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Dinh HH, Uebel K, Iqbal MP, Grant A, Shulruf B, Nathan S, Vo K, Smith G, Carland JE. "Excited When They See Their Name in Print": Research Outputs from an Australian Medical Program. MEDICAL SCIENCE EDUCATOR 2024; 34:639-645. [PMID: 38887404 PMCID: PMC11180040 DOI: 10.1007/s40670-024-02029-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/19/2024] [Indexed: 06/20/2024]
Abstract
To promote evidence-based practice, medical schools offer students opportunities to undertake either elective or mandatory research projects. One important measure of the research program success is student publication rates. In 2006, UNSW Medicine implemented a mandatory research program in the 4th year of the undergraduate medical education program. This study identified student publication rates and explored student and supervisor experiences with the publication process. A retrospective audit of student publications from the 2007, 2011, and 2015 cohorts was undertaken to look at trends over time. Data collected included type of publication and study methodology. Semi-structured interviews were conducted with a sample of undergraduate students (n = 11), medical graduates (n = 14), and supervisors (n = 25) and analysed thematically. Student publication rates increased significantly (P = 0.002) from 28% in 2007 to 50.2% in 2015. Students able to negotiate their own project were more likely to publish (P = 0.02). Students reported personal affirmation and development of research skills from publishing their research findings, while graduates noted improved career opportunities. Supervisors expected students to publish but identified the time to publications and student motivation as key factors in achieving publication(s). A high publication rate is possible in a mandatory research program where students can negotiate their own topic and are given protected time. Publications happen after the research project has finished. Critical factors in successful publication include supervisor support and student motivation. Given the importance of the supervisor's role, staff development and faculty support to train and develop a body of skilled supervisors is required.
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Affiliation(s)
- Harry Hieu Dinh
- School of Population Health, Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
- Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| | - Kerry Uebel
- School of Population Health, Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
- Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| | - Maha Pervaz Iqbal
- Centre for Health Systems and Safety Research, Australian Institute of Health Innovation, Sydney, Australia
- Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, Australia
| | - Ari Grant
- UNSW Library, UNSW Sydney, Kensington, Australia
| | - Boaz Shulruf
- Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| | - Sally Nathan
- School of Population Health, Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| | - Khanh Vo
- Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| | - Greg Smith
- School of Biomedical Sciences, Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| | - Jane Ellen Carland
- Department of Clinical Pharmacology and Toxicology, St Vincent’s Hospital, Sydney, Darlinghurst, Australia
- School of Clinical Medicine, St Vincent’s Healthcare Clinical Campus, Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
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Speirs V, Abu-Eid R, Kyaw Myint P. Engaging undergraduate medical and dental students with academic medicine: The Aberdeen INSPIRE summer school. PLoS One 2023; 18:e0293633. [PMID: 37922281 PMCID: PMC10624274 DOI: 10.1371/journal.pone.0293633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Accepted: 10/16/2023] [Indexed: 11/05/2023] Open
Abstract
UK medical and dental school curricula limit opportunities for students to gain experience in research. This parallels a decline in the number of clinical academics. To address this at grass roots level, we organised and arranged a residential summer taster week; INSPIRE (Introducing New Skills to Promote Inspirational Research Experience)-Aberdeen). The purpose was to give first and second year medical and dental students who wished to explore a potential clinical academic career a taste of wet laboratory research and to gain experience in basic research skills. Seventeen students from eight different UK medical and dental schools attended this free residential course and were exposed to various laboratory techniques with clinical translation and application in diagnostic and therapeutic medicine. Students were given access to relevant online learning tools of the techniques being used beforehand and seminar style presentations were used to emphasise their clinical application. Students met daily with clinical academics from different specialities to give them a flavour of potential clinical academic career pathways and options. All students felt that the summer school helped them consider academic medicine as a career thus achieving our aim to inspire clinical academics of the future.
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Affiliation(s)
- Valerie Speirs
- School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, United Kingdom
| | - Rasha Abu-Eid
- School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, United Kingdom
| | - Phyo Kyaw Myint
- School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, United Kingdom
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Maimouni H, Mistry K, Sivanesan O, Asif H, Clark A, Vassilou VS. Impact of the increase in tuition fees and demographic factors on medical student intercalation rates between 2006 and 2020. Future Healthc J 2023; 10:137-142. [PMID: 37786643 PMCID: PMC10540793 DOI: 10.7861/fhj.2023-0019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/04/2023]
Abstract
Introduction No quantitative research has assessed the trends in English medical student intercalation. In addition, the impacts of the increase in tuition fees, introduced in 2012, and demographic factors on intercalation rates are unknown. Methods Freedom of information requests were sent to all UK universities. Regression analysis compared intercalation rates before (2006-2012) and after (2012-2020) the tuition fee increase. Student's t-tests compared demographics of medical students who intercalated. Questionnaires were sent to all UK universities to explore reasons for intercalating. Results In total, 101,085 students from seven universities responded. The intercalation rate increased from 4.70% to 10.53% (mean percentage difference (MPD) 5.84; 95% confidence interval (CI) 2.94-8.73). Intercalating students were more likely to be <25 years of age (MPD 33.36%; 95%CI 28.34-38.39), without a previous degree (MPD 8.56%; 95% CI 7.00-10.11) and without a disability (MPD 3.15%; 95% CI 0.88-5.42). In total, 389 completed questionnaires were received from 10 universities. Medical students believed an intercalated degree made them a better doctor. Discussion The proportion of students who intercalated was greater following the increase in tuition fees. This might be explained by the value medical that students placed on the skills and opportunities that accompany an intercalated degree.
