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UK Medical Schools (uk + medical_school)
Selected AbstractsComparison of academic, application form and social factors in predicting early performance on the medical courseMEDICAL EDUCATION, Issue 9 2004Andrew B Lumb Objectives, To compare the relative importance of social, academic and application form factors at admission in predicting performance in the first 3 years of a medicine course. Design, Retrospective cohort study. Setting, A single UK medical school. Participants, A total of 738 students who entered medical school between 1994 and 1997. Main outcome measure, Performance in Year 3 objective structured clinical examination (OSCE). Results, School-leaving grades were significant predictors of success in the OSCE. Non-academic activities as assessed from the application form were associated with poorer performance. Mature students performed extremely well, and male and ethnic minority students performed less well. Socioeconomic status and type of school attended were not found to affect performance on the course. Conclusions, The relatively poor performance of male and ethnic minority students urgently needs further investigation. Our results carry no suggestion that, other things being equal, widening access to medical school for mature students and those from less affluent backgrounds would result in poorer performance. [source] eDrug: a dynamic interactive electronic drug formulary for medical studentsBRITISH JOURNAL OF CLINICAL PHARMACOLOGY, Issue 6 2006Simon R. J. Maxwell What is already known about this subject ,,Delivering education about an ever-increasing number of prescribable drugs to medical students represents a major challenge. ,,Drug names are generally not logical or intuitive, and many students find learning them akin to learning a foreign language. ,,Pharmacology and therapeutics teaching is struggling for visibility in some integrated medical curricula. What this study adds ,,Development of electronic tools allowing web delivery of a restricted student formulary facilitates dynamic access to core learning materials, improves the profile of this aspect of the curriculum and is highly appreciated by students. Aims Prescribing drugs is a key responsibility of a doctor and requires a solid grounding in the relevant scientific disciplines of pharmacology and therapeutics (PT). The move away from basic science disciplines towards a more system-based and integrated undergraduate curriculum has created difficulties in the delivery of PT teaching in some medical schools. We aimed to develop a web-based strategy to overcome these problems and improve the PT learning experience. Methods We designed and introduced ,eDrug', a dynamic interactive web-based student formulary, as an aid to teaching and learning of PT throughout a 5-year integrated medical curriculum in a UK medical school of 1300 students. This was followed by a prospective observational study of student-reported views about its impact on their PT learning experience. Results eDrug was rated highly by students and staff, with the main benefits being increased visibility of PT in the curriculum, clear identification of core drugs, regular sourcing of drug information via direct links to accredited sources including the British National Formulary, prioritization of learning, immediate access and responsiveness. It has also served as a focus of discussion concerning core PT learning objectives amongst staff and students. Conclusions Web-based delivery of PT learning objectives actively supports learning within an integrated curriculum. [source] ,You're judged all the time!' Students' views on professionalism: a multicentre studyMEDICAL EDUCATION, Issue 8 2010Gabrielle Finn Medical Education 2010: 44: 814,825 Objectives, This study describes how medical students perceive professionalism and the context in which it is relevant to them. An understanding of how Phase 1 students perceive professionalism will help us to teach this subject more effectively. Phase 1 medical students are those in the first 2 years of a 5-year medical degree. Methods, Seventy-two undergraduate students from two UK medical schools participated in 13 semi-structured focus groups. Focus groups, carried out until thematic saturation occurred, were recorded and transcribed verbatim. Data were analysed and coded using NVivo 8, using a grounded theory approach with constant comparison. Results, From the analysis, seven themes regarding professionalism emerged: the context of professionalism; role-modelling; scrutiny of behaviour; professional identity; ,switching on' professionalism; leniency (for students with regard to professional standards), and sacrifice (of freedom as an individual). Students regarded professionalism as being relevant in three contexts: the clinical, the university and the virtual. Students called for leniency during their undergraduate course, opposing the guidance from Good Medical Practice. Unique findings were the impact of clothing and the online