An intensive first-year orientation programme and sense of belonging as predictors of academic success in undergraduate medical students

Čestmír Štuka, Martin Vejražka, Jiří Zíka

Charles University, First Faculty of Medicine, Prague, Czech Republic

Background

Previous analyses of admissions and study outcomes have shown that secondary school grade point average (GPA) and entrance examination scores are significant but distinct predictors of academic success, yet a substantial proportion of variance remains unexplained. Research further demonstrates that students’ identification with their institution and peer group, and their sense of belonging, are associated with academic success and may support persistence during academic difficulties. This study therefore examined participation in an intensive first-year orientation programme as an indicator of early socio-academic integration and sense of belonging, and its association with subsequent academic success.

Summary of work

This longitudinal study included undergraduate medical students enrolled in the 2022/23 academic year with available data on participation in an intensive first-year orientation programme, secondary school GPA, entrance examination scores, and subsequent indicators of academic success, including cumulative credit attainment and progression to the third year. Associations between traditional academic predictors, orientation programme participation, and outcomes were examined using logistic regression models for progression and linear regression models for credit attainment across multiple analytic subsamples.

Summary of results

Secondary school GPA and entrance examination scores were associated with academic success, reflecting different components of prior academic preparation. Participation in the orientation programme showed a strong and consistent association with subsequent outcomes. Students who attended the programme demonstrated higher probabilities of progression to the third year and achieved higher cumulative credit attainment compared with non-participants. These associations remained consistent across analytic samples and sensitivity analyses.

Discussion and conclusion

Participation in an intensive first-year orientation programme is strongly associated with academic success and may serve as an indicator of early sense of belonging and socio-academic integration. While the observational design does not allow causal inference, the findings are consistent with theoretical models suggesting that a strengthened sense of belonging can act as a motivational resource supporting persistence during academic challenges.

Take-home message

Early sense of belonging, as reflected by participation in structured orientation programmes, is strongly associated with academic success in undergraduate medical education and may play an important motivational role in student persistence.