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Affiliation(s)
- Hassan Maimouni
- Norwich Medical School, University of East Anglia, Norwich, UK
| | - Khaylen Mistry
- Norfolk and Norwich University Hospital, Norwich, UK, and honorary tutor, Norwich Medical School, University of East Anglia, Norwich, UK
| | | | - Haysum Asif
- Norwich Medical School, University of East Anglia, Norwich, UK
| | - Allan Clark
- Norwich Medical School, University of East Anglia, Norwich, UK
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Wan EYF, Li Z, Sun KS, Chan KHY, Cheng WHG, Chen JY, Chin WY, Lam TP, Tipoe GL, Wong GTC, Chan SSC, Lam CLK. Identifying and articulating the student experience in the Intercalated Enrichment Year. BMC MEDICAL EDUCATION 2022; 22:246. [PMID: 35379229 PMCID: PMC8981939 DOI: 10.1186/s12909-022-03303-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Accepted: 03/22/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Benefits of intercalation during an undergraduate medical degree are well-recognized. The University of Hong Kong implemented a compulsory Enrichment Year (EY) in its Bachelor of Medicine and Bachelor of Surgery degree programme (MBBS) in 2016. In their third year of study, students could work on an area of interest in any of three programme categories (i) intercalation/ university exchange (IC); (ii) research (RA); (iii) service/ humanitarian work (SH). This study aimed to explore the barriers, enablers, and overall student learning experiences from the first cohort of EY students in order to inform future development of the EY. METHODS An exploratory sequential mixed-method study in 2019-20. Twenty students were purposively selected to attend three semi-structured focus group interviews. Conventional thematic analysis was employed and results assisted the design of a cross-sectional questionnaire. Sixty-three students completed the questionnaire. ANOVA or chi-square test was used to compare the difference in student's characteristics, barriers, enablers and perspectives on EY between programme categories. Adjusting student's characteristics, logistic regressions were conducted to identify the effect of programme categories on the EY experience. RESULTS Most students (95% in the questionnaire) agreed that EY was worthwhile and more rewarding than expected. EY was positively regarded for enhancing personal growth and interpersonal relationships. The main barriers were financial difficulties, scholarship issues and insufficient information beforehand. A few students had practical (i.e. accommodation, cultural adaptation) problems. Potential enablers included better financial support, more efficient information exchange and fewer assignments and preparation tasks. Similar barriers were encountered by students across all three categories of EY activities. CONCLUSIONS Personal growth was the most important benefit of the EY. Barriers were consistent with those identified in the literature except for cultural adaptation, which could be related to Hong Kong's unique historical context. Financial limitation was the most concerning barrier, as it could result in unequal access to educational opportunities. Better and timely access to scholarships and other funding sources need to be considered. TRIAL REGISTRATION Ethics approval was obtained from the local Institutional Review Board of The University of Hong Kong/Hospital Authority Hong Kong West Cluster (UW 19-585 ).
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Affiliation(s)
- Eric Yuk Fai Wan
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China.
- Department of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China.
| | - Zhihao Li
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China
| | - Kai Sing Sun
- The Jockey Club School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Karina Hiu Yen Chan
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
| | - Will Ho Gi Cheng
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China
| | - Julie Yun Chen
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
| | - Weng Yee Chin
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
| | - Tai Pong Lam
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China
| | - George Lim Tipoe
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
- School of Biomedical Sciences, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
| | - Gordon Tin Chun Wong
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
- Department of Anaesthesiology, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
| | - Sarah So Ching Chan
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
| | - Cindy Lo Kuen Lam
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China
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Ellis R, Brennan PA, Scrimgeour DSG, Lee AJ, Cleland J. Does performance at the intercollegiate Membership of the Royal Colleges of Surgeons (MRCS) examination vary according to UK medical school and course type? A retrospective cohort study. BMJ Open 2022; 12:e054616. [PMID: 34987044 PMCID: PMC8734024 DOI: 10.1136/bmjopen-2021-054616] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/19/2021] [Accepted: 12/02/2021] [Indexed: 12/03/2022] Open
Abstract
OBJECTIVES The knowledge, skills and behaviours required of new UK medical graduates are the same but how these are achieved differs given medical schools vary in their mission, curricula and pedagogy. Medical school differences seem to influence performance on postgraduate assessments. To date, the relationship between medical schools, course types and performance at the Membership of the Royal Colleges of Surgeons examination (MRCS) has not been investigated. Understanding this relationship is vital to achieving alignment across undergraduate and postgraduate training, learning and assessment values. DESIGN AND PARTICIPANTS A retrospective longitudinal cohort study of UK medical graduates who attempted MRCS Part A (n=9730) and MRCS Part B (n=4645) between 2007 and 2017, using individual-level linked sociodemographic and prior academic attainment data from the UK Medical Education Database. METHODS We studied MRCS performance across all UK medical schools and examined relationships between potential predictors and MRCS performance using χ2 analysis. Multivariate logistic regression models identified independent predictors of MRCS success at first attempt. RESULTS MRCS pass rates differed significantly between individual medical schools (p<0.001) but not after adjusting for prior A-Level performance. Candidates from courses other than those described as problem-based learning (PBL) were 53% more likely to pass MRCS Part A (OR 1.53 (95% CI 1.25 to 1.87) and 54% more likely to pass Part B (OR 1.54 (1.05 to 2.25)) at first attempt after adjusting for prior academic performance. Attending a Standard-Entry 5-year medicine programme, having no prior degree and attending a Russell Group university were independent predictors of MRCS success in regression models (p<0.05). CONCLUSIONS There are significant differences in MRCS performance between medical schools. However, this variation is largely due to individual factors such as academic ability, rather than medical school factors. This study also highlights group level attainment differences that warrant further investigation to ensure equity within medical training.
