Teaching, reflecting, and learning: The value of an intercalated medical education programme

Muir, Fiona; Bruce, Jack; McConville, Kevin

doi:10.1080/0142159x.2019.1708290

Cited by 8 publications

(9 citation statements)

References 19 publications

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“…Similarly, another study Al-Busaidi (2020) suggests that completing an intercalated degree is associated with lower odds of pursuing a career in general practice. The findings highlighted 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 (Muir et al, 2020). In a study involving students and supervisors, Students report the acquisition of a range of clinical, academic, and inter-professional skills following their intercalated BSc year.…”

Section: Discussionmentioning

confidence: 98%

Perceptions of medical college academics on intercalated MBBS/BSc dual degree program in Nigeria

Aminu¹,

Ahmad²,

Adejumo³

2020

AJHMN

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Purpose: The purpose of this study was to determine the perceptions of academics on the acceptability of the intercalated medical degree program in an attempt to proffer solutions to breach the gaps in manpower shortages in the medical profession.Methodology: This is a descriptive cross sectional survey. Randomly selected 150 academic staff of various medical colleges spread across Nigeria, who attended an educational programme in Abuja Nigeria in September 2018 completed semi structured questionnaires after consenting to participate in the study. Data from the retrieved questionnaires were collated, entered into Microsoft excel and analyzed using descriptive statistics. Most of the analyzed data were represented in percentages for ease of comparison.Findings: Sixty five percent of the respondents were aware of the intercalated (dual) Bachelor of Medicine, Bachelor of Surgery (MBBS)/ Bachelor of Science (B.Sc.) degree programme, offer it in their institutions and believe it is worthwhile. The merits of the dual degree programme from this study were an additional degree, more experienced medical doctors in terms of research and exit strategy for some medical students who may change their minds half way into the medical programme. The disadvantages reported were prolonged study period and increased cost of study. Majority of the respondents, who were academic staff of medical colleges were aware of, and favoured the establishment of intercalated MBBS degree programme in more Nigerian medical colleges.Unique contribution to theory, practice and policy: There is scarcity of literature on the intercalated degree programme in Nigeria. This research may influence policy change that will improve medical education. From the results of the study, it is recommended that the stakeholders in medical education should consider giving accreditation to more medical colleges that have the capacity to commence intercalated medical degree programs in Nigerian Universities as an option to interested medical students with good potentials.

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Section: Discussionmentioning

confidence: 98%

Perceptions of medical college academics on intercalated MBBS/BSc dual degree program in Nigeria

Aminu¹,

Ahmad²,

Adejumo³

2020

AJHMN

View full text Add to dashboard Cite

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“…Several studies from clinically orientated and academic intercalated degrees found students who conducted research had high publication rates [ 4 , 15 ]. Moreover, perceived academic outcomes have included improved critical appraisal and research skills [ 5 , 16 ].…”

Section: Reviewmentioning

confidence: 99%

“…63% of participants on this programme had completed an academic component of their post-graduate training such as Academic Foundation Programme (AFP) and Academic Clinical Fellowship (ACF) [ 4 ]. However, in other studies, some students used the degree as an opportunity to gain transferable skills for their future career path [ 5 , 16 ]. The transferable skills of academia have allowed alumni to have more competitive applications for foundation year and specialty training [ 4 , 16 ].…”

Section: Reviewmentioning

confidence: 99%

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

El-hassan¹

2022

Cureus

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An intercalated degree offers medical students an avenue to explore their interests and become competent in scientific literacy. Although intercalating can pose a financial burden and time commitment, they do provide competitive academic and speciality training applications. The aim of this review was to explore academic development and subsequent outcomes of career progression. Medline and EMBASE were systematically searched using keywords. After the removal of duplicates, the studies were screened against the inclusion criteria. For the five studies included in this review, a narrative synthesis was performed. The two main themes were academic development and career progression. All studies showed a plethora of academic achievements during and after intercalation. Two studies showed that students are more likely to enter a career in academic medicine. A further two studies have shown that the transferable skills of academia have allowed alumni to make more competitive applications for foundation year and speciality training. The results have shown a correlation between academic achievements and an increase in competitiveness in foundation programmes and speciality applications. There are clear discrepancies in the success of academic careers depending on the institution and type of intercalated degree. Current literature suggests a master’s degree results in more academic success compared to a bachelor’s degree. Due to the sheer diversity of intercalated degrees offered to medical students in the UK, there is limited literature on post-graduate career progression. More research should be undertaken to look at the implications of intercalation on post-graduate career progression.

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“…In clinical environments, students experience various clinical challenges, for many of which there are not any definite solutions. Under these circumstances, reflection and reflective practice are stressed as essential parts of learning and education which enable learners to understand experiences and concepts and prepare them for coping with clinical challenges so that they can perform satisfactorily in new situations [ 3 , 4 ].…”

Section: Introductionmentioning

confidence: 99%

Development and psychometric evaluation of a reflection on clinical practice questionnaire for nursing students

et al. 2021

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Background Reflection on clinical practice is the core of education for nursing students. Evaluating reflection on clinical experiences requires a tool which accurately measures reflection skills. The present study aims to develop and test the psychometric properties of a tool for measuring nursing students’ reflection on clinical practice. Methods Based on a mix-method exploratory approach, the study was carried out in two stages: in the first stage (the qualitative phase), the concept of reflection on clinical practice was established. In the second stage (the quantitative phase), the psychometric properties of the developed scale were evaluated. Results Based on the results of the exploratory factor analysis and the verification process, the final version of the scale came to consist of 36 items and 6 dimensions. The dimensions were: professional competence, internal sources of motivation, challenging situational clinical setting, dynamic organizational atmosphere, reflection-based self-management, and dynamic professional growth. Overall, 6 factors accounted for 62.79% of the variances. The factor loadings of the items ranged between 0.62 and 0.94, all of which were significant. The total intraclass correlation (ICC) of the scale was found to be 0.94. Also, evaluation of the reliability of the scale as measured through internal homogeneity yielded a total Cronbach’s alpha of 0.90. Conclusion The findings show that the developed scale for evaluation of nursing students’ reflection on clinical practice possesses satisfactory validity and reliability, and nursing professors can use this instrument to assess students’ reflection skills.

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Teaching, reflecting, and learning: The value of an intercalated medical education programme

Cited by 8 publications

References 19 publications

Perceptions of medical college academics on intercalated MBBS/BSc dual degree program in Nigeria

Perceptions of medical college academics on intercalated MBBS/BSc dual degree program in Nigeria

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

Development and psychometric evaluation of a reflection on clinical practice questionnaire for nursing students

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