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Steele S, Andrade G, Shantakumari N, Panigrahi D. Medical school origins of award-winning physicians; analysis of a complete national dataset. BMC MEDICAL EDUCATION 2024; 24:268. [PMID: 38459549 PMCID: PMC10924332 DOI: 10.1186/s12909-024-05200-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2023] [Accepted: 02/19/2024] [Indexed: 03/10/2024]
Abstract
BACKGROUND Educators and medical students share the same objective of achieving success in medical practice. Both groups consider doctors' successes to include optimum patient care outcomes and positive career progressions. Accordingly, identifying common educational features of such high-achieving doctors facilitates the generation of excellence amongst future medical trainees. In this study we use data from the British clinical merit award schemes as outcome measures in order to identify medical school origins of doctors who have achieved national or international prominence. METHODS Britain has Clinical Excellence Awards/Distinction Awards schemes that financially reward all National Health Service doctors in England, Scotland and Wales who are classified as high achievers. We used these outcome measures in a quantitative observational analysis of the 2019-20 dataset of all 901 national award-winning doctors. Where appropriate, Pearson's Chi-Square test was applied. RESULTS The top five medical schools (London university medical schools, Glasgow, Edinburgh, Oxford and Cambridge) were responsible for 51.2% of the physician merit award-winners in the 2019-20 round, despite the dataset representing 85 medical schools. 91.4% of the physician merit award-winners were from European medical schools. The lowest national award-winners (tier 3) originated from 61 medical schools representing six continents. International medical graduates comprised 11.4% of all award-winners. CONCLUSIONS The majority of physicians who were national merit award-winners originated from only five, apparently overrepresented, UK university medical schools. In contrast, there was a greater diversity in medical school origin among the lower grade national merit awards; the largest number of international medical graduates were in these tier 3 awards (13.3%). As well as ranking educationally successful university medical schools, this study assists UK and international students, by providing a roadmap for rational decision making when selecting physician and non-physician medical education pathways that are more likely to fulfil their career ambitions.
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Affiliation(s)
- Sinclair Steele
- College of Medicine, Ajman University, University Street, Al Jerf 1, Ajman, UAE.
| | - Gabriel Andrade
- College of Medicine, Ajman University, University Street, Al Jerf 1, Ajman, UAE
| | - Nisha Shantakumari
- College of Medicine, Ajman University, University Street, Al Jerf 1, Ajman, UAE
| | - Debadatta Panigrahi
- College of Medicine, Ajman University, University Street, Al Jerf 1, Ajman, UAE
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Steele S, Andrade G, Stott J. Medical school origins of award-winning psychiatrists; analysis of a complete national dataset. BMC MEDICAL EDUCATION 2024; 24:212. [PMID: 38429676 PMCID: PMC10908131 DOI: 10.1186/s12909-024-05135-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 02/05/2024] [Indexed: 03/03/2024]
Abstract
BACKGROUND Britain attracts doctors from all over the world to work in the National Health Service. Elucidating the educational backgrounds of award-winning doctors working in the country is potentially an important medical education issue and a merit award audit. Using the British clinical merit award schemes as outcome measures, we identify medical school origins of award-winning doctors who have been identified as having achieved national or international prominence. METHODS The Clinical Excellence Awards/Distinction Awards schemes select doctors in Britain who are classified as high achievers, with categories for national prominence and above. We used this outcome measure in a quantitative observational analysis of the 2019-20 dataset of all 901 award-winning doctors. Pearson's Chi-Square test was used where appropriate. RESULTS Five university medical schools (London university medical schools, Glasgow, Edinburgh, Aberdeen and Cambridge) accounted for 59.1% of the psychiatrist award-winning doctors in the 2019 round, despite the dataset representing 85 medical schools. 84.1% of the psychiatrist award-winners were from European medical schools, compared to 92.1% of the non-psychiatrist award-winners. International medical graduates accounted for 22.7% of the award-winning psychiatrists. Psychiatrists with the lower grade national awards came from a more diverse educational background of 17 medical schools. IMGs represented diverse medical schools from five continents and were most represented in the lowest grade of national merit awards at 24.2%. CONCLUSIONS The majority of the award-winning psychiatrists originated from only five medical schools. A greater diversity of medical school origin existed for the lowest grade national psychiatrist award-winners. International medical graduates contributed substantially to these award-winners; psychiatrist award-winners were more likely to be international medical graduates (22.7%) than non-psychiatrist award-winners (10.8%). This study not only indicates educational centres associated with the production of award-winners but also provides students with a roadmap for rational decision making when selecting medical schools.
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Affiliation(s)
- Sinclair Steele
- College of Medicine, Ajman University, University Street, Al Jerf 1, Ajman, United Arab Emirates.
| | - Gabriel Andrade
- College of Medicine, Ajman University, University Street, Al Jerf 1, Ajman, United Arab Emirates
| | - Jigna Stott
- College of Medicine, Ajman University, University Street, Al Jerf 1, Ajman, United Arab Emirates
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Sahota GS, Fisher V, Patel B, JuJ K, Taggar JS. The educational value of situational judgement tests (SJTs) when used during undergraduate medical training: A systematic review and narrative synthesis. MEDICAL TEACHER 2023; 45:997-1004. [PMID: 36708605 DOI: 10.1080/0142159x.2023.2168183] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
INTRODUCTION Situational judgement tests (SJTs) are a recognised assessment method for admission into medical school, selection into postgraduate training programs, and postgraduate competency assessment. More recently, however, SJTs have been used during undergraduate medical training (UMT). This systematic review identifies, describes, and appraises the evidence for SJTs in UMT to determine educational associations and outcomes. METHODS MEDLINE, EMBASE, ERIC, PsycINFO, SCOPUS, Web of Science, and grey literature were searched for original research studies evaluating SJTs implemented within UMT to 1 November 2022. Studies reporting evaluation outcomes were included. Narrative data syntheses were undertaken. Risk of Bias was appraised using the Quality in Prognosis Studies tool. RESULTS 24 studies were included. National database-derived SJTs (n = 14) assessed against professionalism, postgraduate attainment, construct of medical degree, medical school admissions scores, personality attributes, and declaration of disability. In-house derived SJTs (n = 10) assessed against professionalism, clinical skills, and personality attributes. Most evidence evaluated and reported inverse SJT associations with professionalism and were moderate risk of bias. CONCLUSION SJTs may have utility for developing professional behaviours in medical students. However, further research testing SJT robustness, standard setting methodologies, and prospectively evaluating SJTs against objective outcome measures within the context of UMT is warranted.
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Affiliation(s)
| | | | - Bakula Patel
- Primary Care Education Unit, University of Nottingham, UK
| | - Kiranjit JuJ
- Primary Care Education Unit, University of Nottingham, UK
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Steele S, Andrade G, Sambandan N. Medical school origins of award-winning surgeons; analysis of a complete national dataset. BMC MEDICAL EDUCATION 2023; 23:363. [PMID: 37217950 DOI: 10.1186/s12909-023-04362-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/11/2022] [Accepted: 05/16/2023] [Indexed: 05/24/2023]
Abstract
BACKGROUND Britain attracts doctors from all over the world to work in the National Health Service. Elucidating the educational backgrounds of award-winning doctors working in the country is potentially an important medical education issue and merit award audit. Using the British clinical merit award schemes as outcome measures, we identify medical school origins of award-winning doctors who have been identified as having achieved national or international prominence. METHODS The Clinical Excellence Awards/Distinction Awards schemes select doctors in Britain who are classified as high achievers, with categories for national prominence and above. We used this outcome measure in a quantitative observational analysis of the 2019 dataset of all 901 award-winning doctors. Pearson's Chi-Square test was used where appropriate. RESULTS Seven medical schools (London university medical schools, Glasgow, Edinburgh, Aberdeen, Oxford, Cambridge and Manchester) accounted for 52.7% of the surgical award-winning doctors in the 2019 round, despite the dataset representing 85 medical schools. Surgeons with the lower grade national awards came from a more diverse educational background of 43 medical schools. International medical graduates accounted for 16.1% of the award-winning surgeons and 9.8% of the award-winning non-surgeons. 87.1% of the surgical award-winners were from European medical schools, whereas 93.2% of the non-surgical award-winners were from European medical schools. CONCLUSIONS The majority of the award-winning surgeons originated from only seven, overrepresented, medical schools. A greater diversity of medical school origin existed for the lowest grade national merit awards. These comprised 43 medical schools and indicated greater globalization effects in this category. International medical graduates contributed substantially to these award holders; surgical award-winners were more likely to be international medical graduates (16.1%) than non-surgical award-winners (9.8%). This study not only indicates educational centres associated with the production of award-winners but also provides students with a roadmap for rational decision making when selecting medical schools.
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Affiliation(s)
- S Steele
- College of Medicine, Ajman University, University Street, PO Box: 346, Ajman, UAE.
| | - G Andrade
- College of Medicine, Ajman University, University Street, PO Box: 346, Ajman, UAE
| | - N Sambandan
- Barnet Hospital, Royal Free London NHS Foundation Trust, London, UK
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Steele S, Andrade G. A national analysis of the medical schools of training for merit award-winning laboratory medical doctors working in Britain. BMC MEDICAL EDUCATION 2023; 23:222. [PMID: 37029376 PMCID: PMC10082534 DOI: 10.1186/s12909-023-04161-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2022] [Accepted: 03/14/2023] [Indexed: 06/19/2023]
Abstract
AIMS To inform the discussion regarding the origins of Laboratory Medical Consultant clinical merit award holders (LMC) whether the awards came from the Clinical Excellence Awards (CEA) or Distinction Awards (DA) schemes. METHODS Setting - CEA is a scheme to financially reward senior doctors in England and Wales who are assessed to be working over and above the standard expected of their role. The DA scheme is the parallel and equivalent scheme in Scotland. Participants - All of the merit award holders in the 2019 round. Design - This involved a secondary analysis of the complete 2019 published dataset of award winners. Statistical analyses were performed with Chi-square tests set at p < 0.05 level for statistical significance. RESULTS The top five medical schools (London University, Glasgow, Edinburgh, Aberdeen and Oxford) were responsible for 68.4% of the LMC merit award holders in the 2019 round. 97.9% of the LMC merit award holders were from European medical schools, whereas 90.9% of the non-LMC award holders were from European medical schools. The LMCs with A plus or platinum awards came from only six medical schools: Aberdeen, Edinburgh, London University, Oxford, Sheffield and Southampton. In contrast, the B or silver/bronze LMC award holders came from a more diverse background of 13 medical schools. CONCLUSIONS The majority of LMC merit award holders originated from only five university medical schools. All the LMCs with A plus or platinum awards came from only six university medical schools. There is an apparent overrepresentation of a small number of medical schools of origin amongst those LMCs that hold national merit awards.
