scholarly journals Student’s motivation to pursue a graduate-entry medicine degree programme

2021 ◽  
Vol 6 (1) ◽  
pp. 128-131
Author(s):  
Sonia Kumar ◽  
Rachel Browne ◽  
Jeffrey Wu ◽  
Simon Tso
Keyword(s):  
Career Change ◽  
Bachelor's Degree ◽  
Degree Programme ◽  
Graduate Entry ◽  
Significant Step ◽  
The Uk ◽  
Graduate Entry Medicine

The decision to pursue medicine is a significant step for individuals, particularly those for whom this involves a career change. While medicine in the UK has traditionally been an undergraduate course, graduate-entry medicine (GEM) programmes were introduced in 2000 and offer an accelerated course for suitably qualified candidates with a Bachelor’s degree. Students have a variety of motivations for undertaking a GEM programme (Carter & Peile, 2007), and we herein explore the factors that influence this range of motivations.

scholarly journals Challenges to student transition through a United Kingdom graduate-entry medicine degree programme

2020 ◽  
Vol 5 (2) ◽  
pp. 5-13
Author(s):  
Simon Tso
Keyword(s):  
United Kingdom ◽  
Medical Students ◽  
Identity Development ◽  
Medical School ◽  
Structured Interviews ◽  
Degree Programme ◽  
Graduate Entry ◽  
Transition Experience ◽  
The University ◽  
Graduate Entry Medicine

Background: The transition experience of graduate-entry medicine degree programme students is less well understood as compared to those from undergraduate-entry medicine degree programmes. Aim: This thematic analysis study aimed to explore the transition experience of graduate-entry medicine degree programme students at a United Kingdom medical school. Methods: Twenty-one student volunteers from the University of Warwick 4-year graduate-entry medicine degree programme took part in this study with fourteen participants attended a further follow-up interview. Audio recordings of their semi-structured interviews were transcribed verbatim and analysed thematically. Results: Results revealed three key transition periods within the University of Warwick Medical School’s graduate-entry medicine degree programme. Learning, professional identity development and managing coping strategies were the three key challenging issues dominating their transition experience. Medical students encountered a range of challenging issues throughout their medical school journey that could be categorised under three conceptual themes: challenges associated with the curriculum, challenges associated with their social role and generic life challenges. Conclusions: The findings from this study could be useful to educators and medical schools in enhancing their student support services. It could also be useful to prospective and existing medical students in understanding the realities of undertaking a graduate-entry medicine degree programme.

scholarly journals ‘Should I Stay, or Should I Go?’ Psychological Distress Predicts Career Change Ideation among Intensive Care Staff in Lithuania and the UK Amid COVID-19 Pandemic

2021 ◽  
Vol 18 (5) ◽  
pp. 2660
Author(s):  
Ieva Norkiene ◽  
Lina Jovarauskaite ◽  
Monika Kvedaraite ◽  
Encarl Uppal ◽  
Mandeep Kaur Phull ◽  
...  
Keyword(s):  
Psychological Distress ◽  
Healthcare Professionals ◽  
Psychosocial Support ◽  
Career Change ◽  
Well Being ◽  
Self Report ◽  
Care Staff ◽  
Psychological Well Being ◽  
The United Kingdom ◽  
The Uk

The COVID-19 pandemic had a significant effect on healthcare globally. Additional pressure created by coronavirus adversely affected the mental health and psychological well-being of healthcare workers, leading many to question their desire and willingness to continue working in healthcare. This study aimed to identify predictors for career change ideation among healthcare professionals in two countries; Lithuania and the United Kingdom amid the coronavirus pandemic. In total, 610 healthcare professionals from Lithuania and the UK (285 and 325, respectively) participated in a survey from May to August 2020. Psychological distress and psychological well-being were measured using the self-report scales “DASS-21” and “WHO-5”. Almost half of the sample (49.2%), 59.6% and 40.0% in Lithuanian and the UK, respectively, exhibited career change ideation, the country effect was significant (AOR = 2.21, p < 0.001). Stronger ideation to leave healthcare was predicted by higher levels of depression (AOR = 1.10, p = 0.005), stress (AOR = 1.10, p = 0.007), anxiety surrounding inadequate personal protective equipment (AOR = 2.27, p = 0.009), and lower psychological well-being scores (AOR = 1.10, p = 0.007). We conclude that psychosocial support must be provided for healthcare professionals to prevent burnout and loss of staff amid the pandemic.

scholarly journals Listening to student voice-understanding student and faculty experience at two UK graduate entry programmes

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
M. Abdulhadi Alagha ◽  
Linda Jones
Keyword(s):  
Sense Of Self ◽  
Field Analysis ◽  
Small Scale ◽  
Successful Implementation ◽  
Graduate Entry ◽  
Self Regulated Learning ◽  
Point Of Entry ◽  
Shortage Of Physicians ◽  
Elite Interviews ◽  
The Uk

