Correction: Community and family relationships across the transition to medical school: links to student adjustment
Year: 2025
Type: erratum
Abstract: IntroductionNavigating the demanding medical school environment can be particularly challenging for students who are underrepresented in the field (e.g., low-income, first-generation, and students of color). This experience often leads to increased mental health distress and emotional challenges, adversely impacting academic adjustment (Rotenstein et al., 2016). While much research has explored barriers faced by medical students, the role ofsupportive relationships with family and community has received less attention. Despite evidence highlighting the benefits of social support in higher education, such as its protective effect against burnout and depression among U.S. medical students (Thompson et al., 2016), there is limited information on how these support relationships evolve during the transition to medical school.Guided by self-determination theory (Deci and Ryan, 1985), the current study addresses this gap in the literature by examining changes in community and family relationships during the transition to medical school and their impact on students’ academic adjustment (i.e., grade expectations, field belonging). Understanding how these social relationships evolve can help programs tailor their curricula to better support students, leading to more targeted and effective assistance throughout medical school.1.1 Social support and academic adjustment during medical schoolSelf-determination theory (Deci and Ryan, 1985) explains the protective nature of social support by emphasizing three basic psychological needs: relatedness, autonomy, and competence. These needs are crucial for fostering motivation and persistence among students (Ryan and Deci, 2017). Social support satisfies the need for relatedness by providing emotional connections and a sense of belonging. It also enhances autonomy by promoting independence and self-direction, and supports competence by offering resources, feedback, and reinforcement that bolster individuals’ confidence and effectiveness. Meeting these psychological needs is essential for persistence, psychological health, and academic adjustment (Ryan and Deci, 2017). In medical students, social support is particularly important due to the high levels of stress, depression, and coping challenges they often face during their training (Hill et al., 2018). Further exploration in this area can help improve support strategies for maintaining student wellbeing and academic success throughout medical school.can be particularly valuable for medical students, as peers facing similar challenges can provide empathy, perspective, and practical advice (IsHak et al., 2013). Support from family relationships are also essential, offering emotional sustenance, encouragement, and a respite from academic pressures (Nichols and Islas, 2016; LeBouef and Dworkin, 2021). Stability in high levels of support or improvements in family and community relationships during the transition to medical school may therefore enhance students’ academic adjustment and sense of belonging because such support directly addresses their psychological needs for relatedness, autonomy, and competence. This comprehensive support system can alleviate stress, promote resilience, and facilitate a more adaptive and fulfilling academic experience.1.1.1 Academic adjustmentAcademic adjustment during the transition to medical school encompasses various factors, including a student’s sense of belonging and their grade expectations. Field belongingness— the feeling of being accepted and included within the medical community—and grade expectations—anticipated academic performance—are crucial for successful academic adjustment. The significance of these factors is well-established in higher education. For example, a strong sense of field belonging among surgical residents has been linked to reduced thoughts of leaving their residency, suggesting that belongingness may protect against attrition (Salles et al., 2019). Similarly, academic expectations have been shown to correlate with academic achievement, as they influence student motivation and performance (Beal and Crockett, 2010; Khattab, 2015; Khattab and Modood, 2018). Despite the recognized importance of belongingness and grade expectations for academic success, there is limited research on how supportive relationships with family and community impact these factors during the transition to medical school. Understanding how changes in these relationships affect students’ sense of belonging and grade expectations is crucial, as shifts in support structures can significantly influence academic adjustment and performance. The following section will address the role of supportive relationships and how changes in family and community support during the transition to medical school may shape students’ academic outcomes and sense of belonging.Transitioning to medical school involves adapting to rigorousacademic demands, financial pressures, and balancing study,clinical rotations, and personal life, all within a high-stressenvironment that can lead to burnout, mental health issues (Hillet al., 2018), and imposter syndrome (i.e., self-doubt; Alsaleemet al., 2021). The shift from theoretical learning to hands-on patientcare during clinical rotations, combined with potential socialisolation and neglect of personal wellbeing, further complicatesthis transition (Hill et al., 2018; Bergmann et al., 2019). Given thestress and uncertainty of this phase, strong social support maybuffer against these pressures and associated risks (e.g., dropout).While research on social support during this transition is limited,studies with college students indicate that support from communityand family is crucial. Such support provides emotional, financial,and instrumental aid, enhancing academic experiences, particularlyfor low-income and marginalized populations (Roksa and Kinsley,2019). crucial in helping them thrive by providing emotional support andCommunity relationships, including support from peers, mentors, and educational institutions, are crucial for