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Aldersley K, Gibb J, Grainger C, Abou-El-Ela-Bourquin B, Badhrinarayanan S, Bhanot R, Clark R, Douglas H, Fukui A, Hana Z, Imtiaz I, Kalsi T, Kerwan A, Khera R, MacLachlan E, McGrath J, Meredith E, Penrice S, Saleh D, Tank V, Vadeyar S, Devine OP. Medical leadership training varies substantially between UK medical schools: Report of the leadership in undergraduate medical education national survey (LUMENS). MEDICAL TEACHER 2023; 45:58-67. [PMID: 35981566 DOI: 10.1080/0142159x.2022.2078185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
BACKGROUND Doctors are increasingly expected to demonstrate medical leadership and management (MLM) skills. The Faculty of Medical Leadership and Management (FMLM) has published an indicative undergraduate curriculum to guide the development of MLM content at UK medical schools. METHOD Students from 30 medical schools were surveyed to determine their understanding of MLM teaching at their school. Timetables for 21 schools were searched for MLM-related keywords. Student-reported teaching and timetabled teaching were coded according to predefined themes. Aggregated demographic and postgraduate performance data were obtained through collaboration with the Medical Student Investigators Collaborative (msico.org). RESULTS Whilst 88% of medical students see MLM teaching as relevant, only 18% believe it is well integrated into their curriculum. MLM content represented ∼2% of timetabled teaching in each 5-year undergraduate medical course. Most of this teaching was dedicated to teamwork, performance/reflection and communication skills. There was minimal association between how much of a topic students believed they were taught, and how much they were actually taught. We found no association between the volume of MLM teaching and performance in postgraduate examinations, trainee career destinations or fitness to practice referrals. CONCLUSION Our findings demonstrate limited and variable teaching of MLM content. Delivery was independent of broader teaching and assessment factors.
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Affiliation(s)
- Katherine Aldersley
- Brighton and Sussex Medical School, Brighton, United Kingdom of Great Britain and Northern Ireland
| | - Jonathan Gibb
- School of Medical Sciences, University of Manchester, Manchester, United Kingdom of Great Britain and Northern Ireland
| | - Charlotte Grainger
- University of Birmingham Medical School, University of Birmingham, Birmingham, United Kingdom of Great Britain and Northern Ireland
| | - Bilal Abou-El-Ela-Bourquin
- University of Cambridge School of Clinical Medicine, University of Cambridge, Cambridge, United Kingdom of Great Britain and Northern Ireland
| | - Shreya Badhrinarayanan
- Brighton and Sussex Medical School, Brighton, United Kingdom of Great Britain and Northern Ireland
| | - Ravina Bhanot
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, United Kingdom of Great Britain and Northern Ireland
| | - Ryan Clark
- School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, United Kingdom of Great Britain and Northern Ireland
| | - Hannah Douglas
- Edinburgh Medical School, University of Edinburgh, Edinburgh, United Kingdom of Great Britain and Northern Ireland
| | - Akiko Fukui
- St George's University of London, London, United Kingdom of Great Britain and Northern Ireland
| | - Zac Hana
- GKT School of Medical Education, King's College London, London, United Kingdom of Great Britain and Northern Ireland
| | - Inshal Imtiaz
- UCL Medical School, University College London, London, United Kingdom of Great Britain and Northern Ireland
| | - Tejinder Kalsi
- Hull York Medical School, Hull York Medical School, York, United Kingdom of Great Britain and Northern Ireland
| | - Ahmed Kerwan
- Medical Sciences Division, University of Oxford, Oxford, United Kingdom of Great Britain and Northern Ireland
| | - Rajkumar Khera
- School of Medicine, University of Liverpool, Liverpool, United Kingdom of Great Britain and Northern Ireland
| | - Eloisa MacLachlan
- School of Medicine, University of Leeds, Leeds, United Kingdom of Great Britain and Northern Ireland
| | - Jack McGrath
- School of Medicine, Cardiff University, Cardiff, United Kingdom of Great Britain and Northern Ireland
| | - Ellen Meredith
- School of Medical Education, Newcastle University, Newcastle, United Kingdom of Great Britain and Northern Ireland
| | - Sam Penrice
- School of Medicine, University of Dundee, Dundee, United Kingdom of Great Britain and Northern Ireland
| | - Dina Saleh
- Imperial College School of Medicine, Imperial College London, London, United Kingdom of Great Britain and Northern Ireland
| | - Vivek Tank
- Norwich Medical School, University of East Anglia, Norwich, United Kingdom of Great Britain and Northern Ireland
| | - Sharvari Vadeyar
- School of Medicine, University of Nottingham, Nottingham, United Kingdom of Great Britain and Northern Ireland
| | - Oliver Patrick Devine
- UCL Medical School, University College London, London, United Kingdom of Great Britain and Northern Ireland
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Smith CF, Freeman SK, Heylings D, Finn GM, Davies DC. Anatomy education for medical students in the United Kingdom and Republic of Ireland in 2019: A 20-year follow-up. ANATOMICAL SCIENCES EDUCATION 2022; 15:993-1006. [PMID: 34314569 PMCID: PMC9786311 DOI: 10.1002/ase.2126] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2020] [Revised: 05/28/2021] [Accepted: 07/24/2021] [Indexed: 05/24/2023]
Abstract
Anatomical education in the United Kingdom (UK) and Ireland has long been under scrutiny, especially since the reforms triggered in 1993 by the General Medical Council's "Tomorrow's Doctors." The aim of the current study was to investigate the state of medical student anatomy education in the UK and Ireland in 2019. In all, 39 medical schools completed the survey (100% response rate) and trained 10,093 medical students per year cohort. The teachers comprised 760 individuals, of these 143 were employed on full-time teaching contracts and 103 were employed on education and research contracts. Since a previous survey in 1999, the number of part-time staff has increased by 300%, including a significant increase in the number of anatomy demonstrators. In 2019, anatomy was predominantly taught to medical students in either a system-based or hybrid curriculum. In all, 34 medical schools (87%) used human cadavers to teach anatomy, with a total of 1,363 donors being used per annum. Gross anatomy teaching was integrated with medical imaging in 95% of medical schools, embryology in 81%, living anatomy in 78%, neuroanatomy in 73%, and histology in 68.3%. Throughout their five years of study, medical students are allocated on average 85 h of taught time for gross anatomy, 24 h for neuroanatomy, 24 h for histology, 11 h for living anatomy, and 10 for embryology. In the past 20 years, there has been an average loss of 39 h dedicated to gross anatomy teaching and a reduction in time dedicated to all other anatomy sub-disciplines.
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Affiliation(s)
- Claire F. Smith
- Department of Medical EducationBrighton and Sussex Medical SchoolUniversity of SussexBrightonUK
| | - Samuel K. Freeman
- Department of Medical EducationBrighton and Sussex Medical SchoolUniversity of SussexBrightonUK
- Department of PediatricsRoyal Alexandra Children's HospitalBrightonUK
| | - David Heylings
- Department of Medical EducationNorwich Medical SchoolUniversity of East AngliaNorwichUK
| | - Gabrielle M. Finn
- School of Medical SciencesFaculty of Biology, Medicine and HealthUniversity of ManchesterManchesterUK
| | - D. Ceri Davies
- Human Anatomy UnitDepartment of Surgery and CancerImperial College LondonLondonUK
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Harrison D, McManus IC, Rees EL, Woolf K. Institutional choice among medical applicants: a profile paper for The United Kingdom Medical Applicant Cohort Study (UKMACS) prospective longitudinal cohort study. BMJ Open 2022; 12:e060135. [PMID: 36167376 PMCID: PMC9516324 DOI: 10.1136/bmjopen-2021-060135] [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] [Indexed: 11/04/2022] Open
Abstract
PURPOSE To generate a large cohort of those in 2019 seriously considering applying to study Medicine, collecting data on a range of socioeconomic and other demographic factors that influence choice of medical schools and to link to other datasets to form a longitudinal study of progress through medical school and careers in medicine. DESIGN Cross-sectional questionnaire studies, part of the longitudinal UK Medical Applicant Cohort Study (UKMACS). SETTING UK medical school admissions in 2020. PARTICIPANTS UK residents aged 16+ and seriously considering applying to study Medicine. The cohort was primarily drawn from those registering in 2019 for the U(K)CAT (University Clinical Aptitude Test (formerly the UK Clinical Aptitude Test)) with additional potential applicants responding to an open call. Participants consented to their data being linked within the UK Medical Education Database. FINDINGS TO DATE UKMACS Wave 1 questionnaire respondents consisted of 6391 consenting respondents from across the UK. In 2019, 14 980 of the 17 470 UK-domiciled medicine applicants were first-time applicants. The questionnaires show that many of these applicants have a need for more help and guidance to make informed choices, with less advantaged groups reporting themselves as being at a disadvantage when applying due to limited understanding of information and limited access to guidance to enable informed and effective decision-making. FUTURE PLANS To link the cohort with successive Universities and Colleges Admissions Service and other datasets to analyse outcomes of applications and establish national longitudinal evidence to understand how medical choices are made and how they impact on educational, career and workforce outcomes.
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Affiliation(s)
- David Harrison
- Research Department for Medical Education, University College London, London, UK
| | - I C McManus
- Research Department for Medical Education, University College London, London, UK
| | - Eliot L Rees
- School of Medicine, Keele University, Staffordshire, UK
- Faculty of Population Health Sciences, University College London, London, UK
| | - Katherine Woolf
- Research Department for Medical Education, University College London, London, UK
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Smith MP. Dialogic Problematization of Academic Integrity Education. Integr Psychol Behav Sci 2022:10.1007/s12124-022-09722-3. [PMID: 36109432 DOI: 10.1007/s12124-022-09722-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/27/2022] [Indexed: 11/28/2022]
Abstract
Many university educators have argued for a need for academic integrity education as an alternative to a focus on students' and scholars' compliance with academic rules and conventions (Brimble, 2016; Christensen Hughes & Bertram-Gallant, 2016; Hutton, 2006). I argue that the universal ethical-moral discourse of academic integrity disciplines subjects to comply with frequently alienating academic practices. This ethical discourse focuses on individual responsibility, in turn rendering invisible the authority of sometimes dysfunctional and oppressive instructional and summative assessment practices. Taking a Bakhtinian dialogic authorial perspective, the paper calls on students, scholars, instructors, and academic advisors to engage in critical ontological dialogue on diverse responses and motivations in regard to academic demands and deeds. Dialogue on situated instead of universal ethics in academic settings contextualizes and problematizes not just individual actions but also the ethics of the summative assessment regime, the instruction, the curriculum, authority dynamics, and the educational system as a whole. This discussion on academic integrity violations calls on educators to consider the ethical value of separating summative assessment from instruction.
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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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Hope D, Dewar A, Hothersall EJ, Leach JP, Cameron I, Jaap A. Measuring differential attainment: a longitudinal analysis of assessment results for 1512 medical students at four Scottish medical schools. BMJ Open 2021; 11:e046056. [PMID: 34479932 PMCID: PMC8420706 DOI: 10.1136/bmjopen-2020-046056] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVE To measure Differential Attainment (DA) among Scottish medical students and to explore whether attainment gaps increase or decrease during medical school. DESIGN A retrospective analysis of undergraduate medical student performance on written assessment, measured at the start and end of medical school. SETTING Four Scottish medical schools (universities of Aberdeen, Dundee, Edinburgh and Glasgow). PARTICIPANTS 1512 medical students who attempted (but did not necessarily pass) final written assessment. MAIN OUTCOME MEASURES The study modelled the change in attainment gap during medical school for four student demographical categories (white/non-white, international/Scottish domiciled, male/female and with/without a known disability) to test whether the attainment gap grew, shrank or remained stable during medical school. Separately, the study modelled the expected versus actual frequency of different demographical groups in the top and bottom decile of the cohort. RESULTS The attainment gap grew significantly for white versus non-white students (t(449.39)=7.37, p=0.001, d=0.49 and 95% CI 0.34 to 0.58), for internationally domiciled versus Scottish-domiciled students (t(205.8) = -7, p=0.01, d=0.61 and 95% CI -0.75 to -0.42) and for male versus female students (t(1336.68)=3.54, p=0.01, d=0.19 and 95% CI 0.08 to 0.27). International, non-white and male students received higher marks than their comparison group at the start of medical school but lower marks by final assessment. No significant differences were observed for disability status. Students with a known disability, Scottish students and non-white students were over-represented in the bottom decile and under-represented in the top decile. CONCLUSIONS The tendency for attainment gaps to grow during undergraduate medical education suggests that educational factors at medical schools may-however inadvertently-contribute to DA. It is of critical importance that medical schools investigate attainment gaps within their cohorts and explore potential underlying causes.
