{"id":11356,"date":"2026-10-13T13:31:00","date_gmt":"2026-10-13T21:31:00","guid":{"rendered":"https:\/\/www.osmosis.org\/blog\/?p=11356"},"modified":"2026-10-13T13:31:22","modified_gmt":"2026-10-13T21:31:22","slug":"combatting-first-year-attrition-the-vital-role-of-early-intervention","status":"publish","type":"post","link":"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention","title":{"rendered":"Combatting First-Year Attrition: The Vital Role of Early Intervention"},"content":{"rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_86 ez-toc-wrap-center counter-hierarchy ez-toc-counter ez-toc-custom ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">In This Article<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#1_Recognize_Early_Warning_Signs\" >1. Recognize Early Warning Signs<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#Declining_Assessment_Performance\" >Declining Assessment Performance<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#Missed_Assignments_or_Reduced_Participation\" >Missed Assignments or Reduced Participation<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#Difficulty_Navigating_Course_Expectations_or_Learning_Resources\" >Difficulty Navigating Course Expectations or Learning Resources<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#Signs_of_Stress_Isolation_or_Disengagement\" >Signs of Stress, Isolation, or Disengagement<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#2_Create_a_Supportive_Learning_Environment\" >2. Create a Supportive Learning Environment<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#Set_Clear_Expectations_From_the_Beginning\" >Set Clear Expectations From the Beginning<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#Normalize_Help-Seeking_and_Academic_Support\" >Normalize Help-Seeking and Academic Support<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#Foster_Belonging_Psychological_Safety_and_Open_Communication\" >Foster Belonging, Psychological Safety, and Open Communication<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#3_Connect_Students_with_Personalized_Coordinated_Support\" >3. Connect Students with Personalized, Coordinated Support<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#4_Use_Formative_Assessment_to_Guide_Intervention\" >4. Use Formative Assessment to Guide Intervention<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#Incorporate_Low-Stakes_Learning_Activities\" >Incorporate Low-Stakes Learning Activities<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#Identify_the_Source_of_the_Challenge\" >Identify the Source of the Challenge<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#Provide_Specific_Actionable_and_Timely_Feedback\" >Provide Specific, Actionable, and Timely Feedback<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-15\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#5_Normalize_Evidence-Based_Learning_and_Help-Seeking\" >5. Normalize Evidence-Based Learning and Help-Seeking<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-16\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#Building_Momentum_from_the_Start\" >Building Momentum from the Start<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-17\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#Key_Takeaways\" >Key Takeaways<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-18\" href=\"https:\/\/www.osmosis.org\/blog\/combatting-first-year-attrition-the-vital-role-of-early-intervention\/#Resources\" >Resources<\/a><\/li><\/ul><\/nav><\/div>\n\n<p class=\"wp-block-paragraph\">The transition into healthcare education can be challenging. Students must adapt to demanding coursework, unfamiliar expectations, new learning strategies, and the early stages of professional identity formation while also navigating responsibilities and pressures outside the classroom. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC8848907\/\">Research<\/a> following medical students throughout their training found that physical, emotional, and overall health were highest when students entered medical school but declined to their lowest levels by the end of the first year.<\/strong> For some, small challenges, such as a disappointing exam grade, a missed assignment, or difficulty finding reliable information, can quickly build into disengagement or academic struggle.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Let\u2019s dive into how early intervention can combat first-year attrition by creating a supportive, coordinated approach to student success from the very beginning.<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image alignleft size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"327\" height=\"286\" src=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/10\/caution-sign.png\" alt=\"An Osmosis-style illustration of a warning sign. A yellow triangle with an exclamation point in the center.\" class=\"wp-image-11359\" style=\"aspect-ratio:1.1434296209717816;width:139px;height:auto\" srcset=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/10\/caution-sign.png 327w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/10\/caution-sign.png?resize=300,262 300w\" sizes=\"auto, (max-width: 327px) 100vw, 327px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"1_Recognize_Early_Warning_Signs\"><\/span>1. Recognize Early Warning Signs<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Early intervention starts with noticing changes before they become larger barriers.<\/strong> Academic performance, participation, resource use, and engagement can all indicate that a student may need additional support.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Declining_Assessment_Performance\"><\/span>Declining Assessment Performance<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>A pattern of declining quiz, exam, or assignment performance may signal knowledge gaps,<\/strong> ineffective study strategies, or difficulty applying concepts. One poor grade may not indicate a larger concern, but repeated declines warrant a conversation about needed support.