social networking site Facebook on professional behaviour and identity. Changing clothing was described as a mechanism by which students ,switch on' their professional identity. Students perceived society to be struggling with the distinction between doctors as individuals and professionals. This extended to the students' online identities on Facebook. Institutions' expectations of high standards of professionalism were associated with a feeling of sacrifice by students caused by the perception of constantly ,being watched'; this perception was coupled with resentment of this intrusion. Students described the significant impact that role-modelling had on their professional attitudes. Conclusions, This research offers valuable insight into how Phase 1 medical students construct their personal and professional identities in both the offline and online environments. Acknowledging these learning mechanisms will enhance the development of a genuinely student-focused professionalism curriculum. [source] UK consensus statement on the content of communication curricula in undergraduate medical educationMEDICAL EDUCATION, Issue 11 2008Martin Von Fragstein Context, The teaching and assessment of clinical communication have become central components of undergraduate medical education in the UK. This paper recommends the key content for an undergraduate communication curriculum. Designed by UK educationalists with UK schools in mind, the recommendations are equally applicable to communication curricula throughout the world. Objectives, This paper is intended to assist curriculum planners in the design, implementation and review of medical communication curricula. The document will also be useful in the education of other health care professionals. Designed for undergraduate education, the consensus statement also provides a baseline for further professional development. Methods, The consensus statement, based on strong theoretical and research evidence, was developed by an iterative process of discussion between communication skills leads from all 33 UK medical schools conducted under the auspices of the UK Council of Clinical Communication Skills Teaching in Undergraduate Medical Education. Discussion, How this framework is used will inevitably be at the discretion of each medical school and its implementation will be determined by different course designs. Although we believe students should be exposed to all the areas described, it would be impractical to set inflexible competency levels as these may be attained at different stages which are highly school-dependent. However, the framework will enable all schools to consider where different elements are addressed, where gaps exist and how to generate novel combinations of domains within the communication curriculum. It is hoped that this consensus statement will support the development and integration of teaching, learning and assessment of clinical communication. [source] Exploring barriers to teaching behavioural and social sciences in medical educationMEDICAL EDUCATION, Issue 3 2008Andrea Litva Context,Tomorrow's Doctors provides guidance about what is considered core knowledge for medical graduates. One core area of knowledge identified is the individual in society: graduates are required to understand the social and cultural environments in which medicine is practised in the UK. Yet, despite the presence of the behavioural and social sciences (B&SS) in medical curricula in the UK for the past 30 years, barriers to their implementation in medical education remain. Objective, This study sought to discover medical educators' perceptions of the barriers to the implementation of B&SS. Methods, Medical educationalists in all UK medical schools were asked to complete a survey identifying what they felt were the barriers they had experienced to the implementation of B&SS teaching in medical education. Results, A comparison of our findings with the literature revealed that these barriers have not changed since the implementation of B&SS in medical education. Moreover, the barriers remain similar across medical schools with differing ethos and strategies. Conclusions, Various agendas within the hidden curricula create barriers to effective B&SS learning in medical education and thus need further exploration and attention. [source] Students' perceptions of race, ethnicity and culture at two UK medical schools: a qualitative studyMEDICAL EDUCATION, Issue 1 2008Jane H Roberts Context, Globalisation has profoundly affected health care by increasing the diversity of clinicians and their patients. Worldwide, medical schools highlight the need for students to understand and show respect for patients and peers of different ethnicities. Yet a sound theoretical approach and robust methods for learning about cultural awareness are lacking. The reasons for this are unclear. Objective, To explore Year 2 medical students' understanding of the concepts of race, ethnicity and culture. Methods, This study was set in 2 universities in the north of