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Affiliation(s)
- David Hope
- Medical Education Unit, The University of Edinburgh College of Medicine and Veterinary Medicine, Edinburgh, UK
| | - Avril Dewar
- Medical Education Unit, The University of Edinburgh College of Medicine and Veterinary Medicine, Edinburgh, UK
| | | | - John Paul Leach
- School of Medicine, Dentistry, and Nursing, University of Glasgow, Glasgow, UK
| | - Isobel Cameron
- School of Medicine and Dentistry, University of Aberdeen, Aberdeen, UK
| | - Alan Jaap
- Medical Education Unit, The University of Edinburgh College of Medicine and Veterinary Medicine, Edinburgh, UK
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Ellis R, Scrimgeour DSG, Brennan PA, Lee AJ, Cleland J. Does performance at medical school predict success at the Intercollegiate Membership of the Royal College of Surgeons (MRCS) examination? A retrospective cohort study. BMJ Open 2021; 11:e046615. [PMID: 34400449 PMCID: PMC8370550 DOI: 10.1136/bmjopen-2020-046615] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
BACKGROUND Identifying predictors of success in postgraduate examinations can help guide the career choices of medical students and may aid early identification of trainees requiring extra support to progress in specialty training. We assessed whether performance on the educational performance measurement (EPM) and situational judgement test (SJT) used for selection into foundation training predicted success at the Membership of the Royal College of Surgeons (MRCS) examination. METHODS This was a longitudinal, cohort study using data from the UK Medical Education Database (https://www.ukmed.ac.uk). UK medical graduates who had attempted Part A (n=2585) and Part B (n=755) of the MRCS between 2014 and 2017 were included. χ2 and independent t-tests were used to examine the relationship between medical school performance and sociodemographic factors with first-attempt success at MRCS Part A and B. Multivariate logistic regression was employed to identify independent predictors of MRCS performance. RESULTS The odds of passing MRCS increased by 55% for Part A (OR 1.55 (95% CI 1.48 to 1.61)) and 23% for Part B (1.23 (1.14 to 1.32)) for every additional EPM decile point gained. For every point awarded for additional degrees in the EPM, candidates were 20% more likely to pass MRCS Part A (1.20 (1.13 to 1.29)) and 17% more likely to pass Part B (1.17 (1.04 to 1.33)). For every point awarded for publications in the EPM, candidates were 14% more likely to pass MRCS Part A (1.14 (1.01 to 1.28)). SJT score was not a statistically significant independent predictor of MRCS success. CONCLUSION This study has demonstrated the EPM's independent predictive power and found that medical school performance deciles are the most significant measure of predicting later success in the MRCS. These findings can be used by medical schools, training boards and workforce planners to inform evidence-based and contemporary selection and assessment strategies.
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Affiliation(s)
- Ricky Ellis
- Institute of Applied Health Sciences, University of Aberdeen, Aberdeen, UK
- Department of Urology, Nottingham University Hospitals NHS Trust, Nottingham, UK
| | - Duncan S G Scrimgeour
- Institute of Applied Health Sciences, University of Aberdeen, Aberdeen, UK
- Department of Colorectal Surgery, Aberdeen Royal Infirmary, Aberdeen, UK
| | - Peter A Brennan
- Department of Maxillo-Facial Surgery, Queen Alexandra Hospital, Portsmouth, UK
| | - Amanda J Lee
- Department of Medical Statistics, Institute of Applied Health Sciences, University of Aberdeen, Aberdeen, UK
| | - Jennifer Cleland
- Medical Education Research and Scholarship Unit (MERSU), Lee Kong Chian School of Medicine, Singapore
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Hope D, Kluth D, Homer M, Dewar A, Fuller R, Cameron H. Variation in performance on common content items at UK medical schools. BMC MEDICAL EDUCATION 2021; 21:323. [PMID: 34090426 PMCID: PMC8180067 DOI: 10.1186/s12909-021-02761-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/22/2021] [Accepted: 05/17/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Due to differing assessment systems across UK medical schools, making meaningful cross-school comparisons on undergraduate students' performance in knowledge tests is difficult. Ahead of the introduction of a national licensing assessment in the UK, we evaluate schools' performances on a shared pool of "common content" knowledge test items to compare candidates at different schools and evaluate whether they would pass under different standard setting regimes. Such information can then help develop a cross-school consensus on standard setting shared content. METHODS We undertook a cross-sectional study in the academic sessions 2016-17 and 2017-18. Sixty "best of five" multiple choice 'common content' items were delivered each year, with five used in both years. In 2016-17 30 (of 31 eligible) medical schools undertook a mean of 52.6 items with 7,177 participants. In 2017-18 the same 30 medical schools undertook a mean of 52.8 items with 7,165 participants, creating a full sample of 14,342 medical students sitting common content prior to graduation. Using mean scores, we compared performance across items and carried out a "like-for-like" comparison of schools who used the same set of items then modelled the impact of different passing standards on these schools. RESULTS Schools varied substantially on candidate total score. Schools differed in their performance with large (Cohen's d around 1) effects. A passing standard that would see 5 % of candidates at high scoring schools fail left low-scoring schools with fail rates of up to 40 %, whereas a passing standard that would see 5 % of candidates at low scoring schools fail would see virtually no candidates from high scoring schools fail. CONCLUSIONS Candidates at different schools exhibited significant differences in scores in two separate sittings. Performance varied by enough that standards that produce realistic fail rates in one medical school may produce substantially different pass rates in other medical schools - despite identical content and the candidates being governed by the same regulator. Regardless of which hypothetical standards are "correct" as judged by experts, large institutional differences in pass rates must be explored and understood by medical educators before shared standards are applied. The study results can assist cross-school groups in developing a consensus on standard setting future licensing assessment.
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Affiliation(s)
- David Hope
- Medical Education Unit, Edinburgh Medical School, The Chancellor's Building, College of Medicine and Veterinary Medicine, The University of Edinburgh, 49 Little France Crescent, EH16 4SB, Edinburgh, United Kingdom.
| | - David Kluth
- Medical Education Unit, Edinburgh Medical School, The Chancellor's Building, College of Medicine and Veterinary Medicine, The University of Edinburgh, 49 Little France Crescent, EH16 4SB, Edinburgh, United Kingdom
| | - Matthew Homer
- Leeds School of Medicine, Worsley Building, Leeds Institute of Medical Education, University of Leeds, LS2 9JT, Leeds, UK
| | - Avril Dewar
- Medical Education Unit, Edinburgh Medical School, The Chancellor's Building, College of Medicine and Veterinary Medicine, The University of Edinburgh, 49 Little France Crescent, EH16 4SB, Edinburgh, United Kingdom
| | - Richard Fuller
- School of Medicine, University of Liverpool, University of Liverpool, Cedar House, Ashton St, L69 3GE, Liverpool, UK
| | - Helen Cameron
- Aston Medical School, Aston University, 295 Aston Express Way, B4 7ET, Birmingham, UK
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14
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Woolf K, Harrison D, McManus C. The attitudes, perceptions and experiences of medical school applicants following the closure of schools and cancellation of public examinations in 2020 due to the COVID-19 pandemic: a cross-sectional questionnaire study of UK medical applicants. BMJ Open 2021; 11:e044753. [PMID: 33664080 PMCID: PMC7934197 DOI: 10.1136/bmjopen-2020-044753] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/15/2020] [Revised: 01/19/2021] [Accepted: 01/21/2021] [Indexed: 11/09/2022] Open
Abstract
OBJECTIVE Describe the experiences and views of medical applicants from diverse social backgrounds following the closure of schools and universities and the cancellation of public examinations in the UK due to COVID-19. DESIGN Cross-sectional questionnaire study, part of the longitudinal UK Medical Applicant Cohort Study (UKMACS). SETTING UK medical school admissions in 2020. PARTICIPANTS 2887 participants completed an online questionnaire from 8 April to 22 April 2020. Eligible participants had registered to take the University Clinical Admissions Test in 2019 and agreed to be invited to take part, or had completed a previous UKMACS questionnaire, had been seriously considering applying to medicine in the UK for entry in 2020, and were UK residents. MAIN OUTCOME MEASURES Views on calculated grades, views on medical school admissions and teaching in 2020 and 2021, reported experiences of education during the national lockdown. RESULTS Respondents were concerned about the calculated grades that replaced A-level examinations: female and Black Asian and Minority Ethnic applicants felt teachers would find it difficult to grade and rank students accurately, and applicants from non-selective state schools and living in deprived areas had concerns about the standardisation process. Calculated grades were generally not considered fair enough to use in selection, but were considered fair enough to use in combination with other measures including interview and aptitude test scores. Respondents from non-selective state (public) schools reported less access to educational resources compared with private/selective school pupils, less online teaching in real time and less time studying during lockdown. CONCLUSIONS The COVID-19 pandemic has and will have significant and long-term impacts on the selection, education and performance of our medical workforce. It is important that the views and experiences of applicants from diverse backgrounds are considered in decisions affecting their future and the future of the profession.
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Affiliation(s)
- Katherine Woolf
- Research Department for Medical Education, University College London Medical School, London, UK
| | - David Harrison
- Research Department for Medical Education, University College London Medical School, London, UK
| | - Chris McManus
- Research Department for Medical Education, University College London Medical School, London, UK
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15
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Curlewis K, Leung B, Perera M, Bazira PJ, Sanders KA. Clay-Based Modeling in the Anatomist's Toolkit: A Systematic Review. ANATOMICAL SCIENCES EDUCATION 2021; 14:252-262. [PMID: 32573101 DOI: 10.1002/ase.1996] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2019] [Revised: 06/10/2020] [Accepted: 06/12/2020] [Indexed: 06/11/2023]
Abstract
Anatomical education has suffered from reduced teaching time and poor availability of staff and resources over the past thirty years. Clay-based modeling (CBM) is an alternative technique for teaching anatomy that can improve student knowledge and experience. This systematic review aimed to summarize and appraise the quality of the literature describing the uses, advantages, and limitations of CBM compared to alternative methods of teaching human gross anatomy to students or qualified healthcare professionals. A systematic search of Embase, MEDLINE, Scopus, and Web of Science databases was conducted, and the Medical Education Research Quality Instrument (MERSQI) was used to assess study quality. Out of the 829 studies identified, 12 papers met the inclusion criteria and were eligible for this review. The studies were of high quality, with a mean MERSQI score of 11.50/18. Clay-based modeling can be used to teach all gross anatomical regions, and 11 studies demonstrated a significant improvement in short-term knowledge gain in students who used CBM in comparison to other methods of learning anatomy. Eight studies that included subjective assessment showed that CBM is rated highly. However, some studies showed that students viewed CBM as juvenile and experienced difficulty making the models. Additionally, there is no evidence to suggest that CBM improves long-term knowledge. Clay-based modeling is an effective learning method for human gross anatomy and should be incorporated into the anatomists' toolkit. In the future, more randomized controlled studies with transparent study designs investigating the long-term impact of CBM are needed.