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Affiliation(s)
- Ricky Ellis
- University of Aberdeen Institute of Applied Health Sciences, Aberdeen, UK
- Urology Department, Nottingham University Hospitals NHS Trust, Nottingham, UK
| | - Peter A Brennan
- Department of Maxillo-Facial Surgery, Queen Alexandra Hospital, Portsmouth, UK
| | - Duncan S G Scrimgeour
- University of Aberdeen Institute of Applied Health Sciences, Aberdeen, UK
- Department of Colorectal Surgery, Aberdeen Royal Infirmary, Aberdeen, UK
| | - Amanda J Lee
- Medical Statistics Team, University of Aberdeen Institute of Applied Health Sciences, Aberdeen, UK
| | - Jennifer Cleland
- Medical Education Research and Scholarship Unit (MERSU), Lee Kong Chian School of Medicine, Singapore
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Ganesh Kumar A, Kallikas G, Hassan M, Dev IK, Basu S. Removing Educational Achievement Points From the Foundation Programme Application System: Is This the Right Decision? JMIR MEDICAL EDUCATION 2021; 7:e27856. [PMID: 34346899 PMCID: PMC8374666 DOI: 10.2196/27856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Revised: 04/10/2021] [Accepted: 06/02/2021] [Indexed: 06/13/2023]
Abstract
The UK Foundation Programme Office has announced that medical students graduating from 2023 onward will not receive Foundation Programme Application System points for additional degrees or journal publications. In this viewpoint paper, we acknowledge the reasons for this decision, such as socioeconomically advantaged students having greater access to these achievements and the promotion of intercalated degrees for the sake of point accumulation. Additionally, the predictive value of these achievements with regard to junior doctors' performance has been questioned when compared to that of other Foundation Programme Application System components. Conversely, we also highlight the drawbacks of the UK Foundation Programme Office's decision, since this might discourage medical students from completing additional degrees and attempting to publish their work, thereby resulting in clinicians with little to no academic experience or interest. Finally, we attempt to provide suggestions for future improvements in this system by analyzing different medical schools' approaches, such as the BMedSci Honors program offered at Nottingham University. Furthermore, promoting and supporting engagement with academia, especially among socioeconomically disadvantaged students, are the responsibility of all medical schools; such actions are needed in order to produce doctors who are both clinically and academically competent. We conclude that the aforementioned changes should only affect new cohorts in the interest of universities' transparency and fairness to their students.
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Affiliation(s)
- Abirami Ganesh Kumar
- Department of Medicine, London School of Medicine and Dentistry, Queen Mary University of London Barts, Whitechapel, East London, United Kingdom
| | - Georgios Kallikas
- Department of Medicine, London School of Medicine and Dentistry, Queen Mary University of London Barts, Whitechapel, East London, United Kingdom
| | - Melihah Hassan
- Department of Medicine, London School of Medicine and Dentistry, Queen Mary University of London Barts, Whitechapel, East London, United Kingdom
| | - Indu Kiran Dev
- Department of Medicine, London School of Medicine and Dentistry, Queen Mary University of London Barts, Whitechapel, East London, United Kingdom
| | - Soutrik Basu
- Department of Medicine, London School of Medicine and Dentistry, Queen Mary University of London Barts, Whitechapel, East London, United Kingdom
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Sorial AK, Harrison-Holland M, Young HS. The impact of research intercalation during medical school on post-graduate career progression. BMC MEDICAL EDUCATION 2021; 21:39. [PMID: 33419435 PMCID: PMC7792318 DOI: 10.1186/s12909-020-02478-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2020] [Accepted: 12/15/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Medical students at The University of Manchester have the option of research intercalation on the Master of Research programme. There is a paucity of evidence for the benefits of research intercalation. However, we hypothesised that research intercalation would accelerate post-graduate career progression and aimed to objectively measure the career enhancing impact, quantify the benefits and determine the alumni perception of research intercalation. METHODS Data was collected retrospectively by electronic questionnaire (in 2018) from those commencing research intercalation between 2005 and 2012. RESULTS Participants (n=52) returned questionnaires (68% response), demonstrating that the cohort had completed 67 postgraduate qualifications, published 304 manuscripts (median 3 publications per person (PP); range: 0-53) and made 430 presentations (median 7 PP; range: 0-37). Alumni had been awarded 49 research grants; funding disclosed on 43% totalled £823,000. Career progression of 73% of alumni had taken the minimum number of years; 27% took longer due to time spent working abroad or to gain additional experience prior to specialty training. Fifty-five publications and 71 presentations were directly related to MRes projects. CONCLUSION Research intercalation provides graduates with an opportunity to learn valuable transferrable skills, contribute to translational research, and objectively enhances medical career progression.
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Affiliation(s)
- Antony K Sorial
- Biosciences Institute, Newcastle University, Newcastle Upon Tyne, UK
| | - Morgan Harrison-Holland
- Division of Musculoskeletal and Dermatological Sciences, The University of Manchester, Oxford Road, Manchester, UK
| | - Helen S Young
- Division of Musculoskeletal and Dermatological Sciences, The University of Manchester, Oxford Road, Manchester, UK.
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Otuyemi OD, Olaniyi EA. A 5-year retrospective evaluation of undergraduate dental research projects in a Nigerian University: Graduates' perceptions of their learning experiences. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:292-300. [PMID: 31950582 DOI: 10.1111/eje.12497] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/28/2018] [Revised: 12/09/2019] [Accepted: 01/07/2020] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Undergraduate research projects have never been evaluated despite six decades of dental training in Nigeria. This study evaluated dental graduates' perceptions of the research project from 2013 to 2017. METHODS A cohort of 93 graduates from a Nigerian University was investigated through the use of self-administered questionnaires on a Google form platform. Analysis was done using descriptive and analytical statistics on SPSS version 16. Statistical significant level was set at P < .05. RESULTS The cohort showed a very good understanding of research project objectives during their undergraduate training with more male and older students independently choosing their research topics (P > .05). Students' research topics were changed by supervisors in about one-quarter and one-tenth of the male and female students, respectively. About one-third of the students met set deadlines with no significant differences amongst gender and age groups (P > .05). However, only two-thirds of the students submitted their projects before the deadline due to other contending academic works. More males and older age group sought assistance from other academic staff for information on their projects. About one-half of the students reportedly acquired additional knowledge as a direct benefit from the project. Of all the variables associated with the research project, only the level of preparedness to undertake the project was highly statistically significant (P < .05) and this varied significantly amongst gender and age group (P < .05). CONCLUSION The students demonstrated a good understanding of research project. The perceived level of preparedness to undertake the project was low but significantly higher in male and older age groups.