England. The student population of each was of a similar ethnic mix but the universities differed in terms of local demography (a wide patient ethnic mix versus a predominantly White patient population with experience of social deprivation) and curricula (a curriculum involving problem-based learning and paper-based cases versus a curriculum involving early contact with patients). Participants comprised 49 Year 2 medical students (mean age 20·8 years), 40% of whom came from ethnic minority groups. Seven focus groups were held across the 2 universities to explore students' understanding of cultural awareness. Students were asked to discuss the terms ,race', ,ethnicity', ,culture' and ,cultural diversity'. Interviews were transcribed and analysed qualitatively using grounded theory. Themes were identified and validated by an independent researcher. Results, Four overarching themes emerged: ,White fears' at discussing race-related issues; ethnic minority discomfort at being viewed as ,different'; difficulties in relating to professional boundaries, and barriers against talking about race beyond legitimate disease-related discourse. Conclusions, For students, discussion of race beyond the confines of medical discourse was problematic. If students are to develop professional holistic values towards patient care, they need more support in understanding their own personal values and uncertainties. [source] Doctors' views about their first postgraduate year in UK medical practice: house officers in 2003MEDICAL EDUCATION, Issue 11 2006Trevor W Lambert Aim, To report house officers' views in 2003 of their first postgraduate year, and to compare their responses with those of house officers 2 and 3 years previously. Methods, Postal questionnaires to all house officers in 2003 who graduated from UK medical schools in 2002. Results, The response rate was 65.3% (2778/4257). The house officers of 2003 enjoyed the year more than those of 2000,1. A total of 78% of respondents in 2003 scored 7,10 in reply to the question ,How much have you enjoyed the house officer year overall?', scored from 0 (no enjoyment) to 10 (enjoyed it greatly), compared with 70% of 2000,1 house officers. They were more satisfied with leisure time available to them (51% scoring 6,10 in 2003; 35% in 2000,1). There were significant improvements in almost every aspect of doctors' experience. Hospital medical posts were rated more highly than surgical posts, and general practice posts higher still. Overall, 38% of respondents regarded their training as having been of a high standard, and 37% felt that they received constructive feedback on their performance. Differences between men and women in their views about their jobs were small. Discussion, The house officers of 2003 reported more positively on their experiences than did those of 2000,1. Although a substantial percentage were negative about specific aspects of clinical support and training, particularly in surgical posts, almost all the responses covering training and clinical support moved in a favourable direction over time. [source] Relevant behavioural and social science for medical undergraduates: a comparison of specialist and non-specialist educatorsMEDICAL EDUCATION, Issue 10 2006Sarah Peters Aim, To compare what medical educators who are specialists in the behavioural and social sciences and their non-specialist counterparts consider to be core concepts that medical graduates should understand. Background, Previously perceived as ,nice to know' rather than ,need to know', the General Medical Council (GMC) now places behavioural and social sciences on the same need-to-know basis as clinical and basic sciences. Attempts have been made to identify what components of these topics medical students need to know; however, it remains unknown if decisions over programme content differ depending on whether or not educationalists have specialist knowledge of the behavioural and social sciences. Methods, In a survey of medical educationalists within all UK medical schools, respondents were asked to indicate from a comprehensive list of psychological, sociological and anthropological concepts what they considered a minimally competent graduate should understand. Comparisons were made between the concepts identified by specialist behavioural and social science (BSS) educators and those without such training. Results, Despite different disciplinary backgrounds, non-specialist educators largely concurred with BSS specialist educators in the concepts they considered tomorrow's doctors should know about. However, among BSS specialists there remained disagreement on what BSS content was relevant for graduates. Differences reflect specialist knowledge and recognition of the role of theoretical underpinning of BSS and reveal gaps in non-specialists knowledge. Conclusions, Educationalists with formal training in the full range of behavioural and social sciences should be involved in the development of BSS curriculum content at both national and school levels. [source] Doctors' reasons