Didactic adaptation and academic performance of medical university students

the article analyzes the phenomenon of students' adaptation to the university. The authors consider didactic adaptation as one of the components of university adaptation, and academic performance as an objective indicator of adaptation at the university. The article presents the results of a longitudinal analysis of the academic performance and didactic adaptation of medical students from the first to the third year of study. A decrease in credit and exam performance was recorded, and a negative trend in the expression of didactic adaptation was observed from the first to the third year of study at the medical university, indicating a decrease in the motivation for academic development among the study group of respondents. A positive correlation has been identified between academic performance and didactic adaptation at the university, i.e. the less academic performance is, the lower the level of motivation for learning, the desire for academic achievements, and the positive attitude towards the educational environment among medical students from the first to the third year of study. It is concluded that it is necessary to implement organizational measures to improve both the adaptation and academic performance of students, which may include the following measures: conducting adaptation training, organizing individual consultations, and introducing a tutor support system.

medical university, university adaptation, adaptation components, examination performance, credit performance, and didactic adaptation