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Meguid EA, Allen WE. An Analysis of Medical Students' Attitude and Motivation in Pursuing an Intercalated MSc in Clinical Anatomy. MEDICAL SCIENCE EDUCATOR 2019; 29:419-430. [PMID: 34457499 PMCID: PMC8368618 DOI: 10.1007/s40670-019-00705-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
OBJECTIVES This study aimed to explore what factors influence and motivate medical students to undergo an intercalated degree and why they prefer to choose an intercalated MSc in Clinical Anatomy. METHODS The study consisted of 54 medical students enrolled in Queen's University Belfast which offers a range of intercalated degrees, including an iBSc in Medical Science and an iMSc in Clinical Anatomy. Five-point Likert scale survey was used to collect data, designed to discover what the influencing factors were in deciding to take an intercalating degree and if they have a desire to gain research experience. It measured the motivational features of their chosen courses. RESULTS In recent years, more students (68.5%, n = 54) opted for the iMSc rather than the iBSc. This difference in number of students was statistically significant (chi-square = 33.4, P < 0.0001). It was theorized that this was due to an interest in future surgical specialization; however, this study has shown that the prime reason 72.2% of students opt to take a year out of their medical degree to carry out an intercalated degree is simply to gain an extra qualification whilst 61.1% thought it would enhance their competitiveness in the job market. Ninety-four percent of the iMSc students recommended the intercalated degree to junior students in comparison to only 34.8% of the iBSc students. This difference in percentage was statistically significant (t = 2.78, P = 0.009). CONCLUSION The study shows no significant link to a desire to gain research experience in determining which intercalated programme to undertake. Students favoured iMSc more because they believed it will enhance their employability.
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Affiliation(s)
- Eiman Abdel Meguid
- Centre for Biomedical Sciences Education, School of Medicine, Dentistry & Biomedical Sciences, Queen’s University Belfast, 97 Lisburn Road, Belfast, Northern Ireland BT9 7AE UK
| | - William E. Allen
- Centre for Biomedical Sciences Education, School of Medicine, Dentistry & Biomedical Sciences, Queen’s University Belfast, 97 Lisburn Road, Belfast, Northern Ireland BT9 7AE UK
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Boyle SE, Cotton SC, Myint PK, Hold GL. The influence of early research experience in medical school on the decision to intercalate and future career in clinical academia: a questionnaire study. BMC MEDICAL EDUCATION 2017; 17:245. [PMID: 29228999 PMCID: PMC5725945 DOI: 10.1186/s12909-017-1066-1] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2017] [Accepted: 11/07/2017] [Indexed: 05/27/2023]
Abstract
BACKGROUND Currently, only one in three UK medical students undertake an intercalated degree. This has often been implicated as a result of financial obstacles or a lack of interest in research due to inadequate exposure to academic medicine. The aims of this study were to determine whether exposure to research early in medical school, through the initiation of an early years clinical academic training programme has a positive influence on the decision-making related to intercalating and a career long interest in research. This study also aims to evaluate the perceived views of the recipients of such a scholarship programme. METHODS All previous recipients of the Aberdeen Summer Research Scholarship (ASRS) (n = 117) since its inception in 2010 until 2015 were invited via email in June 2016, to take part in the survey. Data were analysed using SPSS for quantitative data and a thematic approach was used to derive themes from free text. RESULTS The overall response rate was 56% (66/117). Of the respondents, seven received the scholarship twice. Seventy-three percent were still at medical school and 26% were foundation doctors. One respondent indicated that they were currently not in training. Seventy percent of respondents have continued to be involved in research since completing the scholarship. Fifty percent embarked on an intercalated degree following the ASRS. Furthermore, two thirds of the respondents who were undecided about undertaking an intercalated degree before the scholarship, chose to intercalate after completing the programme. ASRS was generally thought of as a positive, influential programme, yet the success of individual ASRS projects was dependent on the allocated supervisors and the resources available for specific projects. CONCLUSIONS Our findings indicate that early research exposure in medical school can provide students with a positive influence on involvement in research and allows students to make an informed decision about embarking on an intercalated degree. We therefore recommend the encouragement of similar programmes in medical schools to promote clinical academia at an early stage for medical students.
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Affiliation(s)
- Shona E. Boyle
- School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Foresterhill, Aberdeen, AB25 2ZD Scotland
| | - Seonaidh C. Cotton
- School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Foresterhill, Aberdeen, AB25 2ZD Scotland
| | - Phyo Kyaw Myint
- School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Foresterhill, Aberdeen, AB25 2ZD Scotland
| | - Georgina Louise Hold
- School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Foresterhill, Aberdeen, AB25 2ZD Scotland
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Cardwell JM, Magnier K, Kinnison T, Silva-Fletcher A. Student experiences and perceptions of compulsory research projects: a veterinary perspective. Vet Rec Open 2017; 4:e000243. [PMID: 29259785 PMCID: PMC5729296 DOI: 10.1136/vetreco-2017-000243] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2017] [Revised: 08/17/2017] [Accepted: 09/08/2017] [Indexed: 11/24/2022] Open
Abstract
Background Although research underpins clinical work, many students training to be clinicians are not inherently interested in developing research skills. Aim To characterise and understand veterinary student experiences and perceptions of compulsory research projects. Methods This was an explanatory sequential mixed-methods study, with a questionnaire survey of an entire cohort informing purposive selection for focus group discussions. Student views were triangulated with staff questionnaire data. Results About a third of the cohort felt that the project had not been worthwhile or had not fostered useful skills. Focus group data analysis identified fragility of motivation and lack of clear schemata for the research process as key themes. Students were easily demotivated by typical research challenges and lack of schemata contributed to a poor understanding of the rationale for the project, encouraging highly extrinsic forms of motivation. Triangulation with staff questionnaire data indicated that staff understood students’ challenges, but were more likely than students to consider it to be a valuable learning experience. Conclusions Findings support ongoing curriculum development and emphasise that, to optimise motivation, engagement and learning, students training to be clinicians need a clear rationale for research, based on development of critical inquiry skills as a core clinical competency.