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Affiliation(s)
- Keegan Curlewis
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom
- Brighton and Sussex Medical School, Brighton, United Kingdom
| | - Brook Leung
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom
- Brighton and Sussex Medical School, Brighton, United Kingdom
| | - Manesha Perera
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom
| | - Peter J Bazira
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom
| | - Katherine A Sanders
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of York, York, United Kingdom
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16
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Nomura O, Onishi H, Park YS, Michihata N, Kobayashi T, Kaneko K, Yoshikawa T, Ishiguro A. Predictors of performance on the pediatric board certification examination. BMC MEDICAL EDUCATION 2021; 21:122. [PMID: 33618691 PMCID: PMC7898761 DOI: 10.1186/s12909-021-02515-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/11/2020] [Accepted: 01/26/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Examining the predictors of summative assessment performance is important for improving educational programs and structuring appropriate learning environments for trainees. However, predictors of certification examination performance in pediatric postgraduate education have not been comprehensively investigated in Japan. METHODS The Pediatric Board Examination database in Japan, which includes 1578 postgraduate trainees from 2015 to 2016, was analyzed. The examinations included multiple-choice questions (MCQs), case summary reports, and an interview, and the predictors for each of these components were investigated by multiple regression analysis. RESULTS The number of examination attempts and the training duration were significant negative predictors of the scores for the MCQ, case summary, and interview. Employment at a community hospital or private university hospital were negative predictors of the MCQ and case summary score, respectively. Female sex and the number of academic presentations positively predicted the case summary and interview scores. The number of research publications was a positive predictor of the MCQ score, and employment at a community hospital was a positive predictor of the case summary score. CONCLUSION This study found that delayed and repeated examination taking were negative predictors, while the scholarly activity of trainees was a positive predictor, of pediatric board certification examination performance.
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Affiliation(s)
- Osamu Nomura
- Department of Emergency and Disaster Medicine, Hirosaki University, 5 Zaifu, Hirosaki, Aomori, 036-8216, Japan.
- Center for Postgraduate Education and Training, National Center for Child Health and Development, 2-10-1 Okura, Setagaya-ku, Tokyo, Japan.
| | - Hirotaka Onishi
- International Research Center for Medical Education, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo, Japan
| | - Yoon Soo Park
- Harvard Medical School, Harvard University, 25 Shattuck St, Boston, MA, USA
- Massachusetts General Hospital, 55 Fruit Street Bartlett (BAR-2R-202), Boston, MA, USA
| | - Nobuaki Michihata
- Department of Health Services Research, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo, Japan
| | - Tohru Kobayashi
- Department of Management and Strategy, Clinical Research Center, National Center for Child Health and Development, 2-10-1 Okura, Setagaya-ku, Tokyo, Japan
| | - Kazunari Kaneko
- Department of Pediatrics, Kansai Medical University, 2-5-1 Shin-machi, Hirakata, Osaka, Japan
| | - Tetsushi Yoshikawa
- Department of Pediatrics, Fujita Health University, 1-98 Dengakugakubo, Kutsukake-cho, Toyoake, Aichi, Japan
| | - Akira Ishiguro
- Center for Postgraduate Education and Training, National Center for Child Health and Development, 2-10-1 Okura, Setagaya-ku, Tokyo, Japan
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17
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Chew C, O'Dwyer PJ, Jaap A, McDowall S, Remers OJ, Williams J, McPhee I, Bjelogrlic P. Medical student assessments-frequency of radiological images used: a national study. BJR Open 2020; 2:20200047. [PMID: 33367200 PMCID: PMC7748984 DOI: 10.1259/bjro.20200047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2020] [Revised: 10/07/2020] [Accepted: 10/08/2020] [Indexed: 11/16/2022] Open
Abstract
Objectives: Assessments are a key part of life for medical students at University. We know there is variation in these assessments across Universities. The aims of this study were to expatiate summative assessments in Scottish Medical Schools and to examine how frequently radiological images feature in them. Methods: All Scottish medical schools were invited to participate in the study. Data on objective structured clinical examinations (OSCEs; 5 years) and written assessments (3 years) were retrospectively collected for each university and results were collated. Each University was randomly assigned a letter from A to E and anonymised for data presentation. Results: 10,534 multiple choice questions (MCQ) and 1083 OSCE stations were included in this study. There was wide variation in the number, type and timing of assessments across Scottish medical schools. There were highly significant differences in the number of OSCE stations and the number of MCQs set over the study period (p < 0.0001). Radiological images were used on average 0.6 times (range 0–1.1) in each OSCE examination and 2.4 times (range 0.1–3.7) for written assessments. Conclusion: In this detailed study, we demonstrated significant differences in medical student assessments across Scottish Universities. Given the importance of Radiology in modern medicine, the frequency and differences in which radiological images were used in assessments across Universities should be addressed. Advances in knowledge: This is the first national longitudinal study to quantify the role of radiological images in summative Medical Student Assessments. Great variability exists in the extent and how (clinical versus written assessments) radiological images are used to assess Scottish medical students. Radiological images are used infrequently in clinical assessments, but are present in every written assessment. These findings could help inform medical schools and academic radiologists as they prepare medical students for the imminent unified medical licensing examination, where Clinical Imaging is a subject with one of the highest number of associated conditions examinable.
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Affiliation(s)
| | - Patrick J O'Dwyer
- School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, UK
| | - Alan Jaap
- Edinburgh Medical School, Chancellor's Building, Edinburgh, UK
| | - Suanne McDowall
- School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, UK
| | - Olga Jl Remers
- School of Medicine, University of Dundee, Ninewells Hospital & Medical School, Dundee, UK
| | - Jjz Williams
- School of Medicine, University of Dundee, Ninewells Hospital & Medical School, Dundee, UK
| | - I McPhee
- University of Aberdeen School of Medicine and Dentistry, Aberdeen, UK
| | - Predrag Bjelogrlic
- School of Medicine, University of St Andrews, Medical and Biological Sciences Building, St Andrews, UK
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18
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Devine OP, Harborne AC, Horsfall HL, Joseph T, Marshall-Andon T, Samuels R, Kearsley JW, Abbas N, Baig H, Beecham J, Benons N, Caird C, Clark R, Cope T, Coultas J, Debenham L, Douglas S, Eldridge J, Hughes-Gooding T, Jakubowska A, Jones O, Lancaster E, MacMillan C, McAllister R, Merzougui W, Phillips B, Phillips S, Risk O, Sage A, Sooltangos A, Spencer R, Tajbakhsh R, Adesalu O, Aganin I, Ahmed A, Aiken K, Akeredolu AS, Alam I, Ali A, Anderson R, Ang JJ, Anis FS, Aojula S, Arthur C, Ashby A, Ashraf A, Aspinall E, Awad M, Yahaya AMA, Badhrinarayanan S, Bandyopadhyay S, Barnes S, Bassey-Duke D, Boreham C, Braine R, Brandreth J, Carrington Z, Cashin Z, Chatterjee S, Chawla M, Chean CS, Clements C, Clough R, Coulthurst J, Curry L, Daniels VC, Davies S, Davis R, De Waal H, Desai N, Douglas H, Druce J, Ejamike LN, Esere M, Eyre A, Fazmin IT, Fitzgerald-Smith S, Ford V, Freeston S, Garnett K, General W, Gilbert H, Gowie Z, Grafton-Clarke C, Gudka K, Gumber L, Gupta R, Harlow C, Harrington A, Heaney A, Ho WHS, Holloway L, Hood C, Houghton E, Houshangi S, Howard E, Human B, Hunter H, Hussain I, Hussain S, Jackson-Taylor RT, Jacob-Ramsdale B, Janjuha R, Jawad S, Jelani M, Johnston D, Jones M, Kalidindi S, Kalsi S, Kalyanasundaram A, Kane A, Kaur S, Al-Othman OK, Khan Q, Khullar S, Kirkland P, Lawrence-Smith H, Leeson C, Lenaerts JER, Long K, Lubbock S, Burrell JMD, Maguire R, Mahendran P, Majeed S, Malhotra PS, Mandagere V, Mantelakis A, McGovern S, Mosuro A, Moxley A, Mustoe S, Myers S, Nadeem K, Nasseri R, Newman T, Nzewi R, Ogborne R, Omatseye J, Paddock S, Parkin J, Patel M, Pawar S, Pearce S, Penrice S, Purdy J, Ramjan R, Randhawa R, Rasul U, Raymond-Taggert E, Razey R, Razzaghi C, Reel E, Revell EJ, Rigbye J, Rotimi O, Said A, Sanders E, Sangal P, Grandal NS, Shah A, Shah RA, Shotton O, Sims D, Smart K, Smith MA, Smith N, Sopian AS, South M, Speller J, Syer TJ, Ta NH, Tadross D, Thompson B, Trevett J, Tyler M, Ullah R, Utukuri M, Vadera S, Van Den Tooren H, Venturini S, Vijayakumar A, Vine M, Wellbelove Z, Wittner L, Yong GHK, Ziyada F, McManus IC. The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning. BMC Med 2020; 18:126. [PMID: 32404194 PMCID: PMC7222546 DOI: 10.1186/s12916-020-01571-4] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/06/2019] [Accepted: 03/24/2020] [Indexed: 11/29/2022] Open
Abstract
BACKGROUND What subjects UK medical schools teach, what ways they teach subjects, and how much they teach those subjects is unclear. Whether teaching differences matter is a separate, important question. This study provides a detailed picture of timetabled undergraduate teaching activity at 25 UK medical schools, particularly in relation to problem-based learning (PBL). METHOD The Analysis of Teaching of Medical Schools (AToMS) survey used detailed timetables provided by 25 schools with standard 5-year courses. Timetabled teaching events were coded in terms of course year, duration, teaching format, and teaching content. Ten schools used PBL. Teaching times from timetables were validated against two other studies that had assessed GP teaching and lecture, seminar, and tutorial times. RESULTS A total of 47,258 timetabled teaching events in the academic year 2014/2015 were analysed, including SSCs (student-selected components) and elective studies. A typical UK medical student receives 3960 timetabled hours of teaching during their 5-year course. There was a clear difference between the initial 2 years which mostly contained basic medical science content and the later 3 years which mostly consisted of clinical teaching, although some clinical teaching occurs in the first 2 years. Medical schools differed in duration, format, and content of teaching. Two main factors underlay most of the variation between schools, Traditional vs PBL teaching and Structured vs Unstructured teaching. A curriculum map comparing medical schools was constructed using those factors. PBL schools differed on a number of measures, having more PBL teaching time, fewer lectures, more GP teaching, less surgery, less formal teaching of basic science, and more sessions with unspecified content. DISCUSSION UK medical schools differ in both format and content of teaching. PBL and non-PBL schools clearly differ, albeit with substantial variation within groups, and overlap in the middle. The important question of whether differences in teaching matter in terms of outcomes is analysed in a companion study (MedDifs) which examines how teaching differences relate to university infrastructure, entry requirements, student perceptions, and outcomes in Foundation Programme and postgraduate training.
