Changing pattern of Student Selected Components (SSCs) selection; An opportunity to increase research exposure? (Project extension)

N.B. The information below is authored by the mini-project applicants, not by staff of the subject centre. This text represents the views and opinions of the mini-project team only, not those of the subject centre or its affiliates.

Principal investigator

Full list of project partners

Members of Northern Medical Schools SSC Consortium (NSSCC); Dr Sue Whittle and Mrs Sarah Drewery, Leeds; Dr John Smith , Liverpool; Dr Patsy Stark, Sheffield; Dr Catherine Emmerson, Newcastle.

Background

As stipulated in the General Medical Council “Tomorrow’s Doctors” document, medical schools are required to offer Student Selected Components (SSCs) for some 25% of undergraduate curricular time. Leeds Medical School leads the Northern Medical Schools SSC Consortium (NSSCC) that has published on the range and scope of Student Selected Components (SSCs) within the curriculum.1, 2. Whilst there is consensus on the underpinning educational purpose, medical schools offer different types of SSCs on the basis of local interest, availability and overall undergraduate curricular programme model.

Development of research skills is a stated intended SSC outcome1 . This is strongly commensurate with the HE objective of encouraging research based learning , intended to enable undergraduates to become directly involved in the research work of the institution, experience what it is like to be a member of a research team and take part in cutting edge research. However, the provision of this type of research experience for students is proving increasingly difficult with the constraints of Research Governance in medicine 3, 4, and the pattern of SSCs currently provided in medical schools.

Preliminary analysis of data from Leeds suggests that students are altering the way they select SSCs, with reduced interest in exploring topics outside of the 'core’ curriculum, such as alternative and complementary medicine. Anecdotal evidence from the Consortium indicates that students are becoming more aware of the potential consequences of undergraduate curricular choice on later careers, including the increasingly competitive workplace on graduation. A significant proportion of students appear to be deliberately choosing projects that could potentially involve them in research or result in a publication.

This change in project selection pattern may indicate an opportunity to capitalize on the enhanced student awareness, meet some of the national concerns about over the shrinking medical academic workforce 5, and increase research-led learning for undergraduate medical students. There is an opportunity for the consortium to a) evaluate whether there is a real change in option selections by students b) determine whether schools are providing sufficient and diverse enough a range of SSCs which are able to develop research skills c) identify models and examples of SSCs providing such research experience that are currently in use or could be developed and d) share experiences on successful methods of student engagement in such choices

This evaluation will be undertaken initially in Leeds to establish the methodology, and then extend the study to other schools in the national consortium (Newcastle, Sheffield and Liverpool have indicated an intention to collaborate so far). The final phase will include a national workshop, inviting attendees from all UK medical schools to share the results, promote further discussion and identify other areas of good practice. This will evaluate the national trend, explore the diversity of SSCs offered particularly in the development of research skills, and by sharing good practice provide ideas on other avenues that might be worth investigating and implementing locally aimed at increasing opportunities for students to partake in research-led teaching and learning.

1 Student Selected Components in the undergraduate curriculum: a multi institutional consensus on purpose.
Medical Teacher, 2004 Vol 26, No1, pp33-38
2 Student Selected Components in the undergraduate curriculum: a multi institutional consensus on assessable key tasks. Medical Teacher, 2005 Vol 27, No8, pp 720-725
3 Research Governance impeding both research and teaching? A survey of the impact of research governance on medical student experience. In press, Medical Education 2007
4 NHS Research Ethics Committees. BMJ editorial, in press 2007
5 Forum on Academic Medicine. Clinical academic medicine: the way forward. London: Royal College of Physicians, 2004. www.rcplondon.ac.uk/pubs/contents/e2bb70ca-e1eb-480f-b562-9611d3bd7d67.pdf.

Proposed activities

Methodology. 1. The study will be piloted in Leeds and then rolled out to the other NSSCC members’ schools.
a) SSC records will be evaluated to look at the pattern of projects offered and taken up, using academic session 2000/01 and 2006/07 as cohort comparators.
b) Potential reasons behind student choice will be investigated by a) evaluation of written student feedback b) student focus groups c) Consortium (SSC leads) interviews
c) SSCs offering students research experiences will be compared and evaluated.
This phase of the project will commence in the new academic year and be completed within 6 months. (Sept 07 – Feb 08 – ethical approval for the project will be sought over the summer from participating medical schools) The NSSCC will act as the project steering group and meet at least x 2 during this phase of the project.
2. March 08 – NSSCC meeting to plan national workshop
3. April / May 2008 – National workshop in Leeds University
4. by end July 2008 – completion of project write up.

Funding requested. Total: £3600
1. Travel to participating medical schools; 3/4 visits to 4/5 schools. £400
2. Focus groups (n=10); a) Focus group expenses (catering) @ £20 = £200
b) Transcription ~ 40 hr transcribing@£20/hr= £800
3. National workshop with ~2 delegates per medical school invited; Venue provided by Leeds, catering ~£500
4. Administrator time; 100 hours ~ £1500
5. write up and disseminate final report £200
Additional researcher time and administration will be covered by Leeds MEU (DME NTF monies).

Proposed outcomes

This project will evaluate the range of SSC options offered by schools, and the pattern of student SSC selection within the NSSCC schools. From this, measurable outcomes will be a) a deeper understanding of current student choices in this curricular area, b) clarification of the current pattern of selection c) identification of SSC models that provide students with research experiences.

The initial outcomes will be disseminated and further developed through a national workshop to which medical schools will be invited to send SSC programme representatives. The outcomes of this workshop will be written up for dissemination .

Outcomes may identify project recruitment needs for individual schools, and additionally the project will also identify and share models and good practice of SSCs that provide research experiences for students.

Dissemination of the results / outcomes
The results will be disseminated through the NSSCC schools, and after the national workshop written up and have potential for presentations at both national and international medical education meetings.

The impact for the students will be an enhanced understanding of changing patterns of student choice within the undergraduate curriculum, and the opportunity to provide more and appropriate SSCs, particularly in research areas. This may also assist in targeting allocation of resources in this part of the undergraduate curriculum.

There are currently ~ 6200 students at the 5 NSSCC schools, and ~35 000 students at 27 UK medical schools who could potentially benefit from this project.

Proposed expertise

Deborah Murdoch-Eaton has a national reputation in the field of generic skills development in undergraduate medical students, and in the area of SSCs within medical education. She has led many projects investigating the development of skills, and the role of SSCs within the undergraduate curriculum. She established the NSSCC in 2002, and has led them through consensus and publication on the educational principles underpinning this curricular innovation. NTF award in 2004 reflects the educational expertise in this area.

Expertise of grant holder and project team

Deborah Murdoch-Eaton has a national reputation in the field of generic skills development in undergraduate medical students, and in the area of SSCs within medical education. She has led many projects investigating the development of skills, and the role of SSCs within the undergraduate curriculum. She established the NSSCC in 2002, and has led them through consensus and publication on the educational principles underpinning this curricular innovation. NTF award in 2004 reflects the educational expertise in this area.

Similar work

Members of The Northern SSC Consortium are the predominant UK organisation publishing on SSC developments. DME has been invited to attend a proposed meeting in Belfast in September. Additionally NSSCC is leading a Medev Workshop SSCs - proposed for November which will highlight this project additionally.

Contact details

Amount awarded: 1500

Subject centre project contact: Denise Wilson

Reports and resources

Reports and articles will appear here once avaliable