scholarly journals Abstracts of the 3rd Annual Graduate Entry Research in Medicine Conference

2020 ◽  
Keyword(s):  
Medical School ◽  
Graduate Entry ◽  
Medical Degree

This book contains the abstracts of the papers presented at The 3rd Annual Graduate Entry Research in Medicine Conference (GERMCON 2020) Organized by Warwick Medical School, University of Warwick in collaboration with Swansea University Medical School, Swansea University, Wales, UK held on 12–18 October 2020. This was especially important for Graduate Entry Medical (GEM) students, who have less opportunity and time to engage in research due to their accelerated medical degree.

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 Medical school accreditation in Australia: Issues involved in assessing major changes and new programs

2011 ◽  
Vol 8 ◽  
pp. 6 ◽  
Author(s):  
Michael J. Field
Keyword(s):  
Medical School ◽  
Major Change ◽  
Medical Schools ◽  
Careful Consideration ◽  
Course Delivery ◽  
Medical Council ◽  
New Schools ◽  
Graduate Entry ◽  
School Programs ◽  
Postgraduate Training Program

The Australian Medical Council (AMC) is an independent company for quality assurance and quality improvement in medical education in Australia and New Zealand. Accreditation procedures for the 20 medical schools in these two countries are somewhat different for three different circumstances or stages of school development: existing medical schools, established courses undergoing major changes, and new schools. This paper will outline some issues involved in major changes to existing courses, and new medical school programs. Major changes have included change from a 6 year undergraduate course to a 5 year undergraduate course or 4 year graduate-entry course, introduction of a lateral graduate-entry stream, new domestic site of course delivery, offshore course delivery, joint program between two universities, and major change to curriculum. In the case of a major change assessment, accreditation of the new or revised course may be granted for a period up to two years after the full course has been implemented. In the assessment of proposals for introduction of new medical courses, six issues needing careful consideration have arisen: forward planning, academic staffing, adequate clinical experience, acceptable research program, adequacy of resources, postgraduate training program and employment.

scholarly journals The Ten Commandments of the Residency Interview

2019 ◽  
pp. 61-64
Author(s):  
Warren Heymann ◽  
Annette Reboli
Keyword(s):  
Medical School ◽  
Plastic Surgery ◽  
Medical Schools ◽  
Medical Degree ◽  
The Past ◽  
Knowing That ◽  
Ten Commandments

Medical school is a stressful enterprise. The days of getting a medical degree and knowing that you will practice in any specialty you desire have become folklore of the past. The number of residency positions available to medical school graduates has not kept pace with the increased number of new medical schools and students. Every discipline is now competitive but the problem is particularly acute for the most competitive programs, such as plastic surgery, orthopedics, otolaryngology, and dermatology.

scholarly journals Experiences with a universal mindfulness and well-being programme at a UK medical school

2018 ◽  
Vol 118 (4) ◽  
pp. 304-319 ◽  
Author(s):  
Sarah Stewart-Brown ◽  
Mizaya Cader ◽  
Thomas Walker ◽  
Sabah Janjua ◽  
Emma Hanson ◽  
...  
Keyword(s):  
Medical School ◽  
Repeated Measures ◽  
Evaluation Studies ◽  
Qualitative Interviews ◽  
Well Being ◽  
Mindfulness Practice ◽  
Content Type ◽  
Graduate Entry ◽  
Attitudes And Practices ◽  
Mental Well Being

Purpose The purpose of this paper is to examine the evaluation of a universal, mental well-being and mindfulness programme in a UK graduate entry medical school. Design/methodology/approach Mixed methods used in the paper were the measurement of mental well-being and mindfulness in two cohorts at three time points over 15 months; descriptive, regression and repeated measures analysis with post hoc pairwise comparisons; qualitative interviews with purposive sample of 13 students after one year analysed thematically; and spontaneous anonymous feedback on the course. Findings The course was a surprise to students, and reactions were mixed. Respect for its contents grew over the first year. Most students had actively implemented a well-being strategy by the end of the course, and an estimated quarter was practicing some mindful activity. In the context of an overall decline in well-being and limited engagement with mindfulness practice, increases in mindfulness were protective against this decline in both cohorts (p<001). A small minority of students thought that the course was a waste of time. Their attitudes influenced engagement by their peers. The mindfulness and well-being practices of the facilitators were evident to students and influenced perceived effects. Research limitations/implications The uncontrolled nature of this observational study and low response rates to the survey limit conclusions. Further research in other medical education settings is needed. Practical implications Results are encouraging, suggesting modest benefit in terms of changing attitudes and practices and a modest protective effect on the well-being of students who engaged. Originality/value This is the first study of a universal well-being and mindfulness programme in a UK medical school. Universal programmes are rare and evaluation studies are scarce.

scholarly journals What can we learn from problem-based learning tutors at a graduate entry medical school? A mixed method approach

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Diane O Doherty ◽  
Helena Mc Keague ◽  
Sarah Harney ◽  
Gerard Browne ◽  
Deirdre McGrath
Keyword(s):  
Medical School ◽  
Mixed Method ◽  
Problem Based Learning ◽  
Mixed Method Approach ◽  
Graduate Entry ◽  
Method Approach

Graduate entry to medical school

2004 ◽  
Vol 38 (11) ◽  
pp. 1132-1134 ◽  
Author(s):  
Ann Jervie Sefton
Keyword(s):  
Medical School ◽  
Graduate Entry
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