Abstract Context Shortage of physicians in the UK has been a long-standing issue. Graduate entry medicine (GEM) may offer a second point of entry for potential doctors. However, the challenges of developing and implementing these programmes are still unrecognised. This small-scale study aimed to briefly explore the opportunities and challenges facing students at two UK GEM programmes. Methods Two case studies were conducted at Imperial College and Scotland’s GEM (ScotGEM) and used a triangulated qualitative approach via semi-structured and elite interviews. Data analysis, informed by grounded theory, applied thematic and force-field analysis in an empirical approach to generate evidence and instrumental interpretations for Higher Education Institutions. Results Although GEM forms an opportunity for graduates to enter medicine, the different drivers of each programme were key in determining entry requirements and challenges experienced by postgraduates. Three key dilemmas seem to influence the experiences of learners in GEM programmes: (a) postgraduate identity and the everchanging sense-of-self; (b)self-directed and self-regulated learning skills, and (c) servicescape, management and marketing concepts. Conclusions Graduate entry programmes may support policy makers and faculty to fill the workforce gap of healthcare professionals. However, their successful implementation requires careful considerations to the needs of graduates to harness their creativity, resilience and professional development as future healthcare workers.

scholarly journals Are efforts to attract graduate applicants to UK medical schools effective in increasing the participation of under-represented socioeconomic groups? A national cohort study

BMJ Open ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. e018946 ◽  
Author(s):  
Ben Kumwenda ◽  
Jennifer Cleland ◽  
Rachel Greatrix ◽  
Rhoda Katharine MacKenzie ◽  
Gordon Prescott
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Student Population ◽  
Multiple Logistic Regression ◽  
Sociodemographic Characteristic ◽  
Universities And Colleges ◽  
Graduate Entry ◽  
Socioeconomic Groups ◽  
National Cohort ◽  
The Uk

IntroductionAttracting graduates was recommended as a means of diversifying the UK medical student population. Graduates now make up nearly a quarter of the total medical student population. Research to date has focused on comparing the sociodemographic characteristics of applicants to and/or students on traditional and graduate entry programmes (GEMs), yet GEMs account for only 40% of the graduate medical student population. Thus, we aimed to compare the sociodemographic characteristic and outcomes of graduates and non-graduate applicants across a range of programmes.MethodsThis was an observational study of 117 214 applicants to medicine who took the UK Clinical Aptitude Test (UKCAT) from 2006 to 2014 and who applied to medical school through Universities and Colleges Admissions Service (UCAS). We included applicant demographics, UKCAT total score and offers in our analysis. Applicants were assigned as graduates or non-graduates on the basis of their highest qualification. Multiple logistic regression was used to predict the odds of receiving an offer, after adjusting for confounders.ResultsIrrespective of graduate or non-graduate status, most applicants were from the highest socioeconomic groups and were from a white ethnic background. Receiving an offer was related to gender and ethnicity in both graduates and non-graduates. After adjusting for UKCAT score, the OR of an offer for graduates versus non-graduates was approximately 0.5 (OR=0.48, 95% CI 0.46 to 0.49).DiscussionOur findings indicate that the aim of diversifying the medical student population on socioeconomic grounds by attracting graduates has been only marginally successful. Graduate applicants from widening access backgrounds are less likely than others to be offered a place at medical school. Different approaches must be considered if medicine is to attract and select more socially diverse applicants.

scholarly journals Neurodiversity in the teaching of the mental state examination: a pilot study of interactive mind-mapping seminars for the new ScotGem (Scottish graduate-entry medicine) students during the COVID-19 pandemic

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S10-S11
Author(s):  
Kathleen Breslin ◽  
Sara Mohsen ◽  
Praveen Kumar
Keyword(s):  
Pilot Study ◽  
Learning Styles ◽  
Mental State ◽  
Mind Mapping ◽  
Response Options ◽  
Graduate Entry ◽  
Wide Range ◽  
Strongly Agree ◽  
State Examination ◽  
Graduate Entry Medicine

