Abstract
Objectives: Teaching programmes within medicine focus primarily on pathways of a shorter length with little regard to teaching lasting longer than a month. This study is different from other studies as it examines the benefits of a nine month-long medical education degree programme and its impact beyond graduation. This study set out to explore the impact of a medical education intercalated degree programme for its graduates and their careers.
Methods: A small scale, exploratory qualitative case study was conducted with 10 graduates of an intercalated degree programme.
Results: The findings highlight the longer term value of an intercalated degree programme with particular emphasis on academic and personal skills; research and teaching skills; independence and confidence; its impact on future practice and the notion that 'student as teacher' programmes are a valuable asset to medical education as a whole. Participants advocated more teaching opportunities as a core longitudinal teaching component in preparation for the teaching responsibilities in their working lives.
Conclusions: The programme enables the development of a range of academic and personal skills, with particular emphasis on research and teaching skills, independence and confidence.
| Original language | English |
|---|---|
| Pages (from-to) | 523-528 |
| Number of pages | 6 |
| Journal | Medical Teacher |
| Volume | 42 |
| Issue number | 5 |
| Early online date | 14 Jan 2020 |
| DOIs | |
| Publication status | Published - 3 May 2020 |
Keywords
- Integrated
- medical education research
- undergraduate
- continuing medicine
- medicine
- continuing
ASJC Scopus subject areas
- Education