1. There's so much to study! Medical students' perceptions of curriculum relevance and subject balance: results of a survey of three medical schools Ewan Gray (MPH student) Paula Lorgelly (Senior Lecturer in Health Economics) Section of Public Health and Health Policy

2. Curricular Dilemma As early as 1876 Thomas Huxley, the famous biologist and educationalist, observed the medical student… risked breaking his intellectual back …due to the overloading of knowledge considered to be required. Huxley advocated pre-clinical training in the basic sciences of his day.

3. The modern medical course

4. Tomorrows doctors

5. The Scottish Doctor

6. Students setting the curriculum?! The decision process in setting the curriculum rarely has strong student involvement despite their obvious stakeholder interest and the evidence of potential benefit in promoting academic success While students may not be able to comment on the professional/vocational relevance of the content they are uniquely aware of the academic relevance Student feedback systems popular in many academic departments

7. Research Questions Would students re-balance the curriculum teaching and learning time among different subject areas? Which areas would be prioritised more and which less? Do differences exist in the expressed preferences of students of: Different universities? Different year groups?

8. Research Methods An online questionnaire of medical students Consisting of questions about: 1. Demographic information 2. Knowledge of health economics 3. Views/opinions of health economics and the medical curriculum. Offered to all medical students at Glasgow, Newcastle and East Anglia via linked email Part of the Medical Students and Health Economics: What do they know? What do they need to know? study

9. Survey Monkey – Page 1

10. Specific Questions (1) Which of these areas do you feel require more teaching/learning time? (please tick all that apply) Anatomy and Physiology Pathology Microbiology Pharmacology Clinical Medicine Clinical Skills (e.g. Examination Technique) Surgery Public Health Personal and Professional Development

11. Specific Questions (2) In what areas would you be willing to sacrifice teaching/learning time in order to make room for new material in the course (not necessarily health economics)? (please tick all that apply) Anatomy and Physiology Pathology Microbiology Pharmacology Clinical Medicine Clinical Skills (e.g. Examination Technique) Surgery Public Health Personal and Professional Development

12. Do you feel that the inclusion of broader health topics places too great a strain or burden on medical students? Open-ended question Qualitative data collection

13. Response Rates 578 students accessed the survey Glasgow – 166 responses – 12.7% Newcastle – 268 responses – 17% East Anglia – 144 responses – 21.5% 423 completed the survey sufficiently for analysis (answered 5 or more multiple choice questions)

14. University by Year statistics GlasgowNewcastleUEATotal Year 123273282 Year 218372176 Year 317442384 Year 423531692 Year 518401876 Intercalated110213

15. Desire for more teaching General preference for more teaching of: Pharmacology Anatomy & Physiology Pathology Surgery Limited support for more teaching of the non-clinical subjects Personal & professional development Public Health

17. Teaching desires by university Considerable differences across universities Glasgow and UEA want more pharmacology, more microbiology and more anatomy/physiology relative to Newcastle [pure science] Glasgow and Newcastle more clinical medicine and clinical skills [clinical subjects] Glasgow wants more public health UEA wants more pathology

18. p<0.001 p=0.091 p=0.003 p=0.018 p=0.917

19. Teaching desires by year of study Few differences across year of study (excluded intercalated year) Year 5 want more pharmacology, and (marginally) more microbiology

20. p=0.256 p<0.001 p=0.063 p=0.481 p=0.463 p=0.278 p=0.654 p=0.840 p=0.563

21. Teaching desires by year of study: Glasgow University only Greater number of significant differences across year of study for Glasgow University students Year 5 students want more microbiology Year 4 & 5 students want more anatomy/physiology Year 3 students want more public health (marginal) Gradient with respect to pharmacology, increases as year increases (marginal)

22. p=0.004 p=0.097 p=0.005 p=0.374 p=0.230 p=0.281 p=0.087 p=0.263 p=0.600

23. Willingness to sacrifice More than half of all respondents are willing to sacrifice teaching of personal and professional development to make room for new material While one third are willing to sacrifice public health teaching

25. Sacrifice by university UEA and Newcastle more willing than Glasgow to sacrifice public health teaching UEA and Glasgow more willing than Newcastle to sacrifice surgery and clinical medicine Newcastle and Glasgow more willing than UEA to sacrifice microbiology

26. p=0.105 p=0.595 p=0.027 p=0.855 p=0.042 p=0.047 p=0.117 p=0.454

27. Sacrifice by year of study Steep gradient with respect to personal and professional development, willingness to sacrifice increases with year of study Year 2 students willing to sacrifice pharmacology, while year 5 students didnt indicate this at all

28. p=0.737 p=0.021 p=0.189 p=0.503 p=0.123 p=0.711 p=0.696 p=0.183 p=0.001

29. Sacrifice by year of study: Glasgow University only No significant differences across the various years of study for the Glasgow sample Year 1 students are (marginally) less willing to sacrifice personal and professional development compared to the more advanced students

30. p=0.252 p=0.685 p=0.117 p=0.286 p=0.156 p=0.667 p=0.970 p=0.156 p=0.096

31. Measure of expression of preference Asked to tick all that applied 12% expressed no desire for more teaching, more than half (59%) wished for more teaching in 2 to 4 areas Average amount of more teaching, 3.14 Differed significantly between years 1-3 (µ=2.98) and years 4-5 (µ=3.38), suggesting some experience effect Little difference in aggregate willingness to sacrifice teaching across the two year groups

32. Qualitative responses Do you feel that the inclusion of broader health topics places too great a strain or burden on medical students? 252 (60%) commented 64 said yes 147 said no 41 said maybe

33. Are broader aspects of health a burden? – YES Yes. It means that there is a lot to learn and it is very hard to see what should be sacrificed Yes, it is difficult to tie all the interlinking ideas together and often comes at the expense of more 'core sciences' for which we are often criticised I cannot deny that it will be a burden. But I think broader health topics are important, outweigh the fact that it will become a burden Inclusion of any topic adds burden - but this is tolerable when it's relevant

34. Are broader aspects of health a burden? – NO No, but I don't think that they should be treated as core subjects so students are able to prioritise No, we get very little teaching anyway so a couple of hours lectures on this topic would be very interesting and beneficial No. They should realise when they choose medicine that its a high stress/responsibility career path No but it is pretty dull

35. Discussion (1) General preference for more teaching/learning time dedicated to science subjects But is this a reflection of enjoyment, need or difficulty? Do students want more pharmacology, in terms of greater coverage or more hours on the same topic? Evidence of differences across universities and year groups To understand why necessary to review all course documentation

36. Discussion (2) Great willingness to sacrifice learning/teaching time on personal and professional development to make way for new material Similar across universities and year groups, although year 5 students are especially willing to sacrifice personal and professional development

37. Discussion (3) Aggregate found evidence of an experience effect, year 4 and 5 students may be better placed to give views of curriculum design What would this mean for Glasgow More anatomy/physiology, pharmacology, microbiology and pathology at the expense of personal and professional development and possibly public health More science less broader health issues