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Missed_Assignments_or_Reduced_Participation\"><\/span>Missed Assignments or Reduced Participation<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Late or missed assignments, decreased participation, and frequent absences can signal academic difficulty or competing personal demands.<\/strong> Rather than viewing these behaviors only as compliance issues, faculty can use them as opportunities to identify potential barriers.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Difficulty_Navigating_Course_Expectations_or_Learning_Resources\"><\/span>Difficulty Navigating Course Expectations or Learning Resources<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">First-year students are often learning to navigate unfamiliar course requirements, technology, databases, and academic resources. Difficulty understanding expectations or finding credible information can quickly become an academic obstacle. <strong>Clear guidance and early connections with faculty and librarians can build confidence and independence.<\/strong><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Signs_of_Stress_Isolation_or_Disengagement\"><\/span>Signs of Stress, Isolation, or Disengagement<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Withdrawal, reduced communication, or declining engagement may indicate that stress or other personal challenges are affecting a student&#8217;s ability to participate and learn.<\/strong> <a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC8369603\/\">In one study<\/a> of 91 first-year medical students, 45.1% reported stress, 59.3% anxiety, and 44% depression; 75.6% of students experiencing stress identified academic demands as a contributing factor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">These findings reinforce the importance of noticing changes in student engagement and well-being early. While educators should not assume these behaviors indicate a specific mental health concern, they can use them as opportunities to check in, identify barriers, and connect students with appropriate support.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" height=\"596\" width=\"1024\" src=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/05\/lecture-in-a-nursing-class.png?w=1024\" alt=\"Osmosis.org style illustration of a healthcare instructor holding a clipboard while teaching a diverse group of students seated in a lecture hall, with students taking notes and using laptops during class.\" class=\"wp-image-10092\" srcset=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/05\/lecture-in-a-nursing-class.png 1215w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/05\/lecture-in-a-nursing-class.png?resize=300,175 300w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/05\/lecture-in-a-nursing-class.png?resize=768,447 768w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/05\/lecture-in-a-nursing-class.png?resize=1024,596 1024w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"2_Create_a_Supportive_Learning_Environment\"><\/span>2. Create a Supportive Learning Environment<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>A supportive learning environment gives students clear expectations, encourages help-seeking, and creates a sense of belonging that makes it easier to speak up when challenges arise.<\/strong><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Set_Clear_Expectations_From_the_Beginning\"><\/span>Set Clear Expectations From the Beginning<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Students are more likely to succeed when they understand what is expected of them. <\/strong>Clear course policies, assignment instructions, assessment criteria, and communication guidelines reduce uncertainty and help first-year students navigate new academic demands with confidence.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Normalize_Help-Seeking_and_Academic_Support\"><\/span>Normalize Help-Seeking and Academic Support<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Students may hesitate to seek help if they view tutoring, office hours, or academic support as signs that they are struggling. Framing these resources as a normal part of learning and professional development can encourage students to seek assistance early.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Research supports the potential value of early academic support. A <a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC12278328\/\">2025 study<\/a> of 52 first-semester osteopathic medical students found a significant relationship between tutoring participation and academic outcomes. While the study cannot establish causation, 71% of dismissed students had not attended a tutoring session, compared with 90% of remediating and 82% of passing students who attended at least once.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Foster_Belonging_Psychological_Safety_and_Open_Communication\"><\/span>Foster Belonging, Psychological Safety, and Open Communication<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Students need to feel comfortable asking questions and admitting what they do not understand. Faculty can foster this environment by creating opportunities for participation, responding without judgment, and demonstrating that mistakes are a natural part of learning. A strong sense of belonging can help students remain engaged and connected as academic demands increase.