The Role of Learning Skill Sessions in Supporting Novice Medical Students' Adaptation from High School to University

Abstract

The transition from high school to medical school poses considerable challenges, particularly in adapting to the complexity and breadth of medical knowledge. Conventional teaching approaches may be insufficient in facilitating this transition, necessitating the implementation of more interactive and student-centered learning strategies. Faculty of Medicine Universitas Mega Buana Palopo (FK UMBP) addresses this by incorporating active learning in the curriculum. This study aims to investigate the initial perceptions of undergraduate medical students following their participation in an active learning training session, focusing on its perceived effectiveness, encountered challenges, and areas for improvement. This study employed a qualitative research design to explore first-year medical students' initial experiences with active learning. A total of 50 students participated in a five-day active learning training session, which included techniques like Jigsaw, Think-Pair-Share, and Mini-Team-Based Learning, and Fish-bowl technique. Data was collected via open-ended questionnaires, which were analyzed thematically. Students reported positive experiences, highlighting enjoyment, teamwork, and improved communication. They valued the interactive methods, which enhanced creativity, critical thinking, and comprehension. Challenges included comprehension difficulties, technical issues, and group dynamics. Feedback indicated that active learning effectively supports academic and interpersonal skill development. However, technical problems and group coordination issues suggest areas for improvement. Students recommended incorporating more interactive strategies and streamlining learning processes. Active learning facilitated the transition to medical school, fostering both academic growth and social interaction. Despite minor challenges, findings support its continued implementation and refinement at FK UMBP.