Medics demand funding review to stop students dropping out because of poverty

Lok, Pat

doi:10.1136/bmj.o1108

Cited by 2 publications

(3 citation statements)

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“…We suggest that the educational value of the MST experience evidenced in this study supports consideration of replacing some degree of unpaid traditional placement with paid roles as part of the medical curriculum. Allocating time to both earn and learn, for example, an afternoon a week or an elective period, is particularly relevant given the ongoing financial difficulties experienced by many senior medical students 24 …”

Section: Discussionmentioning

confidence: 99%

“…Allocating time to both earn and learn, for example, an afternoon a week or an elective period, is particularly relevant given the ongoing financial difficulties experienced by many senior medical students. 24 Given the ongoing supply-demand mismatch in healthcare workforces, it is worth considering the potential mutual benefit to healthcare systems brought about by medical student employment.…”

Section: Discussionmentioning

confidence: 99%

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(L)earning: Exploring the value of paid roles for medical students

Callaghan

Freimane

Kearney

et al. 2023

The Clinical Teacher

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Background The Medical Student Technician (MST) role is a paid position established in Northern Ireland in 2020. The Experience‐Based Learning (ExBL) model is a contemporary medical education pedagogy advocating supported participation to develop capabilities important for doctors‐to‐be. In this study, we used the ExBL model to explore the experiences of MSTs and how the role contributed to students' professional development and preparedness for practice. Methods A convenience sampling strategy was used to recruit a total of 17 MSTs in three focus groups. Semi‐structured interviews were transcribed verbatim and analysed using the ExBL model as a framework. Transcripts were independently analysed and coded by two investigators and discrepancies resolved with the remaining investigators. Results The MST experiences reflected the various components of the ExBL model. Students valued earning a salary; however, what students earned transcended the financial reward alone. This professional role enabled students to meaningfully contribute to patient care and have authentic interactions with patients and staff. This fostered a sense of feeling valued and increased self‐efficacy amongst MSTs, helping them acquire various practical, intellectual and affective capabilities and subsequently demonstrate an increased confidence in their identities as future doctors. Conclusion Paid clinical roles for medical students could present useful adjuncts to traditional clinical placements, benefiting both students and potentially healthcare systems. The practice‐based learning experiences described appear to be underpinned by a novel social context where students can add value, be and feel valued and gain valuable capabilities that better prepare them for starting work as a doctor.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

(L)earning: Exploring the value of paid roles for medical students

Callaghan

Freimane

Kearney

et al. 2023

The Clinical Teacher

View full text Add to dashboard Cite

show abstract

“…Medicine is one of the longest university degrees, and money is a perennial concern for many medical students, especially when we face a looming cost of living crisis. Penelope Sucharitkul and colleagues give the lowdown on applying for the NHS Bursary in England,12 but, as the #LiveableNHSBursary campaign makes clear, many students think that the current bursary is not fit for purpose 13. In addition to tuition fees and maintenance costs, Katharine Lynch-Kelly points out the unfairness of extra costs that students might incur to prepare for medical exams 14.…”

mentioning

confidence: 99%