ArticleBMC medical education2012
Profiling strugglers in a graduate-entry medicine course at Nottingham: a retrospective case study.
Article in BMC medical education, 2012. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
8 citing papers in PubMed.
- Design of a Learning Development Program to Support First-Year Undergraduate Medical Students in the Transition to a PBL Curriculum.Medical science educator · 2023Article
- Chiropractic lecturer qualities: The student perspective.The Journal of chiropractic education · 2022Article
- Why do students struggle in their first year of medical school? A qualitative study of student voices.BMC medical education · 2022Article
- A comparison of the academic outcome of chiropractic students on full-time and full-time equivalent chiropractic education routes.The Journal of chiropractic education · 2020Article
- Struggling with strugglers: using data from selection tools for early identification of medical students at risk of failure.BMC medical education · 2019Article
- Effects of targeted remediation in anatomy for first year medical students.Anatomy & cell biology · 2019Article
- Influence of year-on-year performance on final degree classification in a chiropractic master's degree program.The Journal of chiropractic education · 2016Article
- Performance of first-year health sciences students in a large, diverse, multidisciplinary, first-semester, physiology service module.Advances in physiology education · 2014Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
background10-15% of students struggle at some point in their medicine course. Risk factors include weaker academic qualifications, male gender, mental illness, UK ethnic minority status, and poor study skills. Recent research on an undergraduate medicine course provided a toolkit to aid early identification of students likely to struggle, who can be targeted by established support and study interventions. The present study sought to extend this work by investigating the number and characteristics of strugglers on a graduate-entry medicine (GEM) programme.
methodsA retrospective study of four GEM entry cohorts (2003-6) was carried out. All students who had demonstrated unsatisfactory progress or left prematurely were included. Any information about academic, administrative, personal, or social difficulties, were extracted from their course progress files into a customised database and examined.
results362 students were admitted to the course, and 53 (14.6%) were identified for the study, of whom 15 (4.1%) did not complete the course. Students in the study group differed from the others in having a higher proportion of 2ii first degrees, and scoring less well on GAMSAT, an aptitude test used for admission. Within the study group, it proved possible to categorise students into the same groups previously reported (struggler throughout, pre-clinical struggler, clinical struggler, health-related struggler, borderline struggler) and to identify the majority using a number of flags for early difficulties. These flags included: missed attendance, unsatisfactory attitude or behaviour, health problems, social/family problems, failure to complete immunity status checks, and attendance at academic progress committee.
conclusionsProblems encountered in a graduate-entry medicine course were comparable to those reported in a corresponding undergraduate programme. A toolkit of academic and non-academic flags of difficulty can be used for early identification of many who will struggle, and could be used to target appropriate support and interventions.
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