Abstract

Transitions from school to university are major life events impacting previously established routines. This has potential for elevating stress that entails coping. Employing focus groups, this unique study endeavoured to understand the struggles, strengths, challenges and the first year experience of the “first of the first” cohort of medical students at a newly developed medical school. Three main themes identified were: (i) unique experience of being the first cohort; (ii) first year experience and (iii) perceptions of personal growth. Supportive peers, faculty and novel teaching approaches could potentially off-set stressful aspects of transition like altered routines; absence of seniors; past exam resources and weakening friendships. Both content (course structure; curriculum; teaching methodology) and context of teaching (supportive faculty; adequate social support; resourced environment) have policy implications for educators. Appropriate scaffolding (type and extent of support) will promote student wellbeing and minimize attrition.