Presentation Title
Assessment of Strengths-based Interventions on First-year Medical Students
Faculty Mentor(s)
Dr. Bonnie Perry
Dr. Jeff Williamson
Project Type
EdD Colloquium - ONU
Scholarship Domain(s)
Scholarship of Discovery
Presentation Type
Presentation
Abstract
In the quest for a doctoral degree many candidates fail to meet their milestone accomplishment. It is estimated that approximately 30% of individuals that pursue a doctoral degree will not finish. Medical school has been found to be a very intensive program to pursue for many who begin the journey. Despite its difficulty, 81.6 % to 84.3% of medical students achieve the status of medical practitioner within a three-to-four-year program. Despite the seemingly high completion rate, the achievement gap has future implications on physician shortages. The researcher conducted a quantitative study to determine the impact training first-year medical students using the CliftonStrengths® assessment would have on resiliency, self-efficacy and academic performance at a large Midwestern medical university. The participants consisted of two groups (n=87), 30 untrained participants and 57 trained participants. An independent t-test was conducted and used to calculate resiliency, self-efficacy, and academic performance on two course grades. All test data were analyzed, and the results found no outcomes to be statistically significant. The current study is the first known to be conducted with students in a medical school setting utilizing the CliftonStrengths® assessment. Future studies utilizing a larger population of participants, particularly over a longer period of time that incorporates the full three-year or four-year curriculum within medical school education is encouraged.
Cohort XX
Permission type
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Academic Advising Commons, Educational Assessment, Evaluation, and Research Commons, Medical Humanities Commons, Other Medical Sciences Commons, Other Medicine and Health Sciences Commons, Other Mental and Social Health Commons
Assessment of Strengths-based Interventions on First-year Medical Students
Wisner Auditorium
In the quest for a doctoral degree many candidates fail to meet their milestone accomplishment. It is estimated that approximately 30% of individuals that pursue a doctoral degree will not finish. Medical school has been found to be a very intensive program to pursue for many who begin the journey. Despite its difficulty, 81.6 % to 84.3% of medical students achieve the status of medical practitioner within a three-to-four-year program. Despite the seemingly high completion rate, the achievement gap has future implications on physician shortages. The researcher conducted a quantitative study to determine the impact training first-year medical students using the CliftonStrengths® assessment would have on resiliency, self-efficacy and academic performance at a large Midwestern medical university. The participants consisted of two groups (n=87), 30 untrained participants and 57 trained participants. An independent t-test was conducted and used to calculate resiliency, self-efficacy, and academic performance on two course grades. All test data were analyzed, and the results found no outcomes to be statistically significant. The current study is the first known to be conducted with students in a medical school setting utilizing the CliftonStrengths® assessment. Future studies utilizing a larger population of participants, particularly over a longer period of time that incorporates the full three-year or four-year curriculum within medical school education is encouraged.
Cohort XX