for rejecting initial choices of specialties as long-term careersMEDICAL EDUCATION, Issue 4 2003Trevor W Lambert Objectives, To report on rejected choices of specialty as long-term careers and reasons for rejection. Design, Postal questionnaire survey. Setting, United Kingdom. Participants, All graduates of 1996 and 1999 from UK medical schools during their first year after qualification. Main outcome measures, Any career choice which had been seriously considered and rejected and the reason for its rejection. Results, In all, 33·1% (1871) of respondents named a rejected choice and gave reasons for its rejection. Disproportionately high numbers rejected the surgical specialties, paediatrics and obstetrics and gynaecology (O&G), using the specialty distribution of positive choices as the comparator. Relatively few doctors rejected general practice (GP) after giving it serious consideration. Doctors rejecting the hospital medical and surgical specialties or paediatrics were most likely to specify reasons relating to quality of life. Three-quarters of the graduates of 1999 who rejected O&G did so because of poor career prospects. Conclusions, Quality of life issues, and concerns about working relationships, are sufficiently influential to persuade many doctors to abandon an initial choice of medical career. It is unlikely that much of the decline in entry to GP is attributable to rejection of GP by doctors who initially chose it. The decline must therefore represent an increase in the number of doctors who had never seriously considered it as a long-term career choice. [source] Career choices for obstetrics and gynaecology: national surveys of graduates of 1974,2002 from UK medical schoolsBJOG : AN INTERNATIONAL JOURNAL OF OBSTETRICS & GYNAECOLOGY, Issue 3 2006G Turner Objective, To report the trends in career choices for obstetrics and gynaecology among UK medical graduates. Design, Postal questionnaire surveys of qualifiers from all UK medical schools in nine qualification years since 1974. Setting, United Kingdom. Population, All graduates from UK medical schools in 1974, 1977, 1980, 1983, 1993, 1996, 1999, 2000 and 2002. Methods, Postal questionnaire surveys. Main outcome measures, Career choices for obstetrics and gynaecology and factors influencing career choices for obstetrics and gynaecology. Results, Seventy-four percent (24 623/33 417) and 73% (20 709/28 468) of doctors responded at 1 and 3 years after qualification. Choices for obstetrics and gynaecology fell sharply during the 1990s from 4.2% of 1996 qualifiers to 2.2% of 1999 qualifiers, and rose slightly to 2.8% of 2002 qualifiers. Only 0.8% of male graduates of 2002 chose obstetrics and gynaecology compared with 4.1% of women. Forty-six percent of those who chose obstetrics and gynaecology 1 year after qualification were working in it 10 years after qualifying. Experience of the subject as a student, and the influence of a particular teacher or department, affected long-term career choices more for obstetrics and gynaecology than for other careers. Conclusions, The unwillingness of young doctors to enter obstetrics and gynaecology may be attributable to concerns about workforce planning and career progression problems, rather than any lack of enthusiasm for the specialty. The number of men choosing obstetrics and gynaecology is now very small; the reasons and the future role of men in the specialty need to be debated. [source] Impact of skin cancer education on medical students' diagnostic skillsCLINICAL & EXPERIMENTAL DERMATOLOGY, Issue 2 2003S. Cliff Summary Skin cancer is increasingly common, and the skills involved in its diagnosis should be promoted in UK medical schools. However, there has been no scientific evaluation of the teaching methods employed by dermatology departments. The aim of this study was to evaluate, using traditional audiovisual methods, the impact of an illustrated booklet on skin cancer, coupled with a lecture, on undergraduates' diagnostic skills. The ability of 27 final-year medical students to recognize a variety of skin lesions, using projected images from clinical slides, was assessed. They were tested without warning on two occasions. Immediately after the first test, students were given an illustrated booklet on skin tumours and pigmented lesions which was supplemented with a lecture based on the booklet. Two weeks later, a second test was employed using a series of slides deemed to be of equal diagnostic difficulty. Our results showed a significant increase in the median number of correct diagnoses between the first and second tests (P < 0.001). However, there remained wide variation at the second test in the percentage of correct answers (30 to 80%) amongst students. Our study highlights the need to develop effective methods for improving the diagnostic skills of undergraduates in dermatology, and the importance of evaluating teaching methods. The methods of evaluation, such as ours, can be simple and inexpensive. 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