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Affiliation(s)
| | | | | | - Tobin Joseph
- UCL Medical School, 74 Huntley Street, London, WC1E 6BT UK
| | - Tess Marshall-Andon
- School of Clinical Medicine, University of Cambridge, Addenbrooke’s Hospital, Hills Rd, Cambridge, CB2 0SP UK
| | - Ryan Samuels
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | | | - Nadine Abbas
- Faculty of Medicine, University of Southampton, Building 85, Life Sciences Building, Highfield Campus, Southampton, SO17 1BJ UK
| | - Hassan Baig
- University of Aberdeen, Suttie Centre, Foresterhill, Aberdeen, AB25 2ZD UK
| | - Joseph Beecham
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ UK
| | - Natasha Benons
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH UK
| | - Charlie Caird
- Imperial College School of Medicine, South Kensington Campus, London, SW7 2AZ UK
| | - Ryan Clark
- School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, G12 8QQ UK
| | - Thomas Cope
- John Hughlings Jackson Building, University of York, Heslington, York, YO10 5DD UK
| | - James Coultas
- School of Medicine, Keele University, David Weatherall Building, Keele University Campus, Staffordshire, ST5 5BG UK
| | - Luke Debenham
- Birmingham Medical School, Vincent Drive, Edgbaston, Birmingham, West Midlands B15 2TT UK
| | - Sarah Douglas
- University of Edinburgh Medical School, 47 Little France Cres, Edinburgh, EH16 4TJ UK
| | - Jack Eldridge
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX UK
| | - Thomas Hughes-Gooding
- The Medical School, The University of Sheffield, Beech Hill Road, Sheffield, S10 2RX UK
| | - Agnieszka Jakubowska
- Barts and The London Medical School, 4 Newark St, Whitechapel, London, E1 2AT UK
| | - Oliver Jones
- Cambridge University Hospitals NHS Foundation Trust, Hills Road, Cambridge, CB2 0QQ UK
| | - Eve Lancaster
- Birmingham Medical School, Vincent Drive, Edgbaston, Birmingham, West Midlands B15 2TT UK
| | - Calum MacMillan
- University of Dundee School of Medicine, 4 Kirsty Semple Way, Dundee, DD2 4BF UK
| | - Ross McAllister
- The University of Nottingham, Queen’s Medical Centre, Nottingham, NG7 2UH UK
| | - Wassim Merzougui
- Faculty of Medicine, University of Southampton, Building 85, Life Sciences Building, Highfield Campus, Southampton, SO17 1BJ UK
| | - Ben Phillips
- Whiston Hospital, Warrington Road, Prescot, L35 5DR UK
| | - Simon Phillips
- Medical Sciences Divisional Office, University of Oxford, Level 3, John Radcliffe Hospital, Oxford, OX3 9DU UK
| | - Omar Risk
- Guy’s, King’s and St Thomas’ School of Medical Education, Henriette Raphael Building, Guy’s Campus, London, SE1 1UL UK
| | - Adam Sage
- Queen’s University Belfast, University Road, Belfast, BT7 1NN UK
| | - Aisha Sooltangos
- Manchester Medical School, Stopford Building, Oxford Rd, Manchester, M13 9PT UK
| | - Robert Spencer
- Cardiff University School of Medicine, Cochrane Building, Heath Park Way, Cardiff, CF14 4YU UK
| | - Roxanne Tajbakhsh
- School of Medicine, Worsley Building, University of Leeds, Leeds, LS2 9NL UK
| | - Oluseyi Adesalu
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Ivan Aganin
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX UK
| | - Ammar Ahmed
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE UK
| | - Katherine Aiken
- Queen’s University Belfast, University Road, Belfast, BT7 1NN UK
| | | | - Ibrahim Alam
- University of Aberdeen, Suttie Centre, Foresterhill, Aberdeen, AB25 2ZD UK
| | - Aamna Ali
- School of Medicine, Worsley Building, University of Leeds, Leeds, LS2 9NL UK
| | - Richard Anderson
- School of Clinical Medicine, University of Cambridge, Addenbrooke’s Hospital, Hills Rd, Cambridge, CB2 0SP UK
| | - Jia Jun Ang
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Fady Sameh Anis
- The University of Nottingham, Queen’s Medical Centre, Nottingham, NG7 2UH UK
| | - Sonam Aojula
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Catherine Arthur
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX UK
| | - Alena Ashby
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE UK
| | - Ahmed Ashraf
- University of Aberdeen, Suttie Centre, Foresterhill, Aberdeen, AB25 2ZD UK
| | - Emma Aspinall
- Whiston Hospital, Warrington Road, Prescot, L35 5DR UK
| | - Mark Awad
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH UK
| | | | - Shreya Badhrinarayanan
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX UK
| | - Soham Bandyopadhyay
- Medical Sciences Divisional Office, University of Oxford, Level 3, John Radcliffe Hospital, Oxford, OX3 9DU UK
| | - Sam Barnes
- George Davies Centre, University of Leicester School of Medicine, Lancaster Road, Leicester, LE1 7HA UK
| | - Daisy Bassey-Duke
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH UK
| | - Charlotte Boreham
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Rebecca Braine
- Medical Sciences Divisional Office, University of Oxford, Level 3, John Radcliffe Hospital, Oxford, OX3 9DU UK
| | - Joseph Brandreth
- The University of Nottingham, Queen’s Medical Centre, Nottingham, NG7 2UH UK
| | - Zoe Carrington
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE UK
| | - Zoe Cashin
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX UK
| | - Shaunak Chatterjee
- Birmingham Medical School, Vincent Drive, Edgbaston, Birmingham, West Midlands B15 2TT UK
| | - Mehar Chawla
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ UK
| | - Chung Shen Chean
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE UK
| | - Chris Clements
- St James’s University Hospital, Beckett Street, Leeds, West Yorkshire LS9 7TF UK
| | - Richard Clough
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Jessica Coulthurst
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE UK
| | - Liam Curry
- George Davies Centre, University of Leicester School of Medicine, Lancaster Road, Leicester, LE1 7HA UK
| | - Vinnie Christine Daniels
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Simon Davies
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Rebecca Davis
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE UK
| | - Hanelie De Waal
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX UK
| | - Nasreen Desai
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE UK
| | - Hannah Douglas
- University of Edinburgh Medical School, 47 Little France Cres, Edinburgh, EH16 4TJ UK
| | - James Druce
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | | | - Meron Esere
- Medical Sciences Divisional Office, University of Oxford, Level 3, John Radcliffe Hospital, Oxford, OX3 9DU UK
| | - Alex Eyre
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Ibrahim Talal Fazmin
- School of Clinical Medicine, University of Cambridge, Addenbrooke’s Hospital, Hills Rd, Cambridge, CB2 0SP UK
| | - Sophia Fitzgerald-Smith
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH UK
| | - Verity Ford
- Faculty of Medicine, University of Southampton, Building 85, Life Sciences Building, Highfield Campus, Southampton, SO17 1BJ UK
| | - Sarah Freeston
- Homerton University Hospital, Homerton Row, London, E9 6SR UK
| | | | - Whitney General
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH UK
| | - Helen Gilbert
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Zein Gowie
- Faculty of Medicine, University of Southampton, Building 85, Life Sciences Building, Highfield Campus, Southampton, SO17 1BJ UK
| | - Ciaran Grafton-Clarke
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE UK
| | - Keshni Gudka
- The University of Nottingham, Queen’s Medical Centre, Nottingham, NG7 2UH UK
| | - Leher Gumber
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX UK
| | - Rishi Gupta
- UCL Medical School, 74 Huntley Street, London, WC1E 6BT UK
| | - Chris Harlow
- St George’s, University of London, Cranmer Terrace, London, SW17 0RE UK
| | - Amy Harrington
- Faculty of Medicine, University of Southampton, Building 85, Life Sciences Building, Highfield Campus, Southampton, SO17 1BJ UK
| | - Adele Heaney
- Queen’s University Belfast, University Road, Belfast, BT7 1NN UK
| | - Wing Hang Serene Ho
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE UK
| | - Lucy Holloway
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Christina Hood
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Eleanor Houghton
- The University of Nottingham, Queen’s Medical Centre, Nottingham, NG7 2UH UK
| | - Saba Houshangi
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ UK
| | - Emma Howard
- School of Medicine, Keele University, David Weatherall Building, Keele University Campus, Staffordshire, ST5 5BG UK
| | - Benjamin Human
- School of Medicine, Worsley Building, University of Leeds, Leeds, LS2 9NL UK
| | - Harriet Hunter
- School of Clinical Medicine, University of Cambridge, Addenbrooke’s Hospital, Hills Rd, Cambridge, CB2 0SP UK
| | - Ifrah Hussain
- Imperial College School of Medicine, South Kensington Campus, London, SW7 2AZ UK
| | - Sami Hussain
- UCL Medical School, 74 Huntley Street, London, WC1E 6BT UK
| | | | | | - Ryan Janjuha
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ UK
| | - Saleh Jawad
- Faculty of Medicine, University of Southampton, Building 85, Life Sciences Building, Highfield Campus, Southampton, SO17 1BJ UK
| | - Muzzamil Jelani
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - David Johnston
- School of Clinical Medicine, University of Cambridge, Addenbrooke’s Hospital, Hills Rd, Cambridge, CB2 0SP UK
| | - Mike Jones
- University Hospitals of Leicester NHS Trust, Infirmary Square, Leicester, LE1 5WW UK
| | - Sadhana Kalidindi
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH UK
| | - Savraj Kalsi
- John Hughlings Jackson Building, University of York, Heslington, York, YO10 5DD UK
| | - Asanish Kalyanasundaram
- School of Clinical Medicine, University of Cambridge, Addenbrooke’s Hospital, Hills Rd, Cambridge, CB2 0SP UK
| | - Anna Kane
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Sahaj Kaur
- School of Clinical Medicine, University of Cambridge, Addenbrooke’s Hospital, Hills Rd, Cambridge, CB2 0SP UK
| | | | - Qaisar Khan
- University of Aberdeen, Suttie Centre, Foresterhill, Aberdeen, AB25 2ZD UK
| | - Sajan Khullar
- School of Medicine, Keele University, David Weatherall Building, Keele University Campus, Staffordshire, ST5 5BG UK
| | - Priscilla Kirkland
- University of Edinburgh Medical School, 47 Little France Cres, Edinburgh, EH16 4TJ UK
| | - Hannah Lawrence-Smith
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE UK
| | - Charlotte Leeson
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ UK
| | | | - Kerry Long
- Nottingham University Hospitals NHS Trust, Hucknall Rd, Nottingham, NG5 1PB UK
| | - Simon Lubbock
- The University of Nottingham, Queen’s Medical Centre, Nottingham, NG7 2UH UK
| | | | - Rachel Maguire
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Praveen Mahendran
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE UK
| | - Saad Majeed
- University of Aberdeen, Suttie Centre, Foresterhill, Aberdeen, AB25 2ZD UK
| | | | - Vinay Mandagere
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH UK
| | | | - Sophie McGovern
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Anjola Mosuro
