scholarly journals ‘10% of your medical students will cause 90% of your problems’: a prospective correlational study

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e038472
Author(s):  
Marina Sawdon ◽  
JC McLachlan
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Linear Regression Analysis ◽  
Performance Measure ◽  
Early Years ◽  
Policy Implications ◽  
Annual Review ◽  
Correlational Study ◽  
Situational Judgement Test ◽  
The Uk

ObjectivesOur aim was to explore the relationship between medical student Conscientiousness Index scores and indicators of later clinical performance held in the UK Medical Education Database (UKMED). Objectives were to determine whether conscientiousness in first-year and second-year medical students predicts later performance in medical school and in early practice. Policy implications would permit targeted remediation where necessary or aid in selection.DesignA prospective correlational study.SettingA single UK medical school and early years of practice, 2005–2018.ParticipantsThe data were obtained from the UKMED on 858 students. Full outcome data was available for variable numbers of participants, as described in the text.Main outcome measuresScores on the UK Foundation Programme Office’s Situational Judgement Test (SJT) and Educational Performance Measure (EPM), the Prescribing Safety Assessment (PSA) and Annual Review of Competency Progression (ARCP) outcomes.ResultsLinear regression analysis shows Conscientiousness Index scores significantly correlate with pregraduate and postgraduate performance variables: SJT scores (R=0.373, R2=0.139, B=0.066, p<0.001, n=539); PSA scores (R=0.249, R2=0.062, B=0.343, p<0.001, n=462); EPM decile scores for the first (lowest) decile are significantly lower than the remaining 90% (p=0.003, n=539), as are PSA scores (p<0.001, n=463), and ARCP year 2 scores (p=0.019, n=517). The OR that students in the first decile fail to achieve the optimum ARCP outcome is 1.6126 (CI: 1.1400 to 2.2809, p=0.0069, n=618).ConclusionsConscientiousness Index scores in years 1 and 2 of medical school have predictive value for later performance in knowledge, skills and clinical practice. This trait could be used either for selection or for targeted remediation to avoid potential problems in the future.

scholarly journals A comparison of undergraduate outcomes for students from gateway courses and standard entry medicine courses

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Sally Curtis ◽  
Daniel Smith
Keyword(s):  
Medical School ◽  
Performance Measure ◽  
Widening Participation ◽  
Situational Judgement Test ◽  
Outcomes Measures ◽  
Gateway Courses ◽  
Significant Difference ◽  
The Uk ◽  
Situational Judgement ◽  
Academic Potential

Abstract Background Gateway courses are increasingly popular widening participation routes into medicine. These six year courses provide a more accessible entry route into medical school and aim to support under-represented students’ progress and graduation as doctors. There is little evidence on the performance of gateway students and this study compares attainment and aptitude on entry, and outcomes at graduation of students on the UK’s three longest running gateway courses with students studying on a standard entry medical degree (SEMED) course at the same institutions. Methods Data were obtained from the UK Medical Education Database for students starting between 2007 and 2012 at three UK institutions. These data included A-levels and Universities Clinical Aptitude Test scores on entry to medical school and the Educational Performance Measure (EPM) decile, Situational Judgement Test (SJT) and Prescribing Safety Assessment (PSA) scores as outcomes measures. Multiple regression models were used to test for difference in outcomes between the two types of course, controlling for attainment and aptitude on entry. Results Four thounsand three hundred forty students were included in the analysis, 560 on gateway courses and 3785 on SEMED courses. Students on SEMED courses had higher attainment (Cohen’s d = 1.338) and aptitude (Cohen’s d = 1.078) on entry. On exit SEMED students had higher EPM scores (Cohen’s d = 0.616) and PSA scores (Cohen’s d = 0.653). When accounting for attainment and aptitude on entry course type is still a significant predictor of EPM and PSA, but the proportion of the variation in outcome explained by course type drops from 6.4 to 1.6% for EPM Decile and from 5.3% to less than 1% for the PSA score. There is a smaller significant difference in SJT scores, with SEMED having higher scores (Cohen’s d = 0.114). However, when measures of performance on entry are accounted for, course type is no longer a significant predictor of SJT scores. Conclusions This study shows the differences of the available measures between gateway students and SEMED students on entry to their medical degrees are greater than the differences on exit. This provides modest evidence that gateway courses allow students from under-represented groups to achieve greater academic potential.

