What influences student experience of Graduate Entry Medicine Qualitative findings from Swansea School of Medicine
Authors: Rapport, F. et al.
Journal: Medical Teacher
Volume: 31
Issue: 12
eISSN: 1466-187X
ISSN: 0142-159X
DOI: 10.3109/01421590903193570
Abstract:Background: The Graduate Entry Programme (GEP) in Medicine delivered by Swansea University (currently in collaboration with Cardiff University) accepts students from a diverse range of academic backgrounds with no restriction in relation to the field of first degree. There is a growing body of literature, predominantly quantitative in nature, regarding the influence of academic background on student achievement but little published information on students' views. Aim: To examine students' views regarding the extent to which previous higher education and wider life experience influence their student experience on the GEP course. Method: Recruitment from three student cohorts and group interview data followed by descriptive thematic analysis of anonymized data. Results: Data themes were: (1) previous study experience and its impact on present student experience; (2) the impact of life experience; (3) the impact of the present study on life experience; (4) skills, status and difference; (5) characteristics and expectations of the course; (6) finances and (7) next steps. Previous study experience had little impact on present student experience. However, previous life experience, with time between first degree and GEP, clearly enhances the learning experience. Added maturity and early clinical contact enables students to manage the challenges of the course and the NHS environment despite financial strain and heavy coursework. Conclusions: Analysing students' views is informative and provides richer insight into experience and expectations than that accessible from quantitative data alone. © 2009 Informa UK Ltd.
Source: Scopus
What influences student experience of Graduate Entry Medicine? Qualitative findings from Swansea School of Medicine.
Authors: Rapport, F. et al.
Journal: Med Teach
Volume: 31
Issue: 12
Pages: e580-e585
eISSN: 1466-187X
DOI: 10.3109/01421590903193570
Abstract:BACKGROUND: The Graduate Entry Programme (GEP) in Medicine delivered by Swansea University (currently in collaboration with Cardiff University) accepts students from a diverse range of academic backgrounds with no restriction in relation to the field of first degree. There is a growing body of literature, predominantly quantitative in nature, regarding the influence of academic background on student achievement but little published information on students' views. AIM: To examine students' views regarding the extent to which previous higher education and wider life experience influence their student experience on the GEP course. METHOD: Recruitment from three student cohorts and group interview data followed by descriptive thematic analysis of anonymized data. RESULTS: Data themes were: (1) previous study experience and its impact on present student experience; (2) the impact of life experience; (3) the impact of the present study on life experience; (4) skills, status and difference; (5) characteristics and expectations of the course; (6) finances and (7) next steps. Previous study experience had little impact on present student experience. However, previous life experience, with time between first degree and GEP, clearly enhances the learning experience. Added maturity and early clinical contact enables students to manage the challenges of the course and the NHS environment despite financial strain and heavy coursework. CONCLUSIONS: Analysing students' views is informative and provides richer insight into experience and expectations than that accessible from quantitative data alone.
Source: PubMed
Preferred by: Frances Rapport
What influences student experience of Graduate Entry Medicine? Qualitative findings from Swansea School of Medicine
Authors: Rapport, F. et al.
Journal: MEDICAL TEACHER
Volume: 31
Issue: 12
Pages: E580-E585
eISSN: 1466-187X
ISSN: 0142-159X
DOI: 10.3109/01421590903193570
Source: Web of Science (Lite)
What influences student experience of Graduate Entry Medicine? Qualitative findings from Swansea School of Medicine.
Authors: Rapport, F. et al.
Journal: Medical teacher
Volume: 31
Issue: 12
Pages: e580-e585
eISSN: 1466-187X
ISSN: 0142-159X
DOI: 10.3109/01421590903193570
Abstract:Background
The Graduate Entry Programme (GEP) in Medicine delivered by Swansea University (currently in collaboration with Cardiff University) accepts students from a diverse range of academic backgrounds with no restriction in relation to the field of first degree. There is a growing body of literature, predominantly quantitative in nature, regarding the influence of academic background on student achievement but little published information on students' views.Aim
To examine students' views regarding the extent to which previous higher education and wider life experience influence their student experience on the GEP course.Method
Recruitment from three student cohorts and group interview data followed by descriptive thematic analysis of anonymized data.Results
Data themes were: (1) previous study experience and its impact on present student experience; (2) the impact of life experience; (3) the impact of the present study on life experience; (4) skills, status and difference; (5) characteristics and expectations of the course; (6) finances and (7) next steps. Previous study experience had little impact on present student experience. However, previous life experience, with time between first degree and GEP, clearly enhances the learning experience. Added maturity and early clinical contact enables students to manage the challenges of the course and the NHS environment despite financial strain and heavy coursework.Conclusions
Analysing students' views is informative and provides richer insight into experience and expectations than that accessible from quantitative data alone.Source: Europe PubMed Central