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH UK
| | - Adam Moxley
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Sophie Mustoe
- Guy’s, King’s and St Thomas’ School of Medical Education, Henriette Raphael Building, Guy’s Campus, London, SE1 1UL UK
| | - Sam Myers
- UCL Medical School, 74 Huntley Street, London, WC1E 6BT UK
| | - Kiran Nadeem
- Manchester Medical School, Stopford Building, Oxford Rd, Manchester, M13 9PT UK
| | - Reza Nasseri
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH UK
| | - Tom Newman
- School of Clinical Medicine, University of Cambridge, Addenbrooke’s Hospital, Hills Rd, Cambridge, CB2 0SP UK
| | - Richard Nzewi
- George Davies Centre, University of Leicester School of Medicine, Lancaster Road, Leicester, LE1 7HA UK
| | - Rosalie Ogborne
- St George’s, University of London, Cranmer Terrace, London, SW17 0RE UK
| | - Joyce Omatseye
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE UK
| | - Sophie Paddock
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ UK
| | - James Parkin
- St George’s, University of London, Cranmer Terrace, London, SW17 0RE UK
| | - Mohit Patel
- John Hughlings Jackson Building, University of York, Heslington, York, YO10 5DD UK
| | - Sohini Pawar
- School of Clinical Medicine, University of Cambridge, Addenbrooke’s Hospital, Hills Rd, Cambridge, CB2 0SP UK
| | - Stuart Pearce
- St George’s, University of London, Cranmer Terrace, London, SW17 0RE UK
| | - Samuel Penrice
- University of Dundee School of Medicine, 4 Kirsty Semple Way, Dundee, DD2 4BF UK
| | - Julian Purdy
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Raisa Ramjan
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ UK
| | - Ratan Randhawa
- UCL Medical School, 74 Huntley Street, London, WC1E 6BT UK
| | - Usman Rasul
- University of Aberdeen, Suttie Centre, Foresterhill, Aberdeen, AB25 2ZD UK
| | - Elliot Raymond-Taggert
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH UK
| | - Rebecca Razey
- Imperial College School of Medicine, South Kensington Campus, London, SW7 2AZ UK
| | - Carmel Razzaghi
- Queen’s University Belfast, University Road, Belfast, BT7 1NN UK
| | - Eimear Reel
- Queen’s University Belfast, University Road, Belfast, BT7 1NN UK
| | - Elliot John Revell
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Joanna Rigbye
- University of Edinburgh Medical School, 47 Little France Cres, Edinburgh, EH16 4TJ UK
| | | | - Abdelrahman Said
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ UK
| | - Emma Sanders
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH UK
| | - Pranoy Sangal
- University Hospitals of Leicester NHS Trust, Infirmary Square, Leicester, LE1 5WW UK
| | - Nora Sangvik Grandal
- John Hughlings Jackson Building, University of York, Heslington, York, YO10 5DD UK
| | - Aadam Shah
- University of Aberdeen, Suttie Centre, Foresterhill, Aberdeen, AB25 2ZD UK
| | - Rahul Atul Shah
- School of Clinical Medicine, University of Cambridge, Addenbrooke’s Hospital, Hills Rd, Cambridge, CB2 0SP UK
| | - Oliver Shotton
- Medical Sciences Divisional Office, University of Oxford, Level 3, John Radcliffe Hospital, Oxford, OX3 9DU UK
| | - Daniel Sims
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX UK
| | - Katie Smart
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ UK
| | - Martha Amy Smith
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Nick Smith
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ UK
| | - Aninditya Salma Sopian
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Matthew South
- The University of Nottingham, Queen’s Medical Centre, Nottingham, NG7 2UH UK
| | - Jessica Speller
- George Davies Centre, University of Leicester School of Medicine, Lancaster Road, Leicester, LE1 7HA UK
| | - Tom J. Syer
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ UK
| | - Ngan Hong Ta
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ UK
| | - Daniel Tadross
- School of Medicine, Worsley Building, University of Leeds, Leeds, LS2 9NL UK
| | - Benjamin Thompson
- John Hughlings Jackson Building, University of York, Heslington, York, YO10 5DD UK
| | - Jess Trevett
- John Hughlings Jackson Building, University of York, Heslington, York, YO10 5DD UK
| | - Matthew Tyler
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Roshan Ullah
- Birmingham Medical School, Vincent Drive, Edgbaston, Birmingham, West Midlands B15 2TT UK
| | - Mrudula Utukuri
- School of Clinical Medicine, University of Cambridge, Addenbrooke’s Hospital, Hills Rd, Cambridge, CB2 0SP UK
| | - Shree Vadera
- UCL Medical School, 74 Huntley Street, London, WC1E 6BT UK
| | | | - Sara Venturini
- Aberdeen Royal Infirmary, Foresterhill, Aberdeen, AB25 2ZN UK
| | - Aradhya Vijayakumar
- George Davies Centre, University of Leicester School of Medicine, Lancaster Road, Leicester, LE1 7HA UK
| | - Melanie Vine
- George Davies Centre, University of Leicester School of Medicine, Lancaster Road, Leicester, LE1 7HA UK
| | - Zoe Wellbelove
- John Hughlings Jackson Building, University of York, Heslington, York, YO10 5DD UK
| | - Liora Wittner
- UCL Medical School, 74 Huntley Street, London, WC1E 6BT UK
| | - Geoffrey Hong Kiat Yong
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH UK
| | - Farris Ziyada
- Guy’s, King’s and St Thomas’ School of Medical Education, Henriette Raphael Building, Guy’s Campus, London, SE1 1UL UK
| | - I. C. McManus
- Research Department of Medical Education, UCL Medical School, Gower Street, London, WC1E 6BT UK
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19
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McManus IC, Harborne AC, Horsfall HL, Joseph T, Smith DT, Marshall-Andon T, Samuels R, Kearsley JW, Abbas N, Baig H, Beecham J, Benons N, Caird C, Clark R, Cope T, Coultas J, Debenham L, Douglas S, Eldridge J, Hughes-Gooding T, Jakubowska A, Jones O, Lancaster E, MacMillan C, McAllister R, Merzougui W, Phillips B, Phillips S, Risk O, Sage A, Sooltangos A, Spencer R, Tajbakhsh R, Adesalu O, Aganin I, Ahmed A, Aiken K, Akeredolu AS, Alam I, Ali A, Anderson R, Ang JJ, Anis FS, Aojula S, Arthur C, Ashby A, Ashraf A, Aspinall E, Awad M, Yahaya AMA, Badhrinarayanan S, Bandyopadhyay S, Barnes S, Bassey-Duke D, Boreham C, Braine R, Brandreth J, Carrington Z, Cashin Z, Chatterjee S, Chawla M, Chean CS, Clements C, Clough R, Coulthurst J, Curry L, Daniels VC, Davies S, Davis R, De Waal H, Desai N, Douglas H, Druce J, Ejamike LN, Esere M, Eyre A, Fazmin IT, Fitzgerald-Smith S, Ford V, Freeston S, Garnett K, General W, Gilbert H, Gowie Z, Grafton-Clarke C, Gudka K, Gumber L, Gupta R, Harlow C, Harrington A, Heaney A, Ho WHS, Holloway L, Hood C, Houghton E, Houshangi S, Howard E, Human B, Hunter H, Hussain I, Hussain S, Jackson-Taylor RT, Jacob-Ramsdale B, Janjuha R, Jawad S, Jelani M, Johnston D, Jones M, Kalidindi S, Kalsi S, Kalyanasundaram A, Kane A, Kaur S, Al-Othman OK, Khan Q, Khullar S, Kirkland P, Lawrence-Smith H, Leeson C, Lenaerts JER, Long K, Lubbock S, Burrell JMD, Maguire R, Mahendran P, Majeed S, Malhotra PS, Mandagere V, Mantelakis A, McGovern S, Mosuro A, Moxley A, Mustoe S, Myers S, Nadeem K, Nasseri R, Newman T, Nzewi R, Ogborne R, Omatseye J, Paddock S, Parkin J, Patel M, Pawar S, Pearce S, Penrice S, Purdy J, Ramjan R, Randhawa R, Rasul U, Raymond-Taggert E, Razey R, Razzaghi C, Reel E, Revell EJ, Rigbye J, Rotimi O, Said A, Sanders E, Sangal P, Grandal NS, Shah A, Shah RA, Shotton O, Sims D, Smart K, Smith MA, Smith N, Sopian AS, South M, Speller J, Syer TJ, Ta NH, Tadross D, Thompson B, Trevett J, Tyler M, Ullah R, Utukuri M, Vadera S, Van Den Tooren H, Venturini S, Vijayakumar A, Vine M, Wellbelove Z, Wittner L, Yong GHK, Ziyada F, Devine OP. Exploring UK medical school differences: the MedDifs study of selection, teaching, student and F1 perceptions, postgraduate outcomes and fitness to practise. BMC Med 2020; 18:136. [PMID: 32404148 PMCID: PMC7222458 DOI: 10.1186/s12916-020-01572-3] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/06/2019] [Accepted: 03/24/2020] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Medical schools differ, particularly in their teaching, but it is unclear whether such differences matter, although influential claims are often made. The Medical School Differences (MedDifs) study brings together a wide range of measures of UK medical schools, including postgraduate performance, fitness to practise issues, specialty choice, preparedness, satisfaction, teaching styles, entry criteria and institutional factors. METHOD Aggregated data were collected for 50 measures across 29 UK medical schools. Data include institutional history (e.g. rate of production of hospital and GP specialists in the past), curricular influences (e.g. PBL schools, spend per student, staff-student ratio), selection measures (e.g. entry grades), teaching and assessment (e.g. traditional vs PBL, specialty teaching, self-regulated learning), student satisfaction, Foundation selection scores, Foundation satisfaction, postgraduate examination performance and fitness to practise (postgraduate progression, GMC sanctions). Six specialties (General Practice, Psychiatry, Anaesthetics, Obstetrics and Gynaecology, Internal Medicine, Surgery) were examined in more detail. RESULTS Medical school differences are stable across time (median alpha = 0.835). The 50 measures were highly correlated, 395 (32.2%) of 1225 correlations being significant with p < 0.05, and 201 (16.4%) reached a Tukey-adjusted criterion of p < 0.0025. Problem-based learning (PBL) schools differ on many measures, including lower performance on postgraduate assessments. While these are in part explained by lower entry grades, a surprising finding is that schools such as PBL schools which reported greater student satisfaction with feedback also showed lower performance at postgraduate examinations. More medical school teaching of psychiatry, surgery and anaesthetics did not result in more specialist trainees. Schools that taught more general practice did have more graduates entering GP training, but those graduates performed less well in MRCGP examinations, the negative correlation resulting from numbers of GP trainees and exam outcomes being affected both by non-traditional teaching and by greater historical production of GPs. Postgraduate exam outcomes were also higher in schools with more self-regulated learning, but lower in larger medical schools. A path model for 29 measures found a complex causal nexus, most measures causing or being caused by other measures. Postgraduate exam performance was influenced by earlier attainment, at entry to Foundation and entry to medical school (the so-called academic backbone), and by self-regulated learning. Foundation measures of satisfaction, including preparedness, had no subsequent influence on outcomes. Fitness to practise issues were more frequent in schools producing more male graduates and more GPs. CONCLUSIONS Medical schools differ in large numbers of ways that are causally interconnected. Differences between schools in postgraduate examination performance, training problems and GMC sanctions have important implications for the quality of patient care and patient safety.
