What guides student learning in the clinical years
A mixed methods study exploring study behaviours prior to the UK Medical Licensing Assessment (UKMLA)
Bibliographic Data
| ID | 21447592 |
|---|---|
| Authors | Shehla Baig (0009-0004-3738-8608, St George's, University of London, corresponding author), Roaa Al-bedaery (St George's, University of London), Roaa Al‐bedaery (St George's, University of London), Connor Togher (Medical school, St George’s University of London), Jonathan P W De Oliveira (0009-0002-1914-893X, Medical school, St George’s University of London), Naireen Asim (Medical school, St George’s University of London) |
| Year | 2025 |
| Volume | 47 |
| Issue | 2 |
| Pages | 345-352 |
| Publication date | 2025-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Teacher (JOURNAL) |
| Journal identifiers | ISSN: 0142-159X • E-ISSN: 1466-187X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0142159x.2024.2337246 |
| PMID | 38648499 |
| OpenAlex | W4395013022 |
| Language | EN |
| Citations received | 1 |
| References cited | 18 |
PURPOSE: Student study behaviours that prioritise the UKMLA content map over the local curriculum are a significant risk for UK medical education. To mitigate this, we describe a student-centred faculty process to improve local curriculum guidance based on an evaluation of student study behaviours, concerns and needs. Responses informed the build of an online curriculum map. METHODS: A mixed methods approach was adopted, including an online anonymous survey exploring student study behaviours and preferences for curricular guidance. This was followed by student-led focus groups to explore emergent themes further. Qualitative data underwent reflexive thematic analysis. RESULTS: 121 students responded to the survey, of which 12 consented to participate in two student-led focus groups. Five key themes emerged, including motivation for learning, student use of the intended curriculum, student experience of the enacted curriculum, the hidden curriculum, and expectations of an online curriculum map. CONCLUSIONS: A participatory framework enabled shared aims and responsive outcomes for curricular development in the run up to the UKMLA. Student responses led to clarification of guidance, reorganisation of learning resources and optimal design of an online curriculum map which linked all content in a visible, UKMLA aligned framework, accessible to all students and teachers
Mathematics education · Medical education · MEDLINE · Multimethodology · Political science · Higher Education Practises and Engagement · Innovations in Medical Education · Medical Education and Admissions · Medicine · Psychology
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |