• Clinics · Jan 2021

    Medical students with performance difficulties need wide support: Initial results of an academic tutoring program.

    • Patrícia Lacerda Bellodi, Marisa Dolhnikoff, Academic Tutoring Group-FMUSP, Alfredo Luiz Jacomo, Alexander Augusto de Lima Jorge, Alexandre Archanjo Ferraro, Ana Claudia Camargo Gonçalves Germani, TannuriAna Cristina AounACADepartamento de Cirurgia., Beatriz Helena Carvalho Tess, Bruno Caramelli, MalheirosDenise Maria Avancini CostaDMACDepartamento de Patologia., Iolanda de Fátima Lopes Calvo Tibério, José Pinhata Otoch, SilvaLuiz Fernando Ferraz daLFFDDepartamento de Patologia., CastroLuiz Henrique MartinsLHMDepartmento de Neurologia., Maria Cláudia Nogueira Zerbini, Milton de Arruda Martins, SouzaRogério deRDepartamento de Cardiopneumologia., and FranciscoRossana Pulcineli VieiraRPVDepartamento de Obstetrícia e Ginecologia..
    • Nucleo de Apoio ao Estudante (NAE), Faculdade de Medicina FMUSP, Universidade de Sao Paulo, Sao Paulo, SP, BR.
    • Clinics (Sao Paulo). 2021 Jan 1; 76: e2495.

    BackgroundEven students with previous academic success may face challenges that affect their academic performance. Many medical schools offer programs to students at the risk of academic failure, to ensure that they succeed in the course.Objective And MethodsIn this report we describe a pioneering academic tutoring program developed at a Brazilian medical school and discuss the initial results of the program based on the feedback from tutors and data regarding the progression of students in the medical course.ResultsIn 2018, 33 students enrolled into the program. Students' performance difficulties were mainly associated with mental health problems and socioeconomic vulnerability. Of the 33 students, 27 (81.8%) were assisted by the Mental Health Support Service and 16 (48.5%) were assisted by the Social Assistance Service. In addition to the planning academic activity class load, tutors were able to assist students in solving socioeconomic issues, carrying out personal support interventions with the promotion of self-esteem, and presenting suggestions for behavioral changes in their routine. For most students (72%), the action plan proposed by the tutors was successful. Eight of the 14 (57%) students in the fourth year progressed to the final two years of in-hospital practical training (internship).ConclusionsThe Academic Tutoring Program showed positive results for most of the students. Close monitoring and tutor intervention allowed students with poor academic performance to overcome the low performance cycle. These important tasks demand time and energy from tutors, and institutional recognition of these professionals is essential for the successful maintenance of the program.

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