<\/p>\n\n\n\n<figure class=\"wp-block-image alignleft size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"283\" height=\"413\" src=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/09\/Nurse-Kamala.png?w=283\" alt=\"Osmosis.org style illustration of a healthcare professional wearing scrubs and holding a magnifying glass over one eye, representing careful observation, critical thinking, and attention to detail in clinical practice.\" class=\"wp-image-11207\" style=\"aspect-ratio:0.6852570890693023;width:207px;height:auto\" srcset=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/09\/Nurse-Kamala.png 283w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/09\/Nurse-Kamala.png?resize=206,300 206w\" sizes=\"auto, (max-width: 283px) 100vw, 283px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"3_Connect_Students_with_Personalized_Coordinated_Support\"><\/span>3. Connect Students with Personalized, Coordinated Support<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Higher education institutions offer many resources, but knowing where to turn can be challenging; especially for students already struggling. Simply providing a list of services is not enough. <strong>Students need help identifying which resource fits their needs and how to access it.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Support should also be tailored to the individual.<\/strong> Depending on the challenge, a student may need tutoring, advising, wellness services, or targeted librarian support. For example, a student struggling with a research assignment may need help developing a research question, searching a clinical database, or evaluating evidence.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Coordination among faculty, librarians, advisors, and student support professionals can make these connections more effective.<\/strong> Just as importantly, <strong>follow-up ensures the intervention is working and lets educators adjust support as needed.<\/strong> The goal is simple: connect students with the right support at the right time; and make sure they do not have to navigate it alone.<\/p>\n\n\n\n<figure class=\"wp-block-image alignleft size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"363\" height=\"259\" src=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/10\/Quiz-Complete.png?w=363\" alt=\"Osmosis.org style illustration of a completed quiz results screen showing 38 correct answers (95%) and 2 incorrect answers (5%) out of 40 questions, with options to repeat missed questions or start a new quiz.\" class=\"wp-image-11360\" style=\"aspect-ratio:1.4016892555490081;width:187px;height:auto\" srcset=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/10\/Quiz-Complete.png 363w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/10\/Quiz-Complete.png?resize=300,214 300w\" sizes=\"auto, (max-width: 363px) 100vw, 363px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"4_Use_Formative_Assessment_to_Guide_Intervention\"><\/span>4. Use Formative Assessment to Guide Intervention<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Formative assessment gives educators an opportunity to identify learning challenges before they affect high-stakes assessments.<\/strong> Low-stakes activities can reveal what students understand, where they struggle, and what support they need.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Incorporate_Low-Stakes_Learning_Activities\"><\/span>Incorporate Low-Stakes Learning Activities<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Quizzes, case discussions, reflections, and practice questions provide students with opportunities to apply concepts without the pressure of a major exam.<\/strong> These activities also give faculty an early look at misconceptions or gaps in understanding.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Identify_the_Source_of_the_Challenge\"><\/span>Identify the Source of the Challenge<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">A low score does not always tell the full story. <strong>Educators can use formative activities and conversations to determine whether a challenge stems from knowledge gaps, ineffective study habits, test anxiety, or difficulty with clinical reasoning.<\/strong> Understanding the underlying issue allows support to be more targeted and useful.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Provide_Specific_Actionable_and_Timely_Feedback\"><\/span>Provide Specific, Actionable, and Timely Feedback<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Feedback is most effective when students can use it to improve. <\/strong>Rather than simply identifying what was incorrect, educators should explain where the difficulty occurred and offer a clear next step. Furthermore, the sooner you offer feedback, the more relevant and impactful it becomes. Delaying feedback lessens its effectiveness because learners may not remember the specifics of their actions.<\/p>\n\n\n\n<figure class=\"wp-block-image alignleft size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" height=\"1024\" width=\"502\" src=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/05\/confused-medical-student.png?w=502\" alt=\"Osmosis.org style illustration of a worried student holding a sheet of paper while scratching her head, representing confusion, uncertainty, or difficulty understanding study material.\" class=\"wp-image-10166\" style=\"aspect-ratio:0.49025069637883006;width:179px;height:auto\" srcset=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/05\/confused-medical-student.png 834w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/05\/confused-medical-student.png?resize=147,300 147w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/05\/confused-medical-student.png?resize=768,1567 768w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/05\/confused-medical-student.png?resize=502,1024 502w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2026\/05\/confused-medical-student.png?resize=753,1536 753w\" sizes=\"auto, (max-width: 502px) 100vw, 502px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"5_Normalize_Evidence-Based_Learning_and_Help-Seeking\"><\/span>5. Normalize Evidence-Based Learning and Help-Seeking<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Students are often expected to know how to study simply because they have succeeded academically in the past. Yet <strong>the strategies that worked in high school or previous educational settings may not be sufficient for the volume, complexity, and application-focused nature of healthcare education.