Details der Publikation - The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning

The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning

Background What subjects UK medical schools teach, what ways they teach subjects, and how much they teach those subjects is unclear. Whether teaching differences matter is a separate, important question. This study provides a detailed picture of timetabled undergraduate teaching activity at 25 UK medical schools, particularly in relation to problem-based learning (PBL). Method The Analysis of Teaching of Medical Schools (AToMS) survey used detailed timetables provided by 25 schools with standard 5-year courses. Timetabled teaching events were coded in terms of course year, duration, teaching format, and teaching content. Ten schools used PBL. Teaching times from timetables were validated against two other studies that had assessed GP teaching and lecture, seminar, and tutorial times. Results A total of 47,258 timetabled teaching events in the academic year 2014/2015 were analysed, including SSCs (student-selected components) and elective studies. A typical UK medical student receives 3960 timetabled hours of teaching during their 5-year course. There was a clear difference between the initial 2 years which mostly contained basic medical science content and the later 3 years which mostly consisted of clinical teaching, although some clinical teaching occurs in the first 2 years. Medical schools differed in duration, format, and content of teaching. Two main factors underlay most of the variation between schools, Traditional vs PBL teaching and Structured vs Unstructured teaching. A curriculum map comparing medical schools was constructed using those factors. PBL schools differed on a number of measures, having more PBL teaching time, fewer lectures, more GP teaching, less surgery, less formal teaching of basic science, and more sessions with unspecified content. Discussion UK medical schools differ in both format and content of teaching. PBL and non-PBL schools clearly differ, albeit with substantial variation within groups, and overlap in the middle. The important question of whether differences in teaching matter in terms of outcomes is analysed in a companion study (MedDifs) which examines how teaching differences relate to university infrastructure, entry requirements, student perceptions, and outcomes in Foundation Programme and postgraduate training..

Medienart:	E-Artikel

Erscheinungsjahr:	2020
Erschienen:	2020

Enthalten in:	Zur Gesamtaufnahme - volume:18
Enthalten in:	BMC medicine - 18(2020), 1 vom: 14. Mai

