Class of 2021 S3 Report

Oscar Otoscope portraitMeet Oscar Otoscope.

Although Oscar isn’t a real IU School of Medicine Class of 2021 student, he represents a composite of aggregated feedback from actual Class of 2021 students. After finishing the first year of medical school, Oscar, along with his Class of 2021 colleagues, reflected on his experiences by taking the 2018 Strategic Student Survey (S3). Oscar and his classmates identified both areas of improvement and achievement at IU School of Medicine.

Full Quantitative Student Response Results

Includes the student satisfaction for every question on the Class of 2021 S3. Click to view full class of 2021 S3 quantitative results

Student Well-Being Support

Student Comments
Oscar wrote in his survey, “I feel there are plenty of resources and programs available to help with well-being.” Still, Oscar suggested having more student support at the regional campuses. He explained, “We don’t have all the events that Indy is able to have…” adding, “Skype with mental health counselors is nice but a first visit must be established at Indianapolis, which is frustrating.” Oscar went on to write in his survey, “I am satisfied, but I do feel like we lack access to medical student-specific care which is only offered at Indianapolis.”
School Response
Response by Antwione Haywood, PhD, Assistant Dean for Medical Student Education The Student Affairs team is working with lead advisors and student leaders to launch two efforts to improve student well-being: 1) a statewide Wellness Coalition to support student wellness interests; 2) wellness programming using the eight dimensions of wellness. We are also removing isolated deficiencies from transcripts. Moving forward, we will continue to work with lead advisors and students across the state to better support well-rounded wellness education.
Class of 2021 S3 Student Well-Being Program Availability Satisfaction (88%)

Relaxation Spaces

Student Comments
Oscar explained, “I do not use [relaxation spaces] often on my campus, but–when needed–they are a good place to go.” However, a friend of Oscar on the Indianapolis campus wrote, “the basement [of Daly] is kind of a bummer, there is a lot of room but it would be nice to have some sunlight.” Moving forward, Oscar suggests adding, “more comfortable seating” and “possible places to nap or rest would be appreciated” on the regional campuses.
School Response
Response by Antwione Haywood, PhD, Assistant Dean for Medical Student Education After formation of the Daly Space and Renovation Committee proved successful in responding to the needs of students in Indianapolis, the Medical Student Council has worked with IU’s space planning administration to shift the committee’s focus to statewide interests. The new statewide Space and Renovations MSC committee is now looking for statewide representatives. The committee’s goal is to collaborate with students to proactively improve medical student spaces across the state.

Educational Experiences Across Campuses

Student Comments
As a student on a regional campus, Oscar was often focused on the comparability of educational experiences across campuses. In fact, more than 100 first-year students provided feedback on this topic in S3. Oscar explained, “I think each campus has a very different educational experience” and “for the most part it seems pretty comparable, but there are moments when other campuses receive additional materials that our campus does not; I think a lack of communication is a part of it.” Oscar expressed some concern, “I honestly feel like this focus on making every campus equal is unrealistic and hurting students…We should be focusing on making each student the best doctor they can possibly be rather than trying to achieve homogeneity among campuses, some of which are hours away.”
School Response
Response by Maureen Harrington, PhD, Associate Dean for Foundational Sciences
Course Management teams are listening and rely on student feedback to guide them. A chief concern with some students is the comparability within and between courses across the state’s nine campuses. Addressing variability with course lecture content and facilitator teaching styles is challenging; however, we have found some methods to improve comparability. For second-year courses, using lecture templates has helped improve faculty teaching consistency. For first-year courses, better defining the content covered within the session-level objectives has helped improve content consistency. While we cannot always immediately implement changes during the current academic year, we listen to student feedback and work to make changes that will positively affect the current class and future classes.
Campus comparability Class of 2021 S3 satisfaction (56%)

Small Group Activities and Exam Scores

Student Comments
Oscar provided specific suggestions for improving small group activities and the in-classroom experience. Oscar explained, “my frustration is the use of team-based learning [TBLs]…to teach new concepts, rather than to use them as ways to reinforce concepts.” Oscar went on to add, “[small group] activities that are worthwhile are the ones where we do practice problems related to what we learned in the didactic sessions [i.e., reinforcement].” Overall, Oscar views the delivery of small group activities as an opportunity for improvement. Finally, Oscar suggests improving the timeliness of when students receive their exam scores. Oscar wrote, “because all of our exams are automated I think it would be really nice and stress-relieving to get raw scores at the time we submit the exam.”
School Response
Response by Maureen Harrington, PhD, Associate Dean for Foundational Sciences
Starting fall 2018, each monthly Statewide Course Director meeting will have a session dedicated to best practices for the development and delivery of small group activities. At the annual meeting for all Phase 1 faculty, we will offer further training to help faculty hone small group skills. Finally, within courses there will be an intentional effort to gather immediate feedback from students on the quality for each small group session. The issue of releasing exam scores has been resolved; moving forward all courses will release raw exam scores upon uploading exams to Examplify. Phase 1 Leadership and the Course Management Teams are listening, willing to change and relying on student feedback to guide improvements.

View the Full Report PDF