<\/strong> <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Teaching students <em>how to learn<\/em> can therefore be an important component of early intervention. <strong><a href=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/39250798\/\">Evidence-based<\/a> learning strategies such as active recall, spaced repetition, practice testing, retrieval practice, and deliberate study planning can help students use their time more effectively.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Introduce these strategies proactively rather than only after a student performs poorly. The same principle applies to help-seeking. Students may hesitate to ask for assistance because they believe struggling means they do not belong in the program. Others may be unsure which resource to use or may assume that seeking help will reflect poorly on them.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Healthcare education provides an opportunity to challenge that mindset. <strong>Healthcare professionals are expected to recognize the limits of their knowledge, consult reliable resources, collaborate with colleagues, and seek additional expertise when necessary.<\/strong> These are not signs of weakness. They are part of safe, effective professional practice. Students can begin developing these habits during their first year. <strong>When academic support is framed as part of professional growth rather than a last resort, students are more likely to use it before difficulties become overwhelming.<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Building_Momentum_from_the_Start\"><\/span>Building Momentum from the Start<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The first year of healthcare education is more than a transition; it is the foundation on which students build their academic confidence, professional identity, and future practice. <strong>When educators recognize challenges early and respond with timely, coordinated support, a moment of struggle does not have to become a reason to leave. <\/strong>Faculty, advisors, librarians, and student support professionals each have a role in helping students find the resources, strategies, and encouragement they need to keep moving forward.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Key_Takeaways\"><\/span>Key Takeaways<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Recognizing early warning signs, such as declining academic performance, missed assignments, reduced participation, and disengagement, allows educators to intervene before challenges escalate.<\/strong><\/li>\n\n\n\n<li><strong>Creating a supportive learning environment with clear expectations, psychological safety, and normalized help-seeking encourages students to access resources early.<\/strong><\/li>\n\n\n\n<li><strong>Coordinated support from faculty, academic advisors, librarians, and student services helps ensure students receive personalized assistance based on their specific needs.<\/strong><\/li>\n\n\n\n<li><strong>Low-stakes formative assessments and timely, actionable feedback help educators identify learning gaps and guide targeted interventions before high-stakes exams.<\/strong><\/li>\n\n\n\n<li><strong>Teaching evidence-based study strategies and framing help-seeking as a professional competency can strengthen student confidence, engagement, and long-term academic success.<\/strong><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Resources\"><\/span>Resources<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC8848907\">https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC8848907<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC8369603\">https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC8369603<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC12278328\">https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC12278328<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/39250798\">https:\/\/pubmed.ncbi.nlm.nih.gov\/39250798<\/a><\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-center wp-block-paragraph\"><strong>Discover how Osmosis enables active, personalized learning for academic success and student well-being.<\/strong> <a href=\"https:\/\/www.elsevier.com\/products\/osmosis\/contact-sales\"><strong>Schedule a call today!<\/strong><\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The first year of healthcare education can be overwhelming. Discover five practical strategies educators can use to recognize early warning signs, provide personalized academic support, encourage help-seeking, and help students stay engaged and succeed.<\/p>\n","protected":false},"author":179,"featured_media":11357,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[17],"tags":[3487,3486,3483,3282,3485,890,215,3330,84,462,3488,471,3484,209,915],"class_list":["post-11356","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-educators","tag-academic-advising","tag-academic-support","tag-early-intervention","tag-evidence-based-learning","tag-first-year-students","tag-formative-assessment","tag-healthcare-education","tag-healthcare-educators","tag-medical-education","tag-osmosis","tag-student-attrition","tag-student-engagement","tag-student-retention","tag-student-success","tag-student-well-being"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.6 - 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