Generic learning skills in academically-at-risk medical students: A development programme bridges the gap

Vanessa C. BurchUniversity of Cape Town, South Africa; VANESSA C. BURCH, MBChB, PhD, is the Professor and Chair of Clinical Medicine in the Department of Medicine, Faculty of Health Sciences at the University of Cape Town, South Africa. Her interests include widening access to university education in South Africa, assessment and novel teaching and learning methods.

Cynthia N. T. SikakanaUniversity of Cape Town, South Africa; CYNTHIA N. T. SIKAKANA, BSc, PhD, is an Associate Professor in the Division of Medical Biochemistry, Faculty of Health Sciences at the University of Cape Town, South Africa. Her interests include widening access to medical training, especially to students from under-resourced schooling, challenges facing first-year students and student development and support.Correspondence[email protected]

Geney D. GunstonUniversity of Cape Town, South Africa; GENEY D. GUNSTON, MBChB, MPhil in Higher Ed Studies, is a Senior Lecturer in the Department of Human Biology, Faculty of Health Sciences at the University of Cape Town, South Africa. Her academic interests focus on promoting success for first year students from diverse educational backgrounds and teaching and learning interventions that support student development.

Delva R. ShamleyUniversity of Cape Town, South Africa; DELVA R. SHAMLEY, BSc Physiotherapy, BSc Med, PhD, is a Senior Lecturer in the Department of Human Biology, Faculty of Health Sciences at the University of Cape Town, South Africa. Her interests include novel assessment, teaching and learning methods and developing student potential.

Deborah Murdoch-EatonUniversity of Leeds, UK; DEBORAH MURDOCH-EATON, MBBS, MD, FRCPCH, is a Professor of Medical Education in the Leeds Institute of Medical Education, School of Medicine at the University of Leeds, UK. Her academic interests focus on developing students’ potential and individuality, and the development of learning skills and research skills in undergraduates.

Abstract

Background: Widening access to medical students from diverse educational backgrounds is a global educational mandate. The impact, on students’ generic learning skills profiles, of development programmes designed for students at risk of attrition is unknown.

Aims: This study investigated the impact of a 12-month Intervention Programme (IP) on the generic learning skills profile of academically-at-risk students who, after failing at the end of the first semester, completed the IP before entering the second semester of a conventional medical training programme.

Methods: This prospective study surveyed medical students admitted in 2009 and 2010, on entry and on completion of first year, on their reported practice and confidence in information handling, managing own learning, technical and numeracy, computer, organisational and presentation skills.

Results: Of 414 first year students, 80 (19%) entered the IP. Levels of practice and confidence for five of the six skills categories were significantly poorer at entry for IP students compared to conventional stream students. In four categories these differences were no longer statistically significant after students had completed the IP; 62 IP students (77.5%) progressed to second year.

Conclusions: A 12-month development programme, the IP, effectively addressed generic learning skills deficiencies present in academically-at-risk students entering medical school.

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Generic learning skills in academically-at-risk medical students: A development programme bridges the gap

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