Work

Mixed-Method Evaluation of the Impact of a “Healthcare Exploration Through Patient Care” Course on Undergraduate Students

Year: 2025

Type: article

Abstract: Introduction: Students in undergraduate degree programs often do not gain exposure to clinical work until late in their studies or even after graduation. The Healthcare Explorers (HCE) program provides an introduction to healthcare careers via a course series that combines seminar speakers and paid internships for students as patient care assistants. The purpose of this study was to evaluate the effectiveness of the gateway course in the HCE series using student feedback and reflection data. Methods: Mixed-method data were collected from students through feedback surveys and written reflection assignments. Descriptive statistical analyses described frequencies for the quantitative survey items. Inductive qualitative analyses identified themes that describe the impact of the course over time on students' perceptions, understanding, and decisions regarding future careers in healthcare, as well as areas of program improvement. Results: Quantitative results demonstrated consistently high satisfaction throughout the semester and between semesters. Several themes characterized students' self-reflexivity in the written reflection data: feelings of inspiration and relief, consideration of personal and professional goals, self-confidence in skills and character, awareness of career options, and key lessons learned. Discussion: Introducing students to patient care, clinical team roles, and career options early in their education prepares them to pursue the training and work experiences they need to achieve their individual goals. Formal programming such as the HCE program that combines a supportive course framework with a clinical internship provides students with critical experiences that encourage self-reflection and informed decision-making. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-025-02545-y.

Source: Medical Science Educator

DOI: 10.1007/s40670-025-02545-y