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Affiliation(s)
- Jacqueline M Cardwell
- Department of Pathobiology and Population Sciences, Royal Veterinary College, London, UK
| | | | - Tierney Kinnison
- Department of Pathobiology and Population Sciences, Royal Veterinary College, London, UK
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Cleland JA, Johnston P, Watson V, Krucien N, Skåtun D. What do UK medical students value most in their careers? A discrete choice experiment. MEDICAL EDUCATION 2017; 51:839-851. [PMID: 28295461 DOI: 10.1111/medu.13257] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/13/2016] [Revised: 09/27/2016] [Accepted: 11/29/2016] [Indexed: 06/06/2023]
Abstract
CONTEXT Many individual- and job-related factors are known to influence medical careers decision making. Previous research has extensively studied medical trainees' (residents') and students' views of the factors that are important. However, how trainees and students trade off these factors at times of important careers-related decision making is under-researched. Information about trade-offs is crucial to the development of effective policies to enhance the recruitment and retention of junior doctors. OBJECTIVES Our aim was to investigate the strength of UK medical students' preferences for the characteristics of training posts in terms of monetary value. METHODS We distributed a paper questionnaire that included a discrete choice experiment (DCE) to final-year medical students in six diverse medical schools across the UK. The main outcome measure was the monetary value of training post characteristics, based on willingness to forgo and willingness to accept extra income for a change in each job characteristic calculated from regression coefficients. RESULTS A total of 810 medical students answered the questionnaire. The presence of good working conditions was by far the most influential characteristic of a training position. Medical students consider that, as newly graduated doctors, they will require compensation of an additional 43.68% above average earnings to move from a post with excellent working conditions to one with poor working conditions. Female students value excellent working conditions more highly than male students, whereas older medical students value them less highly than younger students. CONCLUSIONS Students on the point of completing medical school and starting postgraduate training value good working conditions significantly more than they value desirable geographical location, unit reputation, familiarity with the unit or opportunities for partners or spouses. This intelligence can be used to address the crisis in workforce staffing that has developed in the UK and opens up fruitful areas for future research across contexts and in terms of examining stated preferences versus actual career-related behaviour.
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Affiliation(s)
- Jennifer A Cleland
- Institute of Education for Medical and Dental Sciences, School of Medicine and Dentistry, University of Aberdeen, Aberdeen, UK
| | - Peter Johnston
- North Deanery, National Health Service (NHS) Education for Scotland, Aberdeen, UK
| | - Verity Watson
- Health Economics Research Unit (HERU), School of Medicine and Dentistry, University of Aberdeen, Aberdeen, UK
| | - Nicolas Krucien
- Health Economics Research Unit (HERU), School of Medicine and Dentistry, University of Aberdeen, Aberdeen, UK
| | - Diane Skåtun
- Health Economics Research Unit (HERU), School of Medicine and Dentistry, University of Aberdeen, Aberdeen, UK
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Singh Sidhu H, Mahmood A, Sanghera R, Mandan J. Parallel to the Situational Judgement Test: is the Educational Performance Measure fair in ranking medical students on the UK Foundation Programme? ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2016; 7:603-604. [PMID: 27822130 PMCID: PMC5087587 DOI: 10.2147/amep.s121242] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Affiliation(s)
| | - Adil Mahmood
- Faculty of Life Sciences and Medicine, King’s College London, London, UK
| | | | - Jay Mandan
- Faculty of Medicine, Imperial College London, London, UK
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Philip AB, Prasad SJ, Patel A. Should an intercalated degree be compulsory for undergraduate medical students? MEDICAL EDUCATION ONLINE 2015; 20:29392. [PMID: 26434986 PMCID: PMC4592847 DOI: 10.3402/meo.v20.29392] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2015] [Revised: 09/06/2015] [Accepted: 09/10/2015] [Indexed: 06/05/2023]
Abstract
Undertaking an intercalated year whilst at medical school involves taking time out of the medicine undergraduate programme in order to pursue a separate but related degree. It is widely seen as a challenging but rewarding experience, with much to be gained from the independent project or research component of most additional degrees. However, whilst intercalating is encouraged at many universities and is incorporated into some undergraduate curricula, it is by no means compulsory for all students. The literature would suggest that those who have intercalated tend to do better academically, both for the remainder of medical school and after graduating. Despite this, the issue of making intercalation mandatory is one of considerable debate, with counter-arguments ranging from the detrimental effect time taken out of the course can have to the lack of options available to cater for all students. Nonetheless, the research skills developed during an intercalated year are invaluable and help students prepare for taking a critical evidence-based approach to medicine. If intercalated degrees were made compulsory for undergraduates, it would be a step in the right direction. It would mean the doctors of tomorrow would be better equipped to practise medicine in disciplines that are constantly evolving.
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Affiliation(s)
- Aaron B Philip
- School of Medicine, Faculty of Medicine, Imperial College London, London, United Kingdom;
| | - Sunila J Prasad
- School of Medicine, Faculty of Medicine, Imperial College London, London, United Kingdom
| | - Ankur Patel
- School of Medicine, Faculty of Medicine, Imperial College London, London, United Kingdom
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Gopal DP, Lee C. A universal intercalated undergraduate management program: attraction or deterrent? ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2015; 6:553-554. [PMID: 26366110 PMCID: PMC4562651 DOI: 10.2147/amep.s91272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Affiliation(s)
- Dipesh P Gopal
- Department of Pediatrics, West Suffolk Hospital, Suffolk, UK
| | - Charlotte Lee
- Department of Public Health, Suffolk County Council, Ipswich, UK
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Amgad M, Man Kin Tsui M, Liptrott SJ, Shash E. Medical Student Research: An Integrated Mixed-Methods Systematic Review and Meta-Analysis. PLoS One 2015; 10:e0127470. [PMID: 26086391 PMCID: PMC4472353 DOI: 10.1371/journal.pone.0127470] [Citation(s) in RCA: 147] [Impact Index Per Article: 16.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2014] [Accepted: 04/15/2015] [Indexed: 11/23/2022] Open
Abstract
Importance Despite the rapidly declining number of physician-investigators, there is no consistent structure within medical education so far for involving medical students in research. Objective To conduct an integrated mixed-methods systematic review and meta-analysis of published studies about medical students' participation in research, and to evaluate the evidence in order to guide policy decision-making regarding this issue. Evidence Review We followed the PRISMA statement guidelines during the preparation of this review and meta-analysis. We searched various databases as well as the bibliographies of the included studies between March 2012 and September 2013. We identified all relevant quantitative and qualitative studies assessing the effect of medical student participation in research, without restrictions regarding study design or publication date. Prespecified outcome-specific quality criteria were used to judge the admission of each quantitative outcome into the meta-analysis. Initial screening of titles and abstracts resulted in the retrieval of 256 articles for full-text assessment. Eventually, 79 articles were included in our study, including eight qualitative studies. An integrated approach was used to combine quantitative and qualitative studies into a single synthesis. Once all included studies were identified, a data-driven thematic analysis was performed. Findings and Conclusions Medical student participation in research is associated with improved short- and long- term scientific productivity, more informed career choices and improved knowledge about-, interest in- and attitudes towards research. Financial worries, gender, having a higher degree (MSc or PhD) before matriculation and perceived competitiveness of the residency of choice are among the factors that affect the engagement of medical students in research and/or their scientific productivity. Intercalated BSc degrees, mandatory graduation theses and curricular research components may help in standardizing research education during medical school.
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Affiliation(s)
- Mohamed Amgad
- Faculty of Medicine, Cairo University, Cairo, Egypt
- Okinawa Institute of Science and Technology Graduate University, Okinawa, Japan
| | - Marco Man Kin Tsui
- Okinawa Institute of Science and Technology Graduate University, Okinawa, Japan
| | | | - Emad Shash
- National Cancer Institute, Cairo University, Cairo, Egypt
- * E-mail:
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Irwin GW, Roy Spence AJ, McAuley DF, Kennedy RD, Gardiner KR, Elborn JS. Academic medicine - revolution, evolution or extinction? THE ULSTER MEDICAL JOURNAL 2014; 83:141-5. [PMID: 25484462 PMCID: PMC4255833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 05/22/2014] [Indexed: 10/31/2022]
Affiliation(s)
- Gareth W Irwin
- Centre for Cancer Research and Cell Biology, Queen's University Belfast
| | | | - Danny F McAuley
- Centre for Infection and Immunity, Queen's University Belfast
| | - Richard D Kennedy
- Centre for Cancer Research and Cell Biology, Queen's University Belfast
| | | | - J Stuart Elborn
- Centre for Infection and Immunity, Queen's University Belfast
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Jones M, Hutt P, Eastwood S, Singh S. Impact of an intercalated BSc on medical student performance and careers: a BEME systematic review: BEME Guide No. 28. MEDICAL TEACHER 2013; 35:e1493-510. [PMID: 23962229 DOI: 10.3109/0142159x.2013.806983] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
INTRODUCTION Intercalated BScs (iBScs) are an optional part of undergraduate (UG) medicine courses in UK, Eire, Australia, New Zealand, the West Indies, Hong Kong, South Africa and Canada, consisting of advanced study into a particular field of medicine, often combined with research. They potentially improve students' skills and allow exploration of specific areas of interest. They are, however, expensive for institutions and students and delay workforce entry. There is conflicting evidence about their impact. METHODS A mixed-method systematic review (meta-analysis and critical interpretive synthesis) of the biomedical and educational literature, focusing on the impact of iBScs on UG performance, skills, and career choice, and to explore students' and other stakeholders' opinions about iBScs. RESULTS In the meta-analytic part of this review, we identified five studies which met our predetermined quality criteria. For UG performance, two studies using different methodologies report an improvement in UG performance; one study reported an Odds Ratio [OR] of 3.58 [95% CI 1.47-8.83] and the second reported a significant improvement in finals scores (1.27 points advantage 95% CI 0.52-2.02). One study reported a mixed result, while two studies showed no improvement. Regarding skills and attitudes, one paper suggested iBScs lead to the development of deeper learning styles. With regard to subsequent careers, two studies suggested that for those students undertaking an iBSc there is an increased chance following an academic career [ORs of 3.6 (2.3-5.8) to 5.94 (3.6-11.5)]. Seven of eight studies (with broader selection criteria) reported that iBSc students were less likely to pursue GP careers (ORs no effect to 0.17 [0.07-0.36]). Meta-analysis of the data was not possible. In the critical interpretative synthesis analysis, we identified 46 articles, from which three themes emerged; firstly, the decision to undertake an iBSc, with students receiving conflicting advice; secondly, the educational experience, with intellectual growth balanced against financial costs; finally, the ramifications of the iBSc, including some suggestion of improved employment prospects and the potential to nurture qualities that make "better" doctors. CONCLUSION Intercalated BScs may improve UG performance and increase the likelihood of pursuing academic careers, and are associated with a reduced likelihood of following a GP career. They help students to develop reflexivity and key skills, such as a better understanding of critical appraisal and research. The decision to undertake an iBSc is contentious; students feel ill-informed about the benefits. These findings could have implications for a variety of international enrichment programmes.