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Affiliation(s)
- I C McManus
- Research Department of Medical Education, UCL Medical School, Gower Street, London, WC1E 6BT, UK.
| | | | | | - Tobin Joseph
- UCL Medical School, 74 Huntley Street, London, WC1E 6BT, UK
| | - Daniel T Smith
- General Medical Council, Regent's Place, 350 Euston Road, London, NW1 3JN, UK
| | - Tess Marshall-Andon
- School of Clinical Medicine, University of Cambridge, Addenbrooke's Hospital, Hills Rd, Cambridge, CB2 0SP, UK
| | - Ryan Samuels
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | | | - Nadine Abbas
- Faculty of Medicine, University of Southampton, Building 85, Life Sciences Building, Highfield Campus, Southampton, SO17 1BJ, UK
| | - Hassan Baig
- University of Aberdeen, Suttie Centre, Foresterhill, Aberdeen, AB25 2ZD, UK
| | - Joseph Beecham
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ, UK
| | - Natasha Benons
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH, UK
| | - Charlie Caird
- Imperial College School of Medicine, South Kensington Campus, London, SW7 2AZ, UK
| | - Ryan Clark
- School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, G12 8QQ, UK
| | - Thomas Cope
- University of York, John Hughlings Jackson Building, Heslington, York, YO10 5DD, UK
| | - James Coultas
- School of Medicine, Keele University, David Weatherall Building, Keele University Campus, Staffordshire, ST5 5BG, UK
| | - Luke Debenham
- Birmingham Medical School, Vincent Drive, Edgbaston B15 2TT, Birmingham, West Midlands, UK
| | - Sarah Douglas
- University of Edinburgh Medical School, 47 Little France Cres, Edinburgh, EH16 4TJ, UK
| | - Jack Eldridge
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX, UK
| | - Thomas Hughes-Gooding
- The Medical School, The University of Sheffield, Beech Hill Road, Sheffield, S10 2RX, UK
| | - Agnieszka Jakubowska
- Barts and The London Medical School, 4 Newark St, Whitechapel, London, E1 2AT, UK
| | - Oliver Jones
- Cambridge University Hospitals NHS Foundation Trust, Hills Road, Cambridge, CB2 0QQ, UK
| | - Eve Lancaster
- Birmingham Medical School, Vincent Drive, Edgbaston B15 2TT, Birmingham, West Midlands, UK
| | - Calum MacMillan
- University of Dundee School of Medicine, 4 Kirsty Semple Way, Dundee, DD2 4BF, UK
| | - Ross McAllister
- The University of Nottingham, Queen's Medical Centre, Nottingham, NG7 2UH, UK
| | - Wassim Merzougui
- Faculty of Medicine, University of Southampton, Building 85, Life Sciences Building, Highfield Campus, Southampton, SO17 1BJ, UK
| | - Ben Phillips
- Whiston Hospital, Warrington Road, Prescot, L35 5DR, UK
| | - Simon Phillips
- Medical Sciences Divisional Office, University of Oxford, Level 3, John Radcliffe Hospital, Oxford, OX3 9DU, UK
| | - Omar Risk
- Guy's, King's and St Thomas' School of Medical Education, Henriette Raphael Building, Guy's Campus, London, SE1 1UL, UK
| | - Adam Sage
- Queen's University Belfast, University Road, Belfast, BT7 1NN, UK
| | - Aisha Sooltangos
- Manchester Medical School, Stopford Building, Oxford Rd, Manchester, M13 9PT, UK
| | - Robert Spencer
- Cardiff University School of Medicine, Cochrane Building, Heath Park Way, Cardiff, CF14 4YU, UK
| | - Roxanne Tajbakhsh
- School of Medicine, University of Leeds, Worsley Building, Leeds, LS2 9NL, UK
| | - Oluseyi Adesalu
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Ivan Aganin
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX, UK
| | - Ammar Ahmed
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE, UK
| | - Katherine Aiken
- Queen's University Belfast, University Road, Belfast, BT7 1NN, UK
| | | | - Ibrahim Alam
- University of Aberdeen, Suttie Centre, Foresterhill, Aberdeen, AB25 2ZD, UK
| | - Aamna Ali
- School of Medicine, University of Leeds, Worsley Building, Leeds, LS2 9NL, UK
| | - Richard Anderson
- School of Clinical Medicine, University of Cambridge, Addenbrooke's Hospital, Hills Rd, Cambridge, CB2 0SP, UK
| | - Jia Jun Ang
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Fady Sameh Anis
- The University of Nottingham, Queen's Medical Centre, Nottingham, NG7 2UH, UK
| | - Sonam Aojula
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Catherine Arthur
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX, UK
| | - Alena Ashby
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE, UK
| | - Ahmed Ashraf
- University of Aberdeen, Suttie Centre, Foresterhill, Aberdeen, AB25 2ZD, UK
| | - Emma Aspinall
- Whiston Hospital, Warrington Road, Prescot, L35 5DR, UK
| | - Mark Awad
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH, UK
| | | | - Shreya Badhrinarayanan
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX, UK
| | - Soham Bandyopadhyay
- Medical Sciences Divisional Office, University of Oxford, Level 3, John Radcliffe Hospital, Oxford, OX3 9DU, UK
| | - Sam Barnes
- University of Leicester School of Medicine, George Davies Centre, Lancaster Road, Leicester, LE1 7HA, UK
| | - Daisy Bassey-Duke
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH, UK
| | - Charlotte Boreham
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Rebecca Braine
- Medical Sciences Divisional Office, University of Oxford, Level 3, John Radcliffe Hospital, Oxford, OX3 9DU, UK
| | - Joseph Brandreth
- The University of Nottingham, Queen's Medical Centre, Nottingham, NG7 2UH, UK
| | - Zoe Carrington
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE, UK
| | - Zoe Cashin
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX, UK
| | - Shaunak Chatterjee
- Birmingham Medical School, Vincent Drive, Edgbaston B15 2TT, Birmingham, West Midlands, UK
| | - Mehar Chawla
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ, UK
| | - Chung Shen Chean
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE, UK
| | - Chris Clements
- St James's University Hospital, Beckett Street, Leeds, West Yorkshire, LS9 7TF, UK
| | - Richard Clough
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Jessica Coulthurst
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE, UK
| | - Liam Curry
- University of Leicester School of Medicine, George Davies Centre, Lancaster Road, Leicester, LE1 7HA, UK
| | - Vinnie Christine Daniels
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Simon Davies
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Rebecca Davis
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE, UK
| | - Hanelie De Waal
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX, UK
| | - Nasreen Desai
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE, UK
| | - Hannah Douglas
- University of Edinburgh Medical School, 47 Little France Cres, Edinburgh, EH16 4TJ, UK
| | - James Druce
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | | | - Meron Esere
- Medical Sciences Divisional Office, University of Oxford, Level 3, John Radcliffe Hospital, Oxford, OX3 9DU, UK
| | - Alex Eyre
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Ibrahim Talal Fazmin
- School of Clinical Medicine, University of Cambridge, Addenbrooke's Hospital, Hills Rd, Cambridge, CB2 0SP, UK
| | - Sophia Fitzgerald-Smith
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH, UK
| | - Verity Ford
- Faculty of Medicine, University of Southampton, Building 85, Life Sciences Building, Highfield Campus, Southampton, SO17 1BJ, UK
| | - Sarah Freeston
- Homerton University Hospital, Homerton Row E9 6SR, London, UK
| | | | - Whitney General
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH, UK
| | - Helen Gilbert
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Zein Gowie
- Faculty of Medicine, University of Southampton, Building 85, Life Sciences Building, Highfield Campus, Southampton, SO17 1BJ, UK
| | - Ciaran Grafton-Clarke
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE, UK
| | - Keshni Gudka
- The University of Nottingham, Queen's Medical Centre, Nottingham, NG7 2UH, UK
| | - Leher Gumber
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX, UK
| | - Rishi Gupta
- UCL Medical School, 74 Huntley Street, London, WC1E 6BT, UK
| | - Chris Harlow
- St George's, University of London, Cranmer Terrace, London, SW17 0RE, UK
| | - Amy Harrington
- Faculty of Medicine, University of Southampton, Building 85, Life Sciences Building, Highfield Campus, Southampton, SO17 1BJ, UK
| | - Adele Heaney
- Queen's University Belfast, University Road, Belfast, BT7 1NN, UK
| | - Wing Hang Serene Ho
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE, UK
| | - Lucy Holloway
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Christina Hood
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Eleanor Houghton
- The University of Nottingham, Queen's Medical Centre, Nottingham, NG7 2UH, UK
| | - Saba Houshangi
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ, UK
| | - Emma Howard
- School of Medicine, Keele University, David Weatherall Building, Keele University Campus, Staffordshire, ST5 5BG, UK
| | - Benjamin Human
- School of Medicine, University of Leeds, Worsley Building, Leeds, LS2 9NL, UK
| | - Harriet Hunter
- School of Clinical Medicine, University of Cambridge, Addenbrooke's Hospital, Hills Rd, Cambridge, CB2 0SP, UK
| | - Ifrah Hussain
- Imperial College School of Medicine, South Kensington Campus, London, SW7 2AZ, UK
| | - Sami Hussain
- UCL Medical School, 74 Huntley Street, London, WC1E 6BT, UK
| | | | | | - Ryan Janjuha
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ, UK
| | - Saleh Jawad
- Faculty of Medicine, University of Southampton, Building 85, Life Sciences Building, Highfield Campus, Southampton, SO17 1BJ, UK
| | - Muzzamil Jelani
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - David Johnston
- School of Clinical Medicine, University of Cambridge, Addenbrooke's Hospital, Hills Rd, Cambridge, CB2 0SP, UK
| | - Mike Jones
- University Hospitals of Leicester NHS Trust, Infirmary Square, Leicester, LE1 5WW, UK
| | - Sadhana Kalidindi
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH, UK
| | - Savraj Kalsi
- University of York, John Hughlings Jackson Building, Heslington, York, YO10 5DD, UK
| | - Asanish Kalyanasundaram
- School of Clinical Medicine, University of Cambridge, Addenbrooke's Hospital, Hills Rd, Cambridge, CB2 0SP, UK
| | - Anna Kane
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Sahaj Kaur
- School of Clinical Medicine, University of Cambridge, Addenbrooke's Hospital, Hills Rd, Cambridge, CB2 0SP, UK
| | | | - Qaisar Khan
- University of Aberdeen, Suttie Centre, Foresterhill, Aberdeen, AB25 2ZD, UK
| | - Sajan Khullar
- School of Medicine, Keele University, David Weatherall Building, Keele University Campus, Staffordshire, ST5 5BG, UK
| | - Priscilla Kirkland
- University of Edinburgh Medical School, 47 Little France Cres, Edinburgh, EH16 4TJ, UK
| | - Hannah Lawrence-Smith
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE, UK
| | - Charlotte Leeson
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ, UK
| | | | - Kerry Long
- Nottingham University Hospitals NHS Trust, Hucknall Rd, Nottingham, NG5 1PB, UK
| | - Simon Lubbock
- The University of Nottingham, Queen's Medical Centre, Nottingham, NG7 2UH, UK
| | | | - Rachel Maguire
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Praveen Mahendran
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE, UK
| | - Saad Majeed
- University of Aberdeen, Suttie Centre, Foresterhill, Aberdeen, AB25 2ZD, UK
| | | | - Vinay Mandagere
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH, UK
| | - Angelos Mantelakis
- St George's, University of London, Cranmer Terrace, London, SW17 0RE, UK
| | - Sophie McGovern
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Anjola Mosuro
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH, UK
| | - Adam Moxley
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Sophie Mustoe
- Guy's, King's and St Thomas' School of Medical Education, Henriette Raphael Building, Guy's Campus, London, SE1 1UL, UK
| | - Sam Myers
- UCL Medical School, 74 Huntley Street, London, WC1E 6BT, UK
| | - Kiran Nadeem
- Manchester Medical School, Stopford Building, Oxford Rd, Manchester, M13 9PT, UK
| | - Reza Nasseri
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH, UK
| | - Tom Newman
- School of Clinical Medicine, University of Cambridge, Addenbrooke's Hospital, Hills Rd, Cambridge, CB2 0SP, UK
| | - Richard Nzewi
- University of Leicester School of Medicine, George Davies Centre, Lancaster Road, Leicester, LE1 7HA, UK
| | - Rosalie Ogborne
- St George's, University of London, Cranmer Terrace, London, SW17 0RE, UK
| | - Joyce Omatseye
- University of Liverpool Medical School, Cedar House, Ashton St, Liverpool, L69 3GE, UK
| | - Sophie Paddock
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ, UK
| | - James Parkin
- St George's, University of London, Cranmer Terrace, London, SW17 0RE, UK
| | - Mohit Patel
- University of York, John Hughlings Jackson Building, Heslington, York, YO10 5DD, UK
| | - Sohini Pawar
- School of Clinical Medicine, University of Cambridge, Addenbrooke's Hospital, Hills Rd, Cambridge, CB2 0SP, UK
| | - Stuart Pearce
- St George's, University of London, Cranmer Terrace, London, SW17 0RE, UK
| | - Samuel Penrice
- University of Dundee School of Medicine, 4 Kirsty Semple Way, Dundee, DD2 4BF, UK
| | - Julian Purdy
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Raisa Ramjan
