CDU Meet and Greet with TCU Medical Students Highlights“ Being the First”( continued) a class with them.
Regarding the benefits and challenges of being a member of the inaugural class, each speaker noted the unique benefits of being part of something starting anew. Many of the training elements and protocols initially offered were subject to change when applied to the daily rigors.
Ms. Collins noted that with eight specialties split into half day sessions during the week, there were differences in the instructors’ approaches to student training. This challenge offered students and faculty the opportunity to jointly engage in active feedback sessions. The new school became a great opportunity for creative interaction.
Students were encouraged to take a leadership role in starting new groups and clubs. The faculty recognized institution building as a dynamic process, with the ability to modify elements as needed. Ms. Collins noted that the experience sharpened her vision of what she wants to do as she approaches her residency and long-term career.“ There’ s always something else,” she noted.
Learning the dynamics of giving and receiving feedback was a critical topic that each of the three women noted as working to their benefit. While feedback was actively encouraged and listened to, the students ultimately realized that not all things will be changed based on their feedback.“ Students need balance,” noted Ms. Kinard. Opinions being heard and respected will head off student distrust, as well as acknowledging what students actually do know.
Mentors were a very important resource available to students along the way. The student research experience was important to provide groundwork for students, recognizing that student knowledge about subject matter is on a spectrum of comprehension.
It is important, Ms. Kinard added, to set up an infrastructure to accomplish longitudinal research with lots of guidance. Ms. Cox agreed, stating that research is integral to the student learning experience.
Access to underserved communities was encouraged throughout their academic experience. Students had multiple points of entry as well a lot of cooperation and support. Mentors of color participated. Faculty members, professional development coaches, and the school’ s Diversity, Equity, and Inclusion office was an institutional advocate. A wide variety of communities in the Ft. Worth-Dallas metro area became engaged.
In this entering class of 60 at TCU, the three speakers foresaw a high quality of connection that could be established. Ms. Kinard noted that students of color developed a certain kind of bonding and empathy. Ms. Collins noted that people learn differently and the opportunity to be in class together to see and compare how things are tested was a plus. She noted the importance of establishing a baseline for knowledge established as well.
Ms. Cox observed that it is important to make students feel comfortable.“ It’ s hard to be the first,” she said. With no student upperclassmen, the faculty became upperclassmen to her. She recommended that the faculty understand who are their students.“ Be honest as much as you can,” she noted.“ The most important thing is to impart the mission and to build trust.”
Being part of the first class was an amazing experience, continued Ms. Cox.“ We are part of history. We are shaping the school’ s future course. In this special experience,“ We weren’ t burnt out. We have explored differences and had the opportunity to see ourselves and our colleagues grow. We have our passion, and we still have our spark.”
CDU College of Medicine | PG. 13