students’ sense of belonging and access to academic and emotional resources (Nuñez, 2009; Maunder, 2018; Parnes et al., 2020). Peer supportguidance (Apugo, 2017; Covarrubias et al., 2019). In the following section, we discuss the dynamics of social support from family and community during this transition. To date, research has not thoroughly investigated how these relationships change throughout1.2 Changes in supportive relationships during the transition to medical schoolUnderstanding how community and family relationships evolve as students transition to medical school is essential. Previous research has established connections between social support and increased retention, promotion, and satisfaction in medical training (Farkas et al., 2019). As students navigate the demanding medical school journey, strong community and family support can bethe transition to medical school. By exploring these changes, we can gain valuable insights into optimizing support systems and enhancing medical students’ academic adjustment.1.2.1 Changes in community relationshipsStudents’ perceptions of their supportive community in medical education extend beyond the traditional educational environment, which typically includes teachers, school administrators, and staff. In community-based medical programs, especially in contexts like Cuba, where collaboration between medical students and patient communities is emphasized, the concept of “community” can encompass a diverse array of individuals. This broader definition includes patients, healthcare professionals, local organizations, family members, and the broader society, all connected through shared values, interests, and norms (LeBan et al., 2021). In this study, community relationships are considered broadly to capture these various dimensions.While research on the impact of community support on medical students’ adjustment is limited, and often focuses on benefits to communities from medical practitioners, emerging studies highlight the importance of community relationships for students. For instance, studies have shown that lack of community involvement and misalignment between personal career goals and community values can negatively impact premedical biology students’ sense of belonging (Knekta and McCartney, 2021). Additionally, research with undergraduate college students has found that positive community interactions are linked to a higher sense of belonging, increased motivation, and a greater desire to engage in community activities (Booker, 2016). These findings underscore the potential role of supportive community relationships in enhancing medical students’ academic experiences.The current study builds on this body of research by examining how changes in community relationships are linked with the adjustment of Cuban medical students. Previous work has indicated that medical students’ relationships with their communities evolve through various programs. For example, Cuban medical students involved in rural or community-based medical programs often report increased levels of community support and positive changes in their perceptions of the local population (Crump et al., 2019). Additionally, experiences in rural or underserved areas have been shown to improve medical students’ attitudes toward these communities and their willingness to work in such settings (Kane et al., 2013). As students undergo the transition into medical school in Cuba, these evolving community relationships, along with potential changes in family dynamics, may significantly influence their academic adjustment and overall experience.1.2.2 Changes in family relationshipsFamily support is fundamental to medical students’ academic adjustment, playing a key role in their emotional and practical wellbeing during the demanding transition to medical school (LeBouef and Dworkin, 2021). The transition often involves relocating away from home, which can alter the nature and frequency of family interactions. Students may become dependent on virtual communication to stay connected with their families,potentially impacting the quality of emotional support they receive (Guo et al., 2014). This shift can create a sense of distance, both physically and emotionally, which may affect students’ sense of belonging and academic expectations.Supportive family relationships have been shown to foster academic persistence, engagement, and psychological wellbeing among students (Nichols and Islas, 2016). For instance, first- generation college students often rely on family support to navigate academic challenges and maintain motivation (Azmitia et al., 2018). However, as students transition into medical school, changes in family dynamics—such as reduced face-to-face interactions or shifts in family roles—can significantly impact their academic experience and emotional adjustment (Lowe and Dotterer, 2018).Despite the established importance of family support, it is crucial to explore how changes in family relationships influence academic outcomes compared to community support. While research has highlighted the role of community support in educational settings, there is limited understanding of how family support evolves during the transition to medical school and its relative impact. Investigating whether changes in family support or community support have a greater influence on students’ academic adjustment will help clarify which support systems are most effective during this critical period.1.3 Current studyThis study examines how changes in community and family support impact academic adjustment, specifically focusing on students’ sense of belonging and grade expectations, among medical students in Cuba. We hypothesize that improvements in both community and family support will positively correlate with enhanced academic adjustment outcomes. 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Source: Frontiers in Psychology
Authors: Brenda Rincon, Diamond Y. Bravo, Elisha Arnold, Alexis Meza, Daisy Camacho-Thompson, Chelsea D. Williams
Language: English
Subfield: General Health Professions
Field: Health Professions
Domain: Health Sciences
Open Access status: gold
Estimated APC paid: $3,801
OpenAlex ID: W4412592117