AimsAgility in educational delivery has been catalyzed in response to national restrictions mandated by the recent COVID-19 pandemic. Increased use of assistive technologies further aligns with the General Medical Council's aims that medical educators provide an 'accessible training experience'. The study examined medical students' receptiveness to different types of interactive teaching. Two undergraduate cohorts received teaching on the Mental State Examination, either socially-distanced delivered by traditional powerpoint or remotely by mind-mapping software on a tablet hand-held digital device. We required an effective program which would retain the popular interactive elements of Psychiatry teaching and promote inclusivity across students' diverse learning styles.MethodTwo cohorts of Year 2 students from the Universities of Dundee and St Andrew's Scottish Graduate-Entry Medicine (scotGEM) course took part in an Introduction to Psychiatry seminar which involved a presentation of the Mental State Examination. One was conducted in a face-to-face setting via traditional PowerPoint. The second was conducted via remote-conferencing with mindmaps of key concepts drawn and screen-shared live to students as teaching progressed.This was a qualitative study, with online links to questionnaires for 24 student participants across 5 domains. (1. The tutorial met my learning objectives, 2. The format was suitable for me, 3. The balance of theory and cases was suitable for me, 4. The tutorial was of appropriate length, 5. I was satisfied with the performance) Response options included: strongly disagree, disagree, neutral, agree, strongly agree. A section was also included with open-ended questions pooled for thematic analysis.ResultResponse rate reached >60% with >80% respondents answering strongly agree across all domains. Thematic results demonstrated positive responses across both teaching sessions, with the interactive elements valued by students. Comments included: “great job was done with the delivery of the session considering it was online rather than in person”; “drawing element was fantastic”; “Good: interactivity of the session drawing and creativity element”.ConclusionThe Mental State Examination (MSE) via live-drawn mind-maps allows salient clinical information to be conceptualised in non-linear diagramatic format. This paediological approach can offer further access points across wide range of learning styles. This pilot study demonstrated such interactive components of Psychiatry teaching continue to be well received and can be effectively delivered remotely. Such sessions also serve to promote inclusivity, linking those who are geographically distant in addition to the visual learner and the neurodiverse. We aim to incorporate these dynamic teaching sessions into our online induction programs and disseminate Intelligent Tutorials to our remote and rural learners throughout Scotland.

scholarly journals Approaches to Learning: Does Medical School Attract Students with the Motivation to Go Deeper?

2020 ◽  
Vol 10 (11) ◽  
pp. 302
Author(s):  
Kylie J. Mansfield ◽  
Gregory E. Peoples ◽  
Lyndal Parker-Newlyn ◽  
Danielle Skropeta
Keyword(s):  
Medical Students ◽  
Goal Orientation ◽  
Approaches To Learning ◽  
First Year ◽  
Learning Approaches ◽  
Science Students ◽  
Graduate Entry ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Graduate Entry Medicine

Graduate-entry, following a science degree, is the preferred pathway into many medical schools, however little is known about how the learning approaches of medical students compare to those of science students. This study compared the learning approaches and achievement orientations of science students with those aiming to enter graduate-entry medicine programs. The two factor study process questionnaire and the achievement goal orientation survey were used to compare students in; stage one: third year science students (n = 86) to graduate-entry medicine students (n = 158); stage two: applicants to graduate medicine (n = 84); stage three: first year science students (n = 363) to first year pre-medicine students (n = 68). Medical students and applicants to medicine demonstrated a greater preference for deep learning than third year science students (p < 0.0001). Pre-medicine students were similar to medical students. Medical students, applicants to medicine and pre-medicine students also all had a greater preference for a learning goal orientation. The preference for a deeper approach to learning and stronger learning goal orientation in students enrolled in medicine or aiming to gain entry to graduate medicine indicates a motivation towards the acquisition of knowledge. Medical educators need to ensure that students continue to develop positive and beneficial styles of learning to assist them to develop into life-long learners.

Graduate entry medicine under threat

BMJ ◽  
2015 ◽  
pp. h3283
Author(s):  
Adam Sullivan
Keyword(s):  
Graduate Entry ◽  
Graduate Entry Medicine

scholarly journals Comparing the development of Local Industrial Strategies across the Northern Powerhouse: Key emerging issues

2020 ◽  
Vol 35 (4) ◽  
pp. 297-315
Author(s):  
John Shutt ◽  
Joyce Liddle
Keyword(s):  
Economic Development ◽  
Institutional Arrangements ◽  
Step Change ◽  
Information Resources ◽  
The North ◽  
Conservative Government ◽  
Shared Information ◽  
Significant Step ◽  
Emerging Issues ◽  
The Uk

Will the UK Industrial Strategy deliver anything substantial to the North of England? This article examines the faltering steps taken to develop Local Industrial Strategies by Local Enterprise Partnerships and Mayoral Combined Authorities and argues Place Leadership and Industrial Strategy will both need to be substantially re-galvanised after COVID 19. It is also still not clear if a significant step change can be made by the Johnson Conservative government of 2019, which will have a major impact on Northern economies. Agencies’ capacity to intervene in the Northern economy and deliver is a major issue, alongside stronger leadership. Analytically the paper uses theory on Multi-Sectoral Collaboration and Place Leadership to show how uniqueness of place, past and current interpersonal connections and networks can facilitate or frustrate economic development. Place leaders must create institutional arrangements, seek agreement over visions, objectives and strategies, otherwise the lack of shared information, resources, activities and capabilities lead to ‘contestation’ over space and action. We analyse the levels of cohesion or contestation in four different localities as each develops a Local Industrial Strategy.

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