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Affiliation(s)
- Melvyn Jones
- University College London Medical School , London , UK
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Morrissey D, Nutt JL, Mehdian R, Maffulli N. The intercalated BSc in sports and exercise medicine at Barts and The London School of Medicine and Dentistry. Muscles Ligaments Tendons J 2013; 3:190-5. [PMID: 24367778 PMCID: PMC3838327] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
OBJECT To report about the intercalated Bsc(Hons) in Sports and Exercise Medicine at Barts and The London School of Medicine and Dentistry (BLSMD), Queen Mary University of London. DESIGN Educational study. SETTING The course is currently in its tenth year, providing medical students with the opportunity to develop knowledge in the field of Sports and Exercise Medicine (SEM) during one academic year of full time study. PARTICIPANTS There have been more than 150 graduates, and 22 students are enrolled for the 2012-13 academic year on what has been the most popular and largest intercalated degree at BLSMD in recent years. External applicants typically make up 30-40% of entrants. RESULTS Equal weighting on taught modules and a portfolio of research activity provides a strong foundation in Sports and Exercise Medicine, and equips successful students with evidence based translational skills, and the opportunity to perform publishable research. CONCLUSION This article outlines the increasing demand for Sports and Exercise Medicine education, and how the course prepares graduates for practising SEM as a sub-specialist interest or to compete for entry into the Specialist Trainee training route.
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Affiliation(s)
- Dylan Morrissey
- Centre for Sports and Exercise Medicine, Queen Mary University of London, Barts and The London School of Medicine and Dentistry, Mile End Hospital, London, UK
| | - James L. Nutt
- Dundee University School of Medicine, Dundee, Scotland
| | | | - Nicola Maffulli
- Centre for Sports and Exercise Medicine, Queen Mary University of London, Barts and The London School of Medicine and Dentistry, Mile End Hospital, London, UK
- Department of Physical and Rehabilitation Medicine, University of Salerno, Azienda Ospedaliera San Giovanni Di Dio e Ruggi d’Aragona, Salerno, Italy
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Stubbs TA, Lightman EG, Mathieson P. Is it intelligent to intercalate? A two centre cross-sectional study exploring the value of intercalated degrees, and the possible effects of the recent tuition fee rise in England. BMJ Open 2013; 3:bmjopen-2012-002193. [PMID: 23355672 PMCID: PMC3563132 DOI: 10.1136/bmjopen-2012-002193] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
AIMS AND OBJECTIVES To explore the value of intercalated degrees, including student perceptions and academic sequelae. To gauge the likely effect of the recent tuition fee rise and to identify any differences in intercalated degrees between Bristol and Sheffield universities. DESIGN Cross-sectional study using questionnaires. SETTING Bristol and Sheffield Medical Schools, UK. PARTICIPANTS 1484 medical students in their clinical years were e-mailed the questionnaire. 578 students responded: 291 from Bristol and 287 from Sheffield (n=578; mean age=22.41; SD 1.944; 38.9% male; 61.1% female). The response rate from previous intercalators was 52.5% from Bristol and 58.7% from Sheffield, while for non-intercalators it was 27.7% and 34.6%, respectively. MAIN OUTCOME MEASURES (1) Student preconceptions, opinions, results and academic sequelae from intercalated degrees at both centres. (2) Students' attitudes concerning the effect of the increase in tuition fees. RESULTS Those with clinical academic supervisors gained significantly more posters (p=0.0002) and publications (p<0.0001), and also showed a trend to gain more first class honours (p=0.055). Students at Sheffield had a significantly greater proportion of clinical academic supervisors than students at Bristol (p<0.0001). 89.2% said that an intercalated degree was the right decision for them; however, only 27.4% stated they would have intercalated if fees had been £9000 per annum. CONCLUSIONS Students clearly value intercalated degrees, feel they gained a substantial advantage over their peers as well as skills helpful for their future careers. The rise in tuition fees is likely to reduce the number of medical students opting to undertake an intercalated degree, and could result in a further reduction in numbers following an academic path. Sheffield University have more intercalating students supervised by clinical academics. Clinical academics appear more effective as supervisors for medical students undertaking an intercalated degree in terms of results and additional academic sequelae.
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Mahesan N, Crichton S, Sewell H, Howell S. The effect of an intercalated BSc on subsequent academic performance. BMC MEDICAL EDUCATION 2011; 11:76. [PMID: 21967682 PMCID: PMC3200165 DOI: 10.1186/1472-6920-11-76] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2011] [Accepted: 10/03/2011] [Indexed: 05/09/2023]
Abstract
BACKGROUND The choice of whether to undertake an intercalated Bachelor of Science (BSc) degree is one of the most important decisions that students must make during their time at medical school. An effect on exam performance would improve a student's academic ranking, giving them a competitive edge when applying for foundation posts. METHODS Retrospective data analysis of anonymised student records. The effects of intercalating on final year exam results, Foundation Programme score, application form score (from white-space questions), quartile rank score, and success with securing Foundation School of choice were assessed using linear and ordered logistic regression models, adjusted for course type, year of graduation, graduate status and baseline (Year 1) performance. RESULTS The study included 1158 students, with 54% choosing to do an intercalated BSc, and 9.8% opting to do so at an external institution. Doing an intercalated BSc was significantly associated with improved outcome in Year 5 exams (P = 0.004). This was irrespective of the year students chose to intercalate, with no significant difference between those that intercalated after years 2, 3 and 4 (p = 0.3096). There were also higher foundation application scores (P < 0.0001), academic quartile scores (P = 0.0003) and resultant overall foundation scores (P < 0.0001) in intercalated students. These students also had improved success with securing their first choice Foundation School (p = 0.0220). Participants who remained at the institution to intercalate in general performed better than those that opted to intercalate elsewhere. CONCLUSIONS Doing an intercalated BSc leads to an improvement in subsequent exam results and develops the skills necessary to produce a strong foundation programme application. It also leads to greater success with securing preferred Foundation School posts in students. Differences between internally- and externally-intercalating students may be due to varying course structures or greater challenge in adjusting to a new study environment.
