New Approach to Supporting Medical Students Falling Short of Expectations at Aichi Medical University
10.11307/mededjapan.56.1_11
- VernacularTitle:成績不振学生に対する愛知医科大学の新たな学修支援の取り組み
- Author:
Seiko KAWAI
1
;
Katsuhisa WASEDA
1
;
Maki SATO
2
;
Ruri AOKI
1
;
Kouta SUZUKI
3
;
Atsushi MIYAMOTO
4
;
Nobutaro BAN
1
Author Information
1. Medical Education Center, Aichi Medical University
2. Institutional Research, Aichi Medical University
3. Department of Health and Psychosocial Medicine, Aichi Medical University
4. Psychology, Aichi Medical University
- Keywords:
undergraduate medical education;
learning support system;
small group peer teaching;
self-regulated learning
- From:Medical Education
2025;56(1):11-16
- CountryJapan
- Language:ja
-
Abstract:
Aichi Medical University, a peer teaching support system was introduced in the 2018 academic year to assist students with low academic performance. While the initiative yielded some positive outcomes, variations in group motivation occasionally resulted in a lackadaisical attitude. Furthermore, limited faculty involvement restricted the scope of in-depth discussions. The onset of COVID-19 in 2020 further disrupted learning modalities, leading to an increase in the number of students repeating academic years. To address these challenges, several revisions were implemented in the learning support system starting in the 2022 academic year. These changes included confirming students’ willingness to participate in study sessions, increasing the number of faculty tutors, and enabling students to form study groups autonomously. This paper discusses the evolution of our learning support system and the experiences that led to these revisions.
