Risk factors for a delay in medical education: Results of an online survey among four German medical schools

Abstract

Background: Delayed study progress in medical school is a challenging issue for the tax paying community, the faculty and the medical students themselves. Reasons for a delay might be different from known risk factors for academic difficulties.

Methods: An online survey regarding delays in the study progress and including a personality test (BFI-10) was presented to medical students from four German medical schools after completion of their 3rd year of study.

Results: Of 617 students, 51.2% reported a mean delay of 2.1 ± 1.5 semesters. Frequent risk factors were secondary employment (69.5%, odds ratio (OR) 1.7, p = 0.004), female gender (69.8%, OR 1.6, p = 0.007), work or study abroad (35.9%, OR 1.5, p = 0.02), a late graduation (5.9%, OR 2.4, p = 0.02), as well as support through scholarship or mentoring (19.9%, OR 1.8, p = 0.004). “Working on doctoral thesis” (11.3%, OR 1.9, p = 0.03) and structural curricular issues (36.6%, OR 0.9, p = 0.7) were frequently identified as obstacles. “Support by friends/family” was considered helpful by 24.1% (OR 1.4, p = 0.09), as well as a high intrinsic motivation (19.1%, OR 0.5, p = 0.01). In the BFI-10, students with study delay were more prone to openness and agreeableness.

Conclusions: Risk factors for delay are not identical to those for academic difficulties. To decrease the risk for delays, firm curricular structures should be identified and alleviated. Intrinsic motivation is a strong impetus of study progress and additionally might be strengthened by curricular changes.

Disclosure statement

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

Glossary

Intrinsic motivation: Is when one engages in an activity out of genuine interest and is truly self-determined.

Kusurkar RA, Croiset G, Ten Cate TJ. 2011. Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory. Med Teach. 33(12):978–982.

Notes on contributors

J. Walldorf, MME, works as a gastroenterologist at the MLU Halle-Wittenberg. He has special interest in structuring medical education at his faculty.

M. R. Fischer, MME, is Professor and Chair for Medical Education, Institut für Didaktik und Ausbildungsforschung in der Medizin, University Hospital, LMU Munich, Germany.