Intercalated degrees, learning styles, and career preferences: prospective longitudinal study of UK medical students

Abstract

Objectives: To assess the effects of taking an intercalated degree (BSc) on the study habits and learning styles of medical students and on their interest in a career in medical research.

Design: Longitudinal questionnaire study of medical students at application to medical school and in their final year.

Setting: All UK medical schools.

Participants: 6901 medical school applicants for admission in 1991 were studied in the autumn of 1990. 3333 entered medical school in 1991 or 1992, and 2695 who were due to qualify in 1996 or 1997 were studied 3 months before the end of their clinical course. Response rates were 92% for applicants and 56% for final year students.

Main outcome measures: Study habits (surface, deep, and strategic learning style) and interest in different medical careers, including medical research. Identical questions were used at time of application and in final year.

Results: Students who had taken an intercalated degree had higher deep and strategic learning scores than at application to medical school. Those with highest degree classes had higher strategic and deep learning scores and lower surface learning scores. Students taking intercalated degrees showed greater interest in careers in medical research and laboratory medicine and less interest in general practice than their peers. The effects of the course on interest in medical research and learning styles were independent. The effect of the intercalated degree was greatest in schools where relatively few students took intercalated degrees.

Conclusions: Intercalated degrees result in a greater interest in research careers and higher deep and strategic learning scores. However, the effects are much reduced in schools where most students intercalate a degree. Introduction of intercalated degrees for all medical students without sufficient resources may not therefore achieve its expected effects.

Figure 1

Surface, deep, and strategic learning scores at application and in final year in students who did and did not take intercalated degree and according to degree class. Note: absolute differences in separate scores should be considered arbitrary

Figure 2

Average final year strategic learning score for medical students who did and did not take an intercalated in relation to percentage of students in each school taking degree. Average number of students at a school who were in our study and taking a BSc was 16.4 (SD 17.6; median 9; interquartile range 6-24; range 1-70), and number not taking a BSc was 35.6 (SD 21.2; median 36; interquartile range 18-49; range 1-79). Regression lines were calculated with all data points, but points are plotted only for schools with at least four students in that category. Size of points is proportional to number of students at school

Figure 3

Average final year score for interest in a career in medical research for students who did and did not take an intercalated degree in relation to percentage of students in each school taking degree. Regression lines were calculated with all data points, but points are plotted only for schools with at least four students in that category. Size of points is proportional to number of students at school