Sprache:	Englisch

Beteiligte Personen:	Devine, Oliver Patrick [VerfasserIn] Harborne, Andrew Christopher [VerfasserIn] Horsfall, Hugo Layard [VerfasserIn] Joseph, Tobin [VerfasserIn] Marshall-Andon, Tess [VerfasserIn] Samuels, Ryan [VerfasserIn] Kearsley, Joshua William [VerfasserIn] Abbas, Nadine [VerfasserIn] Baig, Hassan [VerfasserIn] Beecham, Joseph [VerfasserIn] Benons, Natasha [VerfasserIn] Caird, Charlie [VerfasserIn] Clark, Ryan [VerfasserIn] Cope, Thomas [VerfasserIn] Coultas, James [VerfasserIn] Debenham, Luke [VerfasserIn] Douglas, Sarah [VerfasserIn] Eldridge, Jack [VerfasserIn] Hughes-Gooding, Thomas [VerfasserIn] Jakubowska, Agnieszka [VerfasserIn] Jones, Oliver [VerfasserIn] Lancaster, Eve [VerfasserIn] MacMillan, Calum [VerfasserIn] McAllister, Ross [VerfasserIn] Merzougui, Wassim [VerfasserIn] Phillips, Ben [VerfasserIn] Phillips, Simon [VerfasserIn] Risk, Omar [VerfasserIn] Sage, Adam [VerfasserIn] Sooltangos, Aisha [VerfasserIn] Spencer, Robert [VerfasserIn] Tajbakhsh, Roxanne [VerfasserIn] Adesalu, Oluseyi [VerfasserIn] Aganin, Ivan [VerfasserIn] Ahmed, Ammar [VerfasserIn] Aiken, Katherine [VerfasserIn] Akeredolu, Alimatu-Sadia [VerfasserIn] Alam, Ibrahim [VerfasserIn] Ali, Aamna [VerfasserIn] Anderson, Richard [VerfasserIn] Ang, Jia Jun [VerfasserIn] Anis, Fady Sameh [VerfasserIn] Aojula, Sonam [VerfasserIn] Arthur, Catherine [VerfasserIn] Ashby, Alena [VerfasserIn] Ashraf, Ahmed [VerfasserIn] Aspinall, Emma [VerfasserIn] Awad, Mark [VerfasserIn] Yahaya, Abdul-Muiz Azri [VerfasserIn] Badhrinarayanan, Shreya [VerfasserIn] Bandyopadhyay, Soham [VerfasserIn] Barnes, Sam [VerfasserIn] Bassey-Duke, Daisy [VerfasserIn] Boreham, Charlotte [VerfasserIn] Braine, Rebecca [VerfasserIn] Brandreth, Joseph [VerfasserIn] Carrington, Zoe [VerfasserIn] Cashin, Zoe [VerfasserIn] Chatterjee, Shaunak [VerfasserIn] Chawla, Mehar [VerfasserIn] Chean, Chung Shen [VerfasserIn] Clements, Chris [VerfasserIn] Clough, Richard [VerfasserIn] Coulthurst, Jessica [VerfasserIn] Curry, Liam [VerfasserIn] Daniels, Vinnie Christine [VerfasserIn] Davies, Simon [VerfasserIn] Davis, Rebecca [VerfasserIn] De Waal, Hanelie [VerfasserIn] Desai, Nasreen [VerfasserIn] Douglas, Hannah [VerfasserIn] Druce, James [VerfasserIn] Ejamike, Lady-Namera [VerfasserIn] Esere, Meron [VerfasserIn] Eyre, Alex [VerfasserIn] Fazmin, Ibrahim Talal [VerfasserIn] Fitzgerald-Smith, Sophia [VerfasserIn] Ford, Verity [VerfasserIn] Freeston, Sarah [VerfasserIn] Garnett, Katherine [VerfasserIn] General, Whitney [VerfasserIn] Gilbert, Helen [VerfasserIn] Gowie, Zein [VerfasserIn] Grafton-Clarke, Ciaran [VerfasserIn] Gudka, Keshni [VerfasserIn] Gumber, Leher [VerfasserIn] Gupta, Rishi [VerfasserIn] Harlow, Chris [VerfasserIn] Harrington, Amy [VerfasserIn] Heaney, Adele [VerfasserIn] Ho, Wing Hang Serene [VerfasserIn] Holloway, Lucy [VerfasserIn] Hood, Christina [VerfasserIn] Houghton, Eleanor [VerfasserIn] Houshangi, Saba [VerfasserIn] Howard, Emma [VerfasserIn] Human, Benjamin [VerfasserIn] Hunter, Harriet [VerfasserIn] Hussain, Ifrah [VerfasserIn] Hussain, Sami [VerfasserIn] Jackson-Taylor, Richard Thomas [VerfasserIn] Jacob-Ramsdale, Bronwen [VerfasserIn] Janjuha, Ryan [VerfasserIn] Jawad, Saleh [VerfasserIn] Jelani, Muzzamil [VerfasserIn] Johnston, David [VerfasserIn] Jones, Mike [VerfasserIn] Kalidindi, Sadhana [VerfasserIn] Kalsi, Savraj [VerfasserIn] Kalyanasundaram, Asanish [VerfasserIn] Kane, Anna [VerfasserIn] Kaur, Sahaj [VerfasserIn] Al-Othman, Othman Khaled [VerfasserIn] Khan, Qaisar [VerfasserIn] Khullar, Sajan [VerfasserIn] Kirkland, Priscilla [VerfasserIn] Lawrence-Smith, Hannah [VerfasserIn] Leeson, Charlotte [VerfasserIn] Lenaerts, Julius Elisabeth Richard [VerfasserIn] Long, Kerry [VerfasserIn] Lubbock, Simon [VerfasserIn] Burrell, Jamie Mac Donald [VerfasserIn] Maguire, Rachel [VerfasserIn] Mahendran, Praveen [VerfasserIn] Majeed, Saad [VerfasserIn] Malhotra, Prabhjot Singh [VerfasserIn] Mandagere, Vinay [VerfasserIn] Mantelakis, Angelos [VerfasserIn] McGovern, Sophie [VerfasserIn] Mosuro, Anjola [VerfasserIn] Moxley, Adam [VerfasserIn] Mustoe, Sophie [VerfasserIn] Myers, Sam [VerfasserIn] Nadeem, Kiran [VerfasserIn] Nasseri, Reza [VerfasserIn] Newman, Tom [VerfasserIn] Nzewi, Richard [VerfasserIn] Ogborne, Rosalie [VerfasserIn] Omatseye, Joyce [VerfasserIn] Paddock, Sophie [VerfasserIn] Parkin, James [VerfasserIn] Patel, Mohit [VerfasserIn] Pawar, Sohini [VerfasserIn] Pearce, Stuart [VerfasserIn] Penrice, Samuel [VerfasserIn] Purdy, Julian [VerfasserIn] Ramjan, Raisa [VerfasserIn] Randhawa, Ratan [VerfasserIn] Rasul, Usman [VerfasserIn] Raymond-Taggert, Elliot [VerfasserIn] Razey, Rebecca [VerfasserIn] Razzaghi, Carmel [VerfasserIn] Reel, Eimear [VerfasserIn] Revell, Elliot John [VerfasserIn] Rigbye, Joanna [VerfasserIn] Rotimi, Oloruntobi [VerfasserIn] Said, Abdelrahman [VerfasserIn] Sanders, Emma [VerfasserIn] Sangal, Pranoy [VerfasserIn] Grandal, Nora Sangvik [VerfasserIn] Shah, Aadam [VerfasserIn] Shah, Rahul Atul [VerfasserIn] Shotton, Oliver [VerfasserIn] Sims, Daniel [VerfasserIn] Smart, Katie [VerfasserIn] Smith, Martha Amy [VerfasserIn] Smith, Nick [VerfasserIn] Sopian, Aninditya Salma [VerfasserIn] South, Matthew [VerfasserIn] Speller, Jessica [VerfasserIn] Syer, Tom J. [VerfasserIn] Ta, Ngan Hong [VerfasserIn] Tadross, Daniel [VerfasserIn] Thompson, Benjamin [VerfasserIn] Trevett, Jess [VerfasserIn] Tyler, Matthew [VerfasserIn] Ullah, Roshan [VerfasserIn] Utukuri, Mrudula [VerfasserIn] Vadera, Shree [VerfasserIn] Van Den Tooren, Harriet [VerfasserIn] Venturini, Sara [VerfasserIn] Vijayakumar, Aradhya [VerfasserIn] Vine, Melanie [VerfasserIn] Wellbelove, Zoe [VerfasserIn] Wittner, Liora [VerfasserIn] Yong, Geoffrey Hong Kiat [VerfasserIn] Ziyada, Farris [VerfasserIn] McManus, I. C. [VerfasserIn]