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Affiliation(s)
| | - Siobhan Crichton
- Department of Public Health Sciences, Capital House, King's College London, London, UK
| | - Hannah Sewell
- Henriette Raphael House, Guy's Campus, King's College London, London, UK
| | - Simon Howell
- Hodgkin Building, Guy's Campus, King's College London, London, UK
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Howman M, Jones M. Does undertaking an intercalated BSc influence first clinical year exam results at a London medical school? BMC MEDICAL EDUCATION 2011; 11:6. [PMID: 21291522 PMCID: PMC3053587 DOI: 10.1186/1472-6920-11-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2010] [Accepted: 02/03/2011] [Indexed: 05/22/2023]
Abstract
BACKGROUND Intercalated BScs (iBScs) are an optional part of the medical school curriculum in many Universities. Does undertaking an iBSc influence subsequent student performance? Previous studies addressing this question have been flawed by iBSc students being highly selected. This study looks at data from medical students where there is a compulsory iBSc for non-graduates. Our aim was to see whether there was any difference in performance between students who took an iBSc before or after their third year (first clinical year) exams. METHODS A multivariable analysis was performed to compare the third year results of students at one London medical school who had or had not completed their iBSc by the start of this year (n = 276). A general linear model was applied to adjust for differences between the two groups in terms of potential confounders (age, sex, nationality and baseline performance). RESULTS The results of third year summative exams for 276 students were analysed (184 students with an iBSc and 92 without). Unadjusted analysis showed students who took an iBSc before their third year achieved significantly higher end of year marks than those who did not with a mean score difference of 4.4 (0.9 to 7.9 95% CI, p = 0.01). (overall mean score 238.4 "completed iBSc" students versus 234.0 "not completed", range 145.2 - 272.3 out of 300). There was however a significant difference between the two groups in their prior second year exam marks with those choosing to intercalate before their third year having higher marks. Adjusting for this, the difference in overall exam scores was no longer significant with a mean score difference of 1.4 (-4.9 to +7.7 95% CI, p = 0.66). (overall mean score 238.0 " completed iBSc" students versus 236.5 "not completed"). CONCLUSIONS Once possible confounders are controlled for (age, sex, previous academic performance) undertaking an iBSc does not influence third year exam results. One explanation for this confounding in unadjusted results is that students who do better in their second year exams are more likely to take an iBSc before their third year.
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Affiliation(s)
- Mary Howman
- Department of Primary Care and Population Health, UCL Medical School, London, UK
| | - Melvyn Jones
- Department of Primary Care and Population Health, UCL Medical School, London, UK
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Nicholson JA, Cleland J, Lemon J, Galley HF. Why medical students choose not to carry out an intercalated BSc: a questionnaire study. BMC MEDICAL EDUCATION 2010; 10:25. [PMID: 20331878 PMCID: PMC2850914 DOI: 10.1186/1472-6920-10-25] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2009] [Accepted: 03/23/2010] [Indexed: 05/05/2023]
Abstract
BACKGROUND At some medical schools, students can opt to undertake a 1 year intercalated degree, usually a BSc, in addition to their medical course. Over the last few years the numbers of students who have opted to undertake an intercalated degree have been steadily decreasing despite the advantages in securing foundation posts. The aim of this study was to find out why medical students opted not to take an intercalated degree. METHODS All 4th and 5th year medical students (n = 343) who had elected not to take an intercalated degree were personally handed a questionnaire. RESULTS 293 completed questionnaires were returned (response rate 85%). The most common reason students opted not to intercalate was because they did not want to have another year of study (69.6%) or incur more debt (51.9%). Only 45 (15.3%) students said they had enough information to inform their decision: reported take up of information provision was poor. CONCLUSIONS Our findings indicate that the benefits of intercalating need to be better defined and presented to students in a way that they can make a more informed decision.
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Affiliation(s)
- Jamie A Nicholson
- Division of Applied Medicine, School of Medicine & Dentistry, University of Aberdeen, Aberdeen, AB25 2ZD, UK
| | - Jennifer Cleland
- Division of Medical & Dental Education, School of Medicine & Dentistry, University of Aberdeen, Aberdeen, AB25 2ZD, UK
| | - John Lemon
- Directorate of Information Technology, Edward Wright Building, University of Aberdeen, Aberdeen, AB24 3QY, UK
| | - Helen F Galley
- Division of Applied Medicine, School of Medicine & Dentistry, University of Aberdeen, Aberdeen, AB25 2ZD, UK
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Affiliation(s)
- Jennifer Cleland
- Division of Medical and Dental Education, Centre for Academic Primary Care, University of Aberdeen, UK.
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Collins JP, Farish S, McCalman JS, McColl GJ. A mandatory intercalated degree programme: revitalising and enhancing academic and evidence-based medicine. MEDICAL TEACHER 2010; 32:e541-e546. [PMID: 21090941 DOI: 10.3109/0142159x.2010.528807] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
BACKGROUND Recruitment of medical graduates to research careers is declining. Expansion of medical knowledge necessitates all graduates be equipped to critically evaluate new information. To address these challenges, a mandatory intercalated degree programme was introduced as part of curriculum reform. AIMS To review the place on intercalated degrees, the methods available for learning about research and to analyse experience with a new university programme focusing on research. METHODS A literature review followed by the analysis of experience with eight cohorts of students who had completed the new programme. RESULTS A total of 1599 students completed the programme. Laboratory-based research was the most common choice followed by clinical research, population health, epidemiology, medical humanities and mental health. Also, 93% of students spent over 75% of their time undertaking research. Sixty-three students published their research, half as first authors. Students and coordinators support the programme. Learning about research during the postgraduate phase is variable and frequently left to individual choice. CONCLUSION Intercalating an additional degree focusing on research can achieve a number of learning objectives but demands a level of maturity, autonomy and preparedness, not uniformly present in students undertaking a mandatory intercalated programme. A more realistic goal is the development of 'research-mindedness' amongst all students.
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