Profiling undergraduates’ generic learning skills on entry to medical school; an international study

D. Murdoch-EatonLeeds Institute of Medical Education, UK; DEBORAH MURDOCH EATON, MBBS, MD, FRCPCH, is a Professor of Medical Education within the Leeds Institute of Medical Education, School of Medicine. Her academic interests focus on developing students’ potential and individuality, and the development of learning skills and research skills in undergraduates.Correspondence[email protected]

D. ManningUniversity of the Witwatersrand, South Africa; DIANNE MANNING, BSc, PhD, MEd, is an Adjunct Professor in the Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersand, Johannesburg. Her particular interests are in curriculum, assessment, student experiences of the learning environment and programme evaluation.

E. KwizeraWalter Sisulu University, South Africa; ENOCH KWIZERA, MBChB, MSc, PhD, is Professor and Head of Department, Pharmacology at Walter Sisulu University's Faculty of Health Sciences, South Africa. His main interests include medical undergraduate programme evaluation, graduate follow-up, and promoting rational prescribing by medical and nurse practitioners.

V. BurchUniversity of Cape Town, South Africa; VANESSA BURCH, MBChB, PhD, is 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.

G. PellLeeds Institute of Medical Education, UK; GODFREY PELL, B.Eng, MSc, C.Stat, is a chartered statistician & chartered scientist who works within medical education; major area of research has been in the area of assessment of medical students. Other research includes the attitudes and experiences of NQTs and the efficacy of interventionist programmes for primary school children.

S. WhittleUniversity of Leeds, UK; SUE WHITTLE, BSc, PhD, is a Senior Lecturer in biochemistry in the Faculty of Biological Sciences at the University of Leeds, with a long term involvement in medical teaching. Her research interests include the development of students' generic skills, both before entry to university and during undergraduate study.

Abstract

Background: Medical education faces challenges posed by widening access to training, a demand for globally competent healthcare workers and progress towards harmonisation of standards.

Aim: To explore potential challenges arising from variation in diversity and educational background of medical school entrants.

Method: This study investigated the reported experience and confidence, in a range of 31 generic skills underpinning learning, of 2606 medical undergraduates entering 14 medical schools in England and South Africa, using a validated questionnaire.

Results: Responses suggest that there is considerable similarity in prior educational experience and confidence skills profiles on entry to South African and English medical schools. South African entrants reported significantly more experience in ‘Technical skills’, ‘Managing their own Learning’, and ‘Presentation’, while English students reported increased experience in ‘IT’ skills. South African undergraduates reported more confidence in ‘Information Handling’, while English students were more confident in ‘IT’ skills. The most noticeable difference, in ‘IT’ skills, is probably due to documented differences in access to computer facilities at high school level. Differences between individual schools within each country are noticeable.

Conclusions: Educators need to acquire a good understanding of their incoming cohorts, and ensure necessary tailored support for skills development.

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