Maximizing opportunities at medical school to support a career in surgery

2019 ◽  
Vol 80 (11) ◽  
pp. 670-673
Author(s):  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Surgical Training ◽  
Nominal Group ◽  
Annual Conference ◽  
School Students ◽  
The Core ◽  
Surgical Career ◽  
Competency Based ◽  
The Uk

Introduction: During medical school, students have numerous opportunities to develop their portfolios for a career in surgery, such as undertaking additional surgical placements and participating in surgical research. However, at present, there is little guidance available for medical students on how to build a strong portfolio for the UK core surgical training application. This article outlines work undertaken to provide concise guidance to support future surgeons, via application of the competency-based CanMEDS framework to the current UK core surgical training specification. Materials and methods: A pre-conference meeting was arranged for medical students at the Society of Academic and Research Surgeons annual conference in January 2018. Self-selected research enthusiasts from different university years discussed practical approaches to pair the CanMEDS model with the core surgical training specification, with support from the STARSurg Collaborative committee to facilitate discussion. A nominal group-based method was adopted in order to reach areas of consensus. Results: Practical tips and recommendations for each respective CanMEDS domain (communicator, collaborator, leader, health advocate, scholar, professional) were made in relation to the core surgical training specification. These included key action points and named opportunities that are currently available to UK medical students. Conclusions: A consensus approach was taken to address key areas of competence across each CanMEDS domain. This informed the development of a guidance framework to support students to develop a strong portfolio for a core surgical training application. This framework can be followed by medical students, equipping them with the skills necessary to succeed in their future surgical career.

Oxford Assess and Progress: Situational Judgement Test

2018 ◽  
Author(s):  
David Metcalfe ◽  
Harveer Dev
Keyword(s):  
Medical Students ◽  
High Quality ◽  
Situational Judgement Test ◽  
Quality Feedback ◽  
Foundation Programme ◽  
Medical Career ◽  
The Uk ◽  
Practice Questions ◽  
Situational Judgement ◽  
Answer Option

Returning for a third edition, Oxford Assess and Progress: Situational Judgement Test (SJT) is THE definitive guide for students preparing to sit the Situational Judgement Test for entry into the UK Foundation Programme. This authoritative book, mapped to the Foundation Programme curriculum and GMC guidance, includes over 285 practice questions to help you maximize your SJT score. Fully revised and updated, this third edition provides over 285 questions and high-quality feedback that has been developed to clarify the ranking of every answer option, not just the correct one. All scenarios are based on real experiences informed by practising doctors and medical students who have sat the SJT to ensure that the questions closely mirror the content of the real exam. Two mock tests allow candidates to prepare for exam day and practice their timings - one of the biggest challenges in the exam. Written by consultants, this authoritative guide demystifies the SJT, allowing you to achieve the best possible score and take control of the first stage of your medical career.

scholarly journals Do changing medical admissions practices in the UK impact on who is admitted? An interrupted time series analysis

BMJ Open ◽  
2018 ◽  
Vol 8 (10) ◽  
pp. e023274 ◽  
Author(s):  
Shona Fielding ◽  
Paul Alexander Tiffin ◽  
Rachel Greatrix ◽  
Amanda J Lee ◽  
Fiona Patterson ◽  
...  
Keyword(s):  
Time Series ◽  
Medical Students ◽  
Medical School ◽  
Interrupted Time Series ◽  
Interrupted Time Series Analysis ◽  
Target Groups ◽  
Lower Socioeconomic ◽  
The Uk ◽  
The Impact

