Teaching, reflecting, and learning: The value of an intercalated medical education programme. (3rd May 2020)

• Record Type: Journal Article
• Authors: Muir, Fiona; Bruce, Jack; McConville, Kevin
• Is Part Of: Medical teacher. Volume 42:Number 5(2020)
• Page Start: 523
• Page End: 528
• Publication Date: 2020-05-03
• Subjects: Integrated -- medical education research -- undergraduate -- continuing -- medicine; Medical education -- Periodicals; 610.711
• DOI: 10.1080/0142159X.2019.1708290
• Languages: English
• ISSNs: 0142-159X

Abstract

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.