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

Abstract

Objectives: Teaching programmes within medicine focus primarily on pathways of a shorter length with little regard to teaching lasting longer than a month. This study is different from other studies as it examines the benefits of a nine month-long medical education degree programme and its impact beyond graduation. This study set out to explore the impact of a medical education intercalated degree programme for its graduates and their careers.

Methods: A small scale, exploratory qualitative case study was conducted with 10 graduates of an intercalated degree programme.

Results: The findings highlight 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. Participants advocated more teaching opportunities as a core longitudinal teaching component in preparation for the teaching responsibilities in their working lives.

Conclusions: The programme enables the development of a range of academic and personal skills, with particular emphasis on research and teaching skills, independence and confidence.

Keywords:

• Integrated
• medical education research
• undergraduate
• continuing
• medicine

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Intercalated: Suspending the medical degree in order to pursue a related topic, usually for a year, followed by a subsequent return to the original course.

Philip AB, Prasad S, Patel A. 2015. Should an intercalated degree be compulsory for undergraduate medical students? Med Educ Online. 20(1):29392.

Additional information

Notes on contributors

Fiona Muir

Fiona Muir, Ed.D, Senior Lecturer, Centre for Medical Education, University of Dundee, Scotland, UK.

Jack Bruce

Jack Bruce, BMSc, Medical Education Graduate, Centre for Medical Education, University of Dundee, Scotland, UK.

Kevin McConville

Kevin McConville, M.Ed, General Practitioner and Clinical Senior Lecturer, Centre for Medical Education, University of Dundee, Scotland, UK.