Student support system for medical undergraduates: A qualitative exploration of stakeholder perspectives

BACKGROUND: The demands and learning challenges in medical schools are not efficiently overcome by all learners. Despite the gravity of the problem, there is a dearth of studies to identify, define, and address the needs of learners. Thus, the present study was designed to do a situational analysis to identify and define the problems of learners and to develop a model for student support system in our institution. MATERIALS AND METHODS: A phenomenological type of qualitative research was undertaken. One-to-one in-depth interviews (IDIs) were conducted, 10 each among undergraduate medical students, faculties and parents (n = 30) to understand the problems of students and their suggested solutions from each one's perspective. The interviews were audio-recorded, transcribed verbatim, and manual thematic analyses were performed. RESULTS: Manual thematic analysis of the transcripts yielded 16 subcategories and 7 categories. The various categories that emerged are (1) curriculum related; (2) interpersonal adjustment problems; (3) personal issues and family problems; (4) cognitive learning disabilities; (5) poor organizational skills; (6) students’ lack of motivation; and (7) miscellaneous. Based on the problems and their suggested solutions, a model for the essential components of a student support system for our college was developed. It outlines the principal roles of four key stakeholders, namely students, faculties, parents, and college administration. CONCLUSION: It has been found that students face various academic problems, personal, interpersonal and family level issues. We developed the support system model suitable for our context. In future, it may be implemented and evaluated to check if it achieves the desired purpose.