results

5. References

6. Annexes

8 - Em média, quanto tempo estimas ter dedicado por semana para cada uma das disciplinas no semestre passado?

Anatomia I: _____ horas Biologia Celular I: _____ horas Bioquímica I: _____ horas Introdução a Medicina I: _____ horas

9 - Das quatro disciplinas que tiveste no último semestre, reprovaste a alguma? SIM___ NÃO___ Se respondeste SIM, qual/quais foram?

Anatomia I: ____ Biologia Celular I: ____ Bioquímica I: ____ Introdução à Medicina I: ____

10 - Relativamente às disciplinas que obtiveste aprovação, quais foram as notas finais?

Anatomia I: ____ Biologia Celular I: ____ Bioquímica I: ____ Introdução à Medicina I: ____

11 - Numa escala de 0 a 10, qual o teu grau de satisfação com o curso que frequentas? _______

Voltar

Annexes:


Acknowledgments

We would like to express our gratitude to our’s

supervisors Gustavo Martins, Rosa Oliveira and to

Professor Altamiro Manuel Rodrigues Costa Pereira,

whose expertise and advices added considerably

remarks to our experience and work.

Rafael, A.; Areias, A. C.; Raimundo, A. R.; Macedo, A. R.; Melo, C.; Venade, G.; Castro, L.; Sousa, M. I.; Ferreira, M. J.; Morgado, M.; Coelho, M.; Rebelo, M.; Catarino, P.; Cardoso, R.; Silva, S.; Carvalho, V.

1st year at Medical

School:

Which factors affects

academic success?

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