IntroductionMedical admissions must balance two potentially competing missions: to select those who will be successful medical students and clinicians and to increase the diversity of the medical school population and workforce. Many countries address this dilemma by reducing the heavy reliance on prior educational attainment, complementing this with other selection tools. However, evidence to what extent this shift in practice has actually widened access is conflicting.AimTo examine if changes in medical school selection processes significantly impact on the composition of the student population.Design and settingObservational study of medical students from 18 UK 5-year medical programmes who took the UK Clinical Aptitude Test from 2007 to 2014; detailed analysis on four schools.Primary outcomeProportion of admissions to medical school for four target groups (lower socioeconomic classes, non-selective schooling, non-white and male).Data analysisInterrupted time-series framework with segmented regression was used to identify the impact of changes in selection practices in relation to invitation to interview to medical school. Four case study medical schools were used looking at admissions within for the four target groups.ResultsThere were no obvious changes in the overall proportion of admissions from each target group over the 8-year period, averaging at 3.3% lower socioeconomic group, 51.5% non-selective school, 30.5% non-white and 43.8% male. Each case study school changed their selection practice in decision making for invite to interview during 2007–2014. Yet, this within-school variation made little difference locally, and changes in admission practices did not lead to any discernible change in the demography of those accepted into medical school.ConclusionAlthough our case schools changed their selection procedures, these changes did not lead to any observable differences in their student populations. Increasing the diversity of medical students, and hence the medical profession, may require different, perhaps more radical, approaches to selection.

An evaluation of influenza vaccine uptake in UK medical students

2021 ◽  
Author(s):  
G Gray ◽  
J Cooper
Keyword(s):  
Medical Students ◽  
Influenza Vaccine ◽  
Medical School ◽  
Influenza Vaccination ◽  
Service Evaluation ◽  
Vaccination Status ◽  
Vaccine Uptake ◽  
Vaccination Rates ◽  
Increased Risk ◽  
The Uk

Abstract Background The annual influenza vaccination is recommended for all front-line healthcare workers in the UK and is a crucial way of reducing mortality for vulnerable patient groups. However, to date the UK government has never explicitly monitored influenza vaccine uptake in medical students. This is important to ascertain, as students regularly move between clinical areas and are both a perfect vector for the spread of influenza and at an increased risk of contracting influenza themselves. Aims This service evaluation was designed to evaluate the effectiveness of an influenza vaccination programme in one UK medical school and make recommendations to increase vaccination rates in the future. Methods This service evaluation collected data about medical student uptake of influenza vaccination in one UK medical school. Two hundred and fifty-one students at different course stages completed questionnaires, answering questions on vaccination status and Likert-scale ‘belief’ questions to assess the subjective reasons behind vaccine refusal. Results There was a substantial difference between year group cohorts (~20%), with significantly higher vaccination rates in the preclinical year group. Two significant negative predictors of vaccination were found (P &lt; 0.001), related to scepticism over the effectiveness of the vaccine and lack of convenient access to the vaccination. Results indicated that integrating information about the influenza vaccine into the curriculum would reduce lack of knowledge over the efficacy of the vaccine. The centralization of vaccination programmes at mandatory university-based learning events would mitigate against the problem of diversity of vaccination locations and lack of central accountability. Conclusions The results of this service evaluation provide significant predictors of vaccination status for medical students and potential occupational health interventions to improve vaccine uptake in this group.

scholarly journals Radiology and the medical student: do increased hours of teaching translate to more radiologists?

BJR|Open ◽  
2021 ◽  
Author(s):  
Cindy Chew ◽  
Patrick J O'Dwyer ◽  
David Young
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Medical Council ◽  
Medical Schools ◽  
Medical Council ◽  
Chi Square ◽  
Medical Graduates ◽  
Increasing Demand ◽  
Radiology Teaching ◽  
The Uk

Objectives: The UK has a shortage of Radiologists to meet the increasing demand for radiologic examinations. To encourage more medical students to consider Radiology as a career, increased exposure at undergraduate level has been advocated. The aim of this study was to evaluate if formal Radiology teaching hours at medical school had any association with the number of qualified Radiologists joining the General Medical Council Specialist Register. Methods: Total number of doctors joining the GMC Specialist Register as Clinical Radiologists, and those with a primary medical qualifications awarded in Scotland, was obtained from the GMC (2010–2020). Graduate numbers from all 4 Scottish Medical Schools (2000–2011) were also obtained. Hours of Radiology teaching for medical schools in Scotland were obtained from validated AToMS study. Results: Two hundred and twenty three (6.6%) of 3347 Radiologists added to the GMC Specialist Register between 2010 and 2020 received their primary medical qualification (PMQ) from Scottish Universities. The number of Radiologists from Scottish Universities joining the GMC specialist register was 2.6% of the total number of Scottish Medical Graduates. There was no association between the number of hours (Range 1–30) Radiology was taught to medical students and the number that joined the specialist register as Radiologists (p = 0.54 chi square trend). Conclusion: Increased exposure to Radiology teaching does not influence medical students’ decision to take up Radiology as a career. While continued Radiology exposure remains important, other strategies are required in both the short and long term to ensure radiology services are maintained without detriment to patients. Advances in knowledge: Increased hours of Radiology teaching in medical school was not associated with increased radiologists joining the profession.

scholarly journals The relationship between school type and academic performance at medical school: a national, multi-cohort study

BMJ Open ◽  
2017 ◽  
Vol 7 (8) ◽  
pp. e016291 ◽  
Author(s):  
Ben Kumwenda ◽  
Jennifer A Cleland ◽  
Kim Walker ◽  
Amanda J Lee ◽  
Rachel Greatrix
Keyword(s):  
Medical School ◽  
Large Scale ◽  
Independent Schools ◽  
Performance Measure ◽  
Early Years ◽  
Student Diversity ◽  
School Type ◽  
Educational Performance ◽  
School Students ◽  
The Relationship

ObjectivesDifferential attainment in school examinations is one of the barriers to increasing student diversity in medicine. However, studies on the predictive validity of prior academic achievement and educational performance at medical school are contradictory, possibly due to single-site studies or studies which focus only on early years’ performance. To address these gaps, we examined the relationship between sociodemographic factors, including school type and average educational performance throughout medical school across a large number of diverse medical programmes.MethodsThis retrospective study analysed data from students who graduated from 33 UK medical schools between 2012 and 2013. We included candidates’ demographics, pre-entry grades (adjusted Universities and Colleges Admissions Service tariff scores) preadmission test scores (UK Clinical Aptitude Test (UKCAT) and Graduate Medical School Admissions Test (GAMSAT)) and used the UK Foundation Programme’s educational performance measure (EPM) decile as an outcome measure. Logistic regression was used to assess the independent relationship between students’ background characteristics and EPM ranking.ResultsStudents from independent schools had significantly higher mean UKCAT scores (2535.1, SD=209.6) than students from state-funded schools (2506.1, SD=224.0, p<0.001). Similarly, students from independent schools came into medical school with significantly higher mean GAMSAT scores (63.9, SD=6.9) than students from state-funded schools (60.8, SD=7.1, p<0.001). However, students from state-funded schools were almost twice as likely (OR=2.01, 95% CI 1.49 to 2.73) to finish in the highest rank of the EPM ranking than those who attended independent schools.ConclusionsThis is the first large-scale study to examine directly the relationship between school type and overall performance at medical school. Our findings provide modest supportive evidence that, when students from independent and state schools enter with similar pre-entry grades, once in medical school, students from state-funded schools are likely to outperform students from independent schools. This evidence contributes to discussions around contextualising medical admission.

scholarly journals SP2.1.6Virtual Work Experience: A Novel Method for Aspiring Doctors

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Aaliya Uddin ◽  
Taner Shakir ◽  
Bryony Lovett
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Work Experience ◽  
Virtual Work ◽  
The Philippines ◽  
Hospital Environment ◽  
Patient Journey ◽  
Face To Face ◽  
Novel Method ◽  
The Uk

Abstract Aims Current COVID-19 restrictions have limited face to face exposure of prospective medical students to the hospital environment. We aimed to deliver a virtual work experience event for secondary school pupils to understand the opportunities offered in a medical career. Methods We designed an event based upon a chronological progression from medical school to consultancy. Sessions included individual career experiences, the patient journey, a virtual hospital tour, simulated medical school interviews and examination preparation. The event was advertised by direct contact with secondary schools through phone and email, the local hospital trust communications department, and social media. Individuals registered online and were invited to submit targeted questions they would like covered during the session. The free one day event was delivered using online video conferencing software. Pre and post event feedback was obtained. Results 771 registrations were received from 108 schools in the UK. In addition, the event attracted 26 individuals from India, Dubai, Thailand and the Philippines. 73% of candidates had not attended any prior face to face work experience. Confidence levels of over 4 out of 5 on a visual analogue scale, with respect to the medical school application and interview process, improved from 11% to 81%. 99% of candidates would recommend the course to others and attend future events. Conclusions COVID-19 has disrupted the training of potential medical students. We designed and delivered a novel method of work experience at an international level. Encouraging feedback will pave the way for future iterations.

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