An Analysis of Medical Students’ Attitude and Motivation in Pursuing an Intercalated MSc in Clinical Anatomy

Abstract

Objectives This study aimed to explore what factors influence and motivate medical students to undergo an intercalated degree and why they prefer to choose an intercalated MSc in Clinical Anatomy. Methods The study consisted of 54 medical students enrolled in Queen's University Belfast which offers a range of intercalated degrees, including an iBSc in Medical Science and an iMSc in Clinical Anatomy. Five-point Likert scale survey was used to collect data, designed to discover what the influencing factors were in deciding to take an intercalating degree and if they have a desire to gain research experience. It measured the motivational features of their chosen courses. Results In recent years, more students (68.5%, n = 54) opted for the iMSc rather than the iBSc. This difference in number of students was statistically significant (chi-square = 33.4, P < 0.0001). It was theorized that this was due to an interest in future surgical specialization; however, this study has shown that the prime reason 72.2% of students opt to take a year out of their medical degree to carry out an intercalated degree is simply to gain an extra qualification whilst 61.1% thought it would enhance their competitiveness in the job market. Ninety-four percent of the iMSc students recommended the intercalated degree to junior students in comparison to only 34.8% of the iBSc students. This difference in percentage was statistically significant (t = 2.78, P = 0.009). Conclusion The study shows no significant link to a desire to gain research experience in determining which intercalated programme to undertake. Students favoured iMSc more because they believed it will enhance their employability.

The Impact of Experiential Learning in Host-Pathogen Research on Medical Students’ Interests and Attitudes towards Microbiology and Immunology

“…The project met the criteria for exemption from formal IRB review in accordance with Code of Federal Regulations Title 45 CFR 46.104(d) ( 1 ): research, conducted in established or commonly accepted educational settings, that specifically involves normal educational practices that are not likely to adversely impact students’ opportunity to learn required educational content or the assessment of educators who provide instruction. The survey was anonymous, delivered via an online platform, and consisted of items selected from previously published surveys, and evaluated medical students’ attitude and motivation in pursuing the mentioned research project ( 12 ), power and cognitive motivations ( 13 ), intrinsic motivation, career motivation ( 14 ), and future career self, as well as subjective attitude change after the experiential learning (i.e., increased science motivation, confidence, and knowledge) and developing of a new social niche ( 15 ).…”

Impact of Intercalated Degree on Post-graduate Career Progression and Academic Development in the UK: A Rapid Review of the Literature

“…The results have shown a correlation between academic achievements and increase competitiveness to foundation programme and speciality applications. Although UKFP is no longer accepting additional points from publications and intercalated degrees, there is increased competitiveness for speciality training [ 1 , 4 ].…”

“…There are clear discrepancies in success of academic careers depending on the institution and type of intercalated degree [ 1 , 6 ]. Although you cannot generalise the outcomes of all intercalated degrees from these studies, current literature suggests a master’s degree result in more academic success compared to a bachelor’s degree [ 1 ]. As academic success is correlated with increased competitiveness for speciality training [ 18 ], a master's is arguably more beneficial.…”

“…Although students show a career interest in their chosen intercalated degree [ 4 - 6 , 15 , 16 ], students undertaking the degree naturally bring pre-existing interest in the area. Moreover, students who intercalate in general, particularly with a master’s degree, tend to be more motivated academically [ 1 ]. Therefore, with or without the intercalated degree, they may have similar outcomes post-graduation.…”

“…The General Medical Council aims to graduate well-rounded clinicians, but with a tightly bound undergraduate medical curriculum, it is difficult to acquire the skills of scientific literacy, self-directed work and exploring areas of interest [ 1 , 2 ]. However, an additional degree has the potential to meet many of these objectives [ 3 ].…”