Links:	Volltext [kostenfrei]

Themen:	Clinical teaching Lectures Medical school differences Problem-based learning Self-regulated learning Teaching styles Timetables Tutorials

Anmerkungen:	© The Author(s) 2020

doi:	10.1186/s12916-020-01571-4

funding:
Förderinstitution / Projekttitel:

PPN (Katalog-ID):	OLC2117638724

Internformat


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245	1	0	\|a The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning
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520			\|a Background What subjects UK medical schools teach, what ways they teach subjects, and how much they teach those subjects is unclear. Whether teaching differences matter is a separate, important question. This study provides a detailed picture of timetabled undergraduate teaching activity at 25 UK medical schools, particularly in relation to problem-based learning (PBL). Method The Analysis of Teaching of Medical Schools (AToMS) survey used detailed timetables provided by 25 schools with standard 5-year courses. Timetabled teaching events were coded in terms of course year, duration, teaching format, and teaching content. Ten schools used PBL. Teaching times from timetables were validated against two other studies that had assessed GP teaching and lecture, seminar, and tutorial times. Results A total of 47,258 timetabled teaching events in the academic year 2014/2015 were analysed, including SSCs (student-selected components) and elective studies. A typical UK medical student receives 3960 timetabled hours of teaching during their 5-year course. There was a clear difference between the initial 2 years which mostly contained basic medical science content and the later 3 years which mostly consisted of clinical teaching, although some clinical teaching occurs in the first 2 years. Medical schools differed in duration, format, and content of teaching. Two main factors underlay most of the variation between schools, Traditional vs PBL teaching and Structured vs Unstructured teaching. A curriculum map comparing medical schools was constructed using those factors. PBL schools differed on a number of measures, having more PBL teaching time, fewer lectures, more GP teaching, less surgery, less formal teaching of basic science, and more sessions with unspecified content. Discussion UK medical schools differ in both format and content of teaching. PBL and non-PBL schools clearly differ, albeit with substantial variation within groups, and overlap in the middle. The important question of whether differences in teaching matter in terms of outcomes is analysed in a companion study (MedDifs) which examines how teaching differences relate to university infrastructure, entry requirements, student perceptions, and outcomes in Foundation Programme and postgraduate training.
650		4	\|a Medical school differences
650		4	\|a Teaching styles
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650		4	\|a Tutorials
650		4	\|a Clinical teaching
650		4	\|a Self-regulated learning
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700	1		\|a Ramjan, Raisa \|0 (orcid)0000-0002-2020-2123 \|4 aut
700	1		\|a Randhawa, Ratan \|0 (orcid)0000-0002-4749-4410 \|4 aut
700	1		\|a Rasul, Usman \|0 (orcid)0000-0001-5820-1313 \|4 aut
700	1		\|a Raymond-Taggert, Elliot \|0 (orcid)0000-0003-1514-6662 \|4 aut
700	1		\|a Razey, Rebecca \|0 (orcid)0000-0003-1971-3580 \|4 aut
700	1		\|a Razzaghi, Carmel \|0 (orcid)0000-0002-3264-8528 \|4 aut
700	1		\|a Reel, Eimear \|4 aut
700	1		\|a Revell, Elliot John \|0 (orcid)0000-0001-6025-094X \|4 aut
700	1		\|a Rigbye, Joanna \|0 (orcid)0000-0003-4860-4084 \|4 aut
700	1		\|a Rotimi, Oloruntobi \|0 (orcid)0000-0002-1385-1993 \|4 aut
700	1		\|a Said, Abdelrahman \|0 (orcid)0000-0002-9801-4202 \|4 aut
700	1		\|a Sanders, Emma \|4 aut
700	1		\|a Sangal, Pranoy \|0 (orcid)0000-0001-5775-5859 \|4 aut
