Transition pedagogy for an undergraduate case-based learning medical program.

Lynne Raw, Anne Tonkin, Ray Peterson, Alison Jones

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Transition Pedagogy provided a framework for a case-study of the first year experience of students entering Medicine at the University of Adelaide. The first three dedicated areas of the Transition Pedagogy Model were investigated for the 2011 first year cohort. A mixed-methods research design was used with students, academic and administrative staff completing surveys and participating in focus groups. Results revealed that international students experienced a more positive transition to university than domestic students and investigation of strategies explored differences in the first year experience of the two groups in the three areas. International students participated in an International Program and, in comparison with domestic students, received an extended orientation process, additional scaffolding to engage in case-based learning and more consistent support in academic, administrative and personal matters. Evidence from this study supports changes to the first year medical program at this institution and others to improve student transition in the future.
Original languageEnglish
Pages (from-to)23-34
Number of pages12
JournalThe International Journal of the First Year in Higher Education
Issue number1
Publication statusPublished - 7 Mar 2015
Externally publishedYes

Bibliographical note

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  • First year experience
  • Case-based learning
  • Orientation
  • Scaffolding
  • Transition pedagogy
  • Curriculum engagement


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