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ, UK
| | - Ratan Randhawa
- UCL Medical School, 74 Huntley Street, London, WC1E 6BT, UK
| | - Usman Rasul
- University of Aberdeen, Suttie Centre, Foresterhill, Aberdeen, AB25 2ZD, UK
| | - Elliot Raymond-Taggert
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH, UK
| | - Rebecca Razey
- Imperial College School of Medicine, South Kensington Campus, London, SW7 2AZ, UK
| | - Carmel Razzaghi
- Queen's University Belfast, University Road, Belfast, BT7 1NN, UK
| | - Eimear Reel
- Queen's University Belfast, University Road, Belfast, BT7 1NN, UK
| | - Elliot John Revell
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Joanna Rigbye
- University of Edinburgh Medical School, 47 Little France Cres, Edinburgh, EH16 4TJ, UK
| | | | - Abdelrahman Said
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ, UK
| | - Emma Sanders
- Faculty of Health Sciences, University of Bristol Medical School, First Floor South, Senate House, Tyndall Avenue, Bristol, BS8 1TH, UK
| | - Pranoy Sangal
- University Hospitals of Leicester NHS Trust, Infirmary Square, Leicester, LE1 5WW, UK
| | - Nora Sangvik Grandal
- University of York, John Hughlings Jackson Building, Heslington, York, YO10 5DD, UK
| | - Aadam Shah
- University of Aberdeen, Suttie Centre, Foresterhill, Aberdeen, AB25 2ZD, UK
| | - Rahul Atul Shah
- School of Clinical Medicine, University of Cambridge, Addenbrooke's Hospital, Hills Rd, Cambridge, CB2 0SP, UK
| | - Oliver Shotton
- Medical Sciences Divisional Office, University of Oxford, Level 3, John Radcliffe Hospital, Oxford, OX3 9DU, UK
| | - Daniel Sims
- Brighton and Sussex Medical School, BSMS Teaching Building, University of Sussex, Brighton, BN1 9PX, UK
| | - Katie Smart
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ, UK
| | - Martha Amy Smith
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Nick Smith
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ, UK
| | - Aninditya Salma Sopian
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Matthew South
- The University of Nottingham, Queen's Medical Centre, Nottingham, NG7 2UH, UK
| | - Jessica Speller
- University of Leicester School of Medicine, George Davies Centre, Lancaster Road, Leicester, LE1 7HA, UK
| | - Tom J Syer
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ, UK
| | - Ngan Hong Ta
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, NR4 7TJ, UK
| | - Daniel Tadross
- School of Medicine, University of Leeds, Worsley Building, Leeds, LS2 9NL, UK
| | - Benjamin Thompson
- University of York, John Hughlings Jackson Building, Heslington, York, YO10 5DD, UK
| | - Jess Trevett
- University of York, John Hughlings Jackson Building, Heslington, York, YO10 5DD, UK
| | - Matthew Tyler
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Roshan Ullah
- Birmingham Medical School, Vincent Drive, Edgbaston B15 2TT, Birmingham, West Midlands, UK
| | - Mrudula Utukuri
- School of Clinical Medicine, University of Cambridge, Addenbrooke's Hospital, Hills Rd, Cambridge, CB2 0SP, UK
| | - Shree Vadera
- UCL Medical School, 74 Huntley Street, London, WC1E 6BT, UK
| | | | - Sara Venturini
- Aberdeen Royal Infirmary, Foresterhill, Aberdeen, AB25 2ZN, UK
| | - Aradhya Vijayakumar
- University of Leicester School of Medicine, George Davies Centre, Lancaster Road, Leicester, LE1 7HA, UK
| | - Melanie Vine
- University of Leicester School of Medicine, George Davies Centre, Lancaster Road, Leicester, LE1 7HA, UK
| | - Zoe Wellbelove
- University of York, John Hughlings Jackson Building, Heslington, York, YO10 5DD, UK
| | - Liora Wittner
- UCL Medical School, 74 Huntley Street, London, WC1E 6BT, UK
| | - Geoffrey Hong Kiat Yong
- Medical Student Office, Newcastle University, Framlington Place, Newcastle upon Tyne, NE2 4HH, UK
| | - Farris Ziyada
- Guy's, King's and St Thomas' School of Medical Education, Henriette Raphael Building, Guy's Campus, London, SE1 1UL, UK
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Sharma PR, Alsaffarini KWB. Preparation for practice and the arguments for standardisation in view of the forthcoming medical licensing exam: A literature review. MEDICAL TEACHER 2020; 42:451-456. [PMID: 31928279 DOI: 10.1080/0142159x.2019.1708291] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Aims: The aim of this paper is to address whether the introduction of a national licensing exam will improve preparedness for practice. This review will explore and identify the areas in which UK medical graduates are feeling underprepared. In addition, this review will discuss the need for the Medical Licensing Assessment in the UK.Methods: A literature search of several databases was performed in December 2018. Studies which identified the areas in which medical graduates were prepared/unprepared for, and those which explored whether UK medical schools were adequately preparing their graduates for practice, were included. Studies exploring the preparedness of international medical graduates were excluded.Results: Sixteen articles met the final inclusion criteria and are included in this review. All the final studies are cross-sectional and are varied in their use of methods used, with the vast majority using questionnaires to identify the preparedness of medical students and junior doctors.Conclusions: This review conveys that junior doctors are mostly underprepared in emergency work. This can be associated to a lack of exposure to emergency situations during their undergraduate training. Moreover, this review suggests that the preparedness of medical graduates may remain unaffected by the implementation of the MLA.
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Affiliation(s)
- Parivrudh R Sharma
- The School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, UK
| | - Kareem W B Alsaffarini
- The School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, UK
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Leach H, Coleman JJ. Osler Centenary Papers: William Osler in medical education. Postgrad Med J 2019; 95:642-646. [PMID: 31754055 DOI: 10.1136/postgradmedj-2018-135890] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2019] [Revised: 07/30/2019] [Accepted: 08/18/2019] [Indexed: 11/04/2022]
Abstract
William Osler combined many excellent characteristics of a clinical educator being a scientific scholar, a motivational speaker and writer and a proficient physician. As we celebrate his life a century on, many of his educational ideals are as pertinent today as they were in those Victorian times. Osler's contributions to modern medicine go beyond his legacy of quotable aphorisms to a doctor, educator and leader whose proponent use of bedside teaching, careful clinical methods, and clinicopathological correlation was a great inspiration for students and junior doctors. He was also a great advocate of patient-centred care-listening to and closely observing his patients, an important message for modern medicine as the reliance on investigations strains modern healthcare systems. This review of Osler's contribution to medical education summarises his development as an educator and provides reflection on his influences to modern clinical education.
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Affiliation(s)
- Helen Leach
- Undergraduate Medical Education, Sandwell and West Birmingham Hospitals NHS Trust, Birmingham, UK
| | - Jamie J Coleman
- School of Medicine, University of Birmingham, Birmingham, UK .,University Hospitals Birmingham NHS Foundation Trust, Birmingham, UK
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Bennett CR, Mawhood N, Platt MJ. The impact of medical school assessment on preparedness for practice. MEDICAL TEACHER 2019; 41:112-114. [PMID: 29343139 DOI: 10.1080/0142159x.2018.1425796] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
PURPOSE As assessment is known to drive learning, this paper looks at the relationship between assessment practice across UK medical schools and graduates preparedness for practice. MATERIALS AND METHODS It uses data on written and practical assessment at each medical school and the association with students' self-reported preparedness for working as a foundation doctor on graduation, and in particular the preparation related to clinical skills. RESULTS AND CONCLUSIONS A negative correlation (β= -0.003, p < 0.001) was observed between total duration of written assessment and preparedness, while a positive relationship (β = 0.461, p < 0.001) was seen between "adequately prepared" and the proportion of all assessment time focusing on practical skills. This suggests that graduates from medical schools with a greater emphasis on practical skills in their assessment plan are better prepared to practice as a junior doctor on gradation; something that may be of relevance when designing a national licensing examination.
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Affiliation(s)
| | - Naomi Mawhood
- a Norwich Medical School, University of East Anglia , Norwich , UK
| | - Mary Jane Platt
- a Norwich Medical School, University of East Anglia , Norwich , UK
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Tiffin P, Paton L. Artificial or intelligent? Machine learning and medical selection: possibilities and risks. MEDEDPUBLISH 2018; 7:256. [PMID: 38089244 PMCID: PMC10712013 DOI: 10.15694/mep.2018.0000256.1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/28/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Machine learning approaches form the basis of "artificial intelligence" and have been increasingly applied in health services settings. It has been shown that such approaches may produce more accurate predictions in some contexts, compared to conventional statistical approaches, and may also reduce the costs of decision-making through automation. Nevertheless, there are both general limitations to developing and implementing machine learning approaches that must be borne in mind. To date, relatively little research has been published on the potential for machine learning to support personnel selection. Moreover, there are particular challenges and issues that need to be considered if such methods are to be used to support decision-making in medical selection scenarios. This article describes some of these potential advantages and challenges and presents an illustrative example, based on real-world data, related to the selection of medical undergraduates.
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Rhind S, Baillie S. Assessment of veterinary students - where we've been and where we're going. Vet Rec 2018; 183:469-471. [PMID: 30341199 DOI: 10.1136/vr.k4381] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Affiliation(s)
- Susan Rhind
- Royal (Dick) School of Veterinary Studies, University of Edinburgh, Easter Bush Campus, Midlothian EH25 9RG, UK
| | - Sarah Baillie
- Emeritus Professor, Bristol Veterinary Sciences, University of Bristol, Langford BS40 5DU, UK
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Walsh JL, Harris BHL, Denny P, Smith P. Formative student-authored question bank: perceptions, question quality and association with summative performance. Postgrad Med J 2017; 94:97-103. [PMID: 28866607 PMCID: PMC5800328 DOI: 10.1136/postgradmedj-2017-135018] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2017] [Revised: 07/31/2017] [Accepted: 07/31/2017] [Indexed: 11/30/2022]
Abstract
Purpose of the study There are few studies on the value of authoring questions as a study method, the quality of the questions produced by students and student perceptions of student-authored question banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice questions. Study design We introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess question difficulty and quality. Results Over two academic years, the two cohorts wrote 4671 questions, answered questions 606 658 times and posted 7735 comments. Question writing frequency correlated most strongly with summative performance (Spearman’s rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored question quality. Only two questions of the 300 ’most-answered' questions analysed had an unacceptable discriminatory value (point-biserial correlation <0.2). Conclusions Item analysis suggested acceptable question quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool.
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Affiliation(s)
- Jason L Walsh
- Centre for Medical Education, Cardiff University, Cardiff, UK
| | | | - Paul Denny
- Department of Computer Science, University of Auckland, Auckland, New Zealand
| | - Phil Smith
- Centre for Medical Education, Cardiff University, Cardiff, UK
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Affiliation(s)
- Layan Allawi
- a Barts and The London School of Medicine and Dentistry , Turner Street , London E1 2AD , UK
| | - Sarah Ali
- a Barts and The London School of Medicine and Dentistry , Turner Street , London E1 2AD , UK
| | - Farida Hassan
- a Barts and The London School of Medicine and Dentistry , Turner Street , London E1 2AD , UK
| | - Fareeda Sohrabi
- a Barts and The London School of Medicine and Dentistry , Turner Street , London E1 2AD , UK
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