‘A drive to make change’ - exploring the views and experiences of medical students engaging in advocacy: a qualitative study in a UK medical school

Figures & data

Table 1. Suggested approach to teaching and assessing advocacy in undergraduate medical school.

What to teach	The importance of advocacy How to get involved in advocacy Social determinants of health and illness around the globe
When to teach	Early years (1–3) of medical school preferred because: Students are more impressionable Flexible timetable and lower workload
How to teach	Integrate advocacy into the main curriculum Signpost advocacy organisations Clarify the ‘grey area’ concerning professionalism Strategies: Small-group teaching Discussion-based tutorials Role-modelling Experience sharing
Assessment of advocacy	Avoid advocacy assessment in written exams Assess advocacy through a reflective portfolio Recognise and reward advocacy initiatives