What guides student learning in the clinical years: A mixed methods study exploring study behaviours prior to the UK Medical Licensing Assessment (UKMLA)

References

• Blissett S, Goldszmidt M, Sibbald M. 2015. Do research findings on schema-based instruction translate to the classroom? Perspect Med Educ. 4(6):334–338. doi: 10.1007/s40037-015-0225-5.
   PubMedGoogle Scholar
• Braun V, Clarke V. 2019. Reflecting on reflexive thematic analysis. Qual Res Sport Exerc Health. 11(4):589–597. doi: 10.1080/2159676X.2019.1628806.
   Web of Science ®Google Scholar
• Burk-Rafel J, Santen SA, Purkiss J. 2017. Study behaviors and USMLE Step 1 performance: implications of a student self-directed parallel curriculum. Acad Med. 92(11S):S67–S74. doi: 10.1097/ACM.0000000000001916.
   PubMedGoogle Scholar
• Chakrabarti R, Wardle K, Wright T, Bennie T, Gishen F. 2021. Approaching an undergraduate medical curriculum map: challenges and expectations. BMC Med Educ. 21(1):341. doi: 10.1186/s12909-021-02778-6.
   PubMed Web of Science ®Google Scholar
• Chan M-K, Snell L, Philibert I. 2019. The education avenue of the clinical learning environment: a pragmatic approach. Med Teach. 41(4):391–397. doi: 10.1080/0142159X.2019.1566602.
   PubMed Web of Science ®Google Scholar
• Cohen JJ. 1995. Generalism in medical education: the next steps. Acad Med. 70(1 Suppl):S7–S9. doi: 10.1097/00001888-199501000-00018.
   PubMed Web of Science ®Google Scholar
• Dornan T, Conn R, Monaghan H, Kearney G, Gillespie H, Bennett D. 2019. Experience Based Learning (ExBL): clinical teaching for the twenty-first century. Med Teach. 41(10):1098–1105. doi: 10.1080/0142159X.2019.1630730.
   PubMed Web of Science ®Google Scholar
• Fetters MD, Curry LA, Creswell JW. 2013. Achieving integration in mixed methods designs-principles and practices. Health Serv Res. 48(6 Pt 2):2134–2156. doi: 10.1111/1475-6773.12117.
   PubMed Web of Science ®Google Scholar
• GMC. 2017. Report on the Medical Licensing Assessment consultation [Internet]. https://www.gmc-uk.org/-/media/documents/M05___Report_on_the_Medical_Licensing_Assessment_consultation.pdf_72007373.pdf.
   Google Scholar
• GMC. 2019a. UKMLA content map [Internet]. https://www.gmc-uk.org/-/media/documents/UKMLA-content-map-_pdf-85707770.pdf.
   Google Scholar
• GMC. 2019b. The state of medical education and practice in the UK [Internet]. [accessed 2023 Oct 25]. https://www.gmc-uk.org/-/media/documents/somep-2019–-full-report_pdf-81131156.pdf.
   Google Scholar
• GMC. 2021. Summary of changes to the UKMLA content map since the September 2019 publication [Internet]. https://www.gmc-uk.org/-/media/documents/summary-of-UKMLA-content-map-changes-march-2021_pdf-85706356.pdf.
   Google Scholar
• GMC. 2022. UK medical schools guide to the UKMLA [Internet]. n/medical-licensing-assessment/uk-medical-schools-guide-to-the-UKMLA.
   Google Scholar
• Harden RM, Sowden S, Dunn WR. 1984. Educational strategies in curriculum development: the SPICES model. Med Educ. 18(4):284–297. doi: 10.1111/j.1365-2923.1984.tb01024.x.
   PubMed Web of Science ®Google Scholar
• Howe A. 2012. Medical generalism. Why expertise in whole person medicine matters. [Internet]. [accessed 2023 Oct 10]. https://www.rcgp.org.uk/getmedia/828af8c8-65a2-4627-9ef7-7bccd3335b6b/Medical-Generalism-Why_expertise_in_whole_person_medicine_matters.pdf.
   Google Scholar
• Kelly A. 2009. The curriculum: theory and practice. 6th ed. London: SAGE.
   Google Scholar
• Lave J, Wenger E. 2007. Situated learning: legitimate peripheral participation. New York: Cambridge University Press.
   Google Scholar
• Levi M. 2017. Generalism in modern subspecializing medicine. Eur J Intern Med. 39:36–38. doi: 10.1016/j.ejim.2017.01.002.
   PubMed Web of Science ®Google Scholar
• McKechnie DGJ, Parmar N, Armstrong S, Pratt L, Pope L, Alberti H, Park S. 2022. General practice and the Medical Licensing Assessment. Br J Gen Pract. 72(723):497–498. https://bjgp.org/content/72/723/497. doi: 10.3399/bjgp22X720905.
   Web of Science ®Google Scholar
• Mossop L, Dennick R, Hammond R, Robbé I. 2013. Analysing the hidden curriculum: use of a cultural web. Med Educ. 47(2):134–143. doi: 10.1111/medu.12072.
   PubMed Web of Science ®Google Scholar
• Muijtjens AMM, Hoogenboom RJI, Verwijnen GM, Van Der Vleuten CPM. 1998. Relative or absolute standards in assessing medical knowledge using progress tests. Adv Health Sci Educ Theory Pract. 3(2):81–87. doi: 10.1023/A:1009728423412.
   PubMed Web of Science ®Google Scholar
• Raupach T, Brown J, Anders S, Hasenfuss G, Harendza S. 2013. Summative assessments are more powerful drivers of student learning than resource intensive teaching formats. BMC Med. 11(1):61. doi: 10.1186/1741-7015-11-61.
   PubMedGoogle Scholar
• Smith M. 1996. Curriculum theory and practice’ The encyclopedia of pedagogy and informal education. [accessed 2023 Oct 25]. www.infed.org/biblio/b-curric.htm.
   Google Scholar
• Stenhouse L. 1975. Introduction to curriculum research and development. London: Heinemann Educational Publishers.
   Google Scholar
• Wardle K, Chakrabarti R, Wright T, Bennie T, Ntuiabane D, Gishen F. 2023. Evaluating a novel intervention in undergraduate medicine: an MBBS Curriculum Map. BMC Med Educ. 23(1):227. doi: 10.1186/s12909-023-04224-1.
   PubMed Web of Science ®Google Scholar
• Wormald BW, Schoeman S, Somasunderam A, Penn M. 2009. Assessment drives learning: an unavoidable truth? Anat Sci Educ. 2(5):199–204. doi: 10.1002/ase.102.
   PubMed Web of Science ®Google Scholar
• Young JQ, Van Merrienboer J, Durning S, Ten Cate O. 2014. Cognitive Load Theory: implications for medical education: AMEE Guide No. 86. Med Teach. 36(5):371–384. doi: 10.3109/0142159X.2014.889290.
   PubMed Web of Science ®Google Scholar