700	1		\|a Grandal, Nora Sangvik \|0 (orcid)0000-0002-2461-7852 \|4 aut
700	1		\|a Shah, Aadam \|0 (orcid)0000-0003-1841-5530 \|4 aut
700	1		\|a Shah, Rahul Atul \|0 (orcid)0000-0002-6981-7305 \|4 aut
700	1		\|a Shotton, Oliver \|0 (orcid)0000-0001-6684-3308 \|4 aut
700	1		\|a Sims, Daniel \|0 (orcid)0000-0002-6916-3719 \|4 aut
700	1		\|a Smart, Katie \|4 aut
700	1		\|a Smith, Martha Amy \|0 (orcid)0000-0002-4652-3507 \|4 aut
700	1		\|a Smith, Nick \|0 (orcid)0000-0003-4478-2772 \|4 aut
700	1		\|a Sopian, Aninditya Salma \|4 aut
700	1		\|a South, Matthew \|0 (orcid)0000-0003-2297-1089 \|4 aut
700	1		\|a Speller, Jessica \|0 (orcid)0000-0001-5503-4791 \|4 aut
700	1		\|a Syer, Tom J. \|4 aut
700	1		\|a Ta, Ngan Hong \|0 (orcid)0000-0002-8747-5329 \|4 aut
700	1		\|a Tadross, Daniel \|0 (orcid)0000-0002-3593-0182 \|4 aut
700	1		\|a Thompson, Benjamin \|0 (orcid)0000-0002-2491-5235 \|4 aut
700	1		\|a Trevett, Jess \|0 (orcid)0000-0001-5008-1724 \|4 aut
700	1		\|a Tyler, Matthew \|4 aut
700	1		\|a Ullah, Roshan \|0 (orcid)0000-0002-5140-6655 \|4 aut
700	1		\|a Utukuri, Mrudula \|0 (orcid)0000-0003-1510-469X \|4 aut
700	1		\|a Vadera, Shree \|0 (orcid)0000-0001-9492-7541 \|4 aut
700	1		\|a Van Den Tooren, Harriet \|0 (orcid)0000-0001-9902-7147 \|4 aut
700	1		\|a Venturini, Sara \|0 (orcid)0000-0002-9541-0090 \|4 aut
700	1		\|a Vijayakumar, Aradhya \|0 (orcid)0000-0002-8702-1087 \|4 aut
700	1		\|a Vine, Melanie \|0 (orcid)0000-0002-7978-4375 \|4 aut
700	1		\|a Wellbelove, Zoe \|4 aut
700	1		\|a Wittner, Liora \|0 (orcid)0000-0003-1271-4839 \|4 aut
700	1		\|a Yong, Geoffrey Hong Kiat \|0 (orcid)0000-0003-0103-5793 \|4 aut
700	1		\|a Ziyada, Farris \|0 (orcid)0000-0003-2117-7262 \|4 aut
700	1		\|a McManus, I. C. \|0 (orcid)0000-0003-3510-4814 \|4 aut
773	0	8	\|i Enthalten in \|t BMC medicine \|d BioMed Central, 2003 \|g 18(2020), 1 vom: 14. Mai \|h Online-Ressource \|w (DE-627)377271225 \|w (DE-600)2131669-7 \|w (DE-576)121906655 \|x 1741-7015 \|7 nnns
773	1	8	\|g volume:18 \|g year:2020 \|g number:1 \|g day:14 \|g month:05
856	4	0	\|u https://dx.doi.org/10.1186/s12916-020-01571-4 \|z kostenfrei \|3 Volltext
912			\|a GBV_USEFLAG_A
912			\|a SYSFLAG_A
912			\|a GBV_OLC
912			\|a GBV_ILN_11
912			\|a GBV_ILN_20
912			\|a GBV_ILN_22
912			\|a GBV_ILN_23
912			\|a GBV_ILN_24
912			\|a GBV_ILN_40
912			\|a GBV_ILN_60
912			\|a GBV_ILN_62
912			\|a GBV_ILN_63
912			\|a GBV_ILN_65
912			\|a GBV_ILN_69
912			\|a GBV_ILN_73
912			\|a GBV_ILN_74
912			\|a GBV_ILN_95
912			\|a GBV_ILN_105
912			\|a GBV_ILN_110
912			\|a GBV_ILN_151
912			\|a GBV_ILN_161
912			\|a GBV_ILN_170
912			\|a GBV_ILN_206
912			\|a GBV_ILN_213
912			\|a GBV_ILN_230
912			\|a GBV_ILN_285
912			\|a GBV_ILN_293
912			\|a GBV_ILN_602
912			\|a GBV_ILN_702
912			\|a GBV_ILN_2001
912			\|a GBV_ILN_2003
912			\|a GBV_ILN_2005
912			\|a GBV_ILN_2006
912			\|a GBV_ILN_2007
912			\|a GBV_ILN_2008
912			\|a GBV_ILN_2009
912			\|a GBV_ILN_2010
912			\|a GBV_ILN_2011
912			\|a GBV_ILN_2014
912			\|a GBV_ILN_2015
912			\|a GBV_ILN_2020
912			\|a GBV_ILN_2021
912			\|a GBV_ILN_2025
912			\|a GBV_ILN_2031
912			\|a GBV_ILN_2038
912			\|a GBV_ILN_2044
912			\|a GBV_ILN_2048
912			\|a GBV_ILN_2055
912			\|a GBV_ILN_2056
912			\|a GBV_ILN_2057
912			\|a GBV_ILN_2061
912			\|a GBV_ILN_2111
912			\|a GBV_ILN_2113
912			\|a GBV_ILN_2134
912			\|a GBV_ILN_2190
912			\|a GBV_ILN_2446
912			\|a GBV_ILN_4012
912			\|a GBV_ILN_4037
912			\|a GBV_ILN_4112
912			\|a GBV_ILN_4125
912			\|a GBV_ILN_4126
912			\|a GBV_ILN_4249
912			\|a GBV_ILN_4305
912			\|a GBV_ILN_4306
912			\|a GBV_ILN_4307
912			\|a GBV_ILN_4313
912			\|a GBV_ILN_4322
912			\|a GBV_ILN_4323
912			\|a GBV_ILN_4324
912			\|a GBV_ILN_4325
912			\|a GBV_ILN_4338
912			\|a GBV_ILN_4367
912			\|a GBV_ILN_4700
951			\|a AR
952			\|d 18 \|j 2020 \|e 1 \|b 14 \|c 05

The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning

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