Parry, Jayne, Mathers, Jonathan, Thomas, Hywel, Lilford, Richard, 1950-, Stevens, Andrew, Dr. and Spurgeon, P. (Peter). (2008) More students, less capacity? An assessment of the competing demands on academic medical staff. Medical Education, Vol.42 (No.12). pp. 1155-1165. ISSN 0308-0110

Full text not available from this repository.

Abstract

Medical student numbers in England have increased by more than 60% over the last decade. The capacity of universities and the National Health Service (NHS) to deliver education and training to these expanded cohorts is not clear. We carried out an interview study in three English medical schools, involving 60 academic, administrative, clinical and managerial staff, sampled across disciplines. Given the expansion in medical student numbers, capacity in medical schools must increase. This requirement has become even more immediate in light of the shift towards more resource-intensive curricula. However, the aims of the Research Assessment Exercise and NHS policies are at odds with attempts to build teaching capacity. Although monies have been made available to recruit new staff and to backfill clinical time spent teaching, the success of these strategies is questioned by interviewees. Other initiatives, such as the new consultant contract and educational quality assurance processes, have the potential to promote the importance of teaching but are presently perceived as being inadequate so to do. As was consistently expressed by interviewees, within the competing triad of research, service delivery and teaching, the latter is perceived as taking a poor third place. That research, service delivery and education are in competition will come as no surprise to UK academic staff. However, our results show a striking uniformity of opinion. We would question whether existing NHS and higher education policies enable medical schools and health care organisations to deliver education of the highest quality to the enlarged student population.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education R Medicine > R Medicine (General)
Divisions:	Faculty of Medicine > Warwick Medical School > Education Development and Research Faculty of Medicine > Warwick Medical School
Library of Congress Subject Headings (LCSH):	Medical colleges -- Statistics -- Great Britain, Medical students -- Statistics -- Great Britain, Medical colleges -- Faculty -- Statistics -- Great Britain, Medical education -- Statistics -- Great Britain
Journal or Publication Title:	Medical Education
Publisher:	Wiley-Blackwell Publishing Ltd.
ISSN:	0308-0110
Date:	December 2008
Volume:	Vol.42
Number:	No.12
Number of Pages:	11
Page Range:	pp. 1155-1165
Identification Number:	10.1111/j.1365-2923.2008.03234.x
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access
Funder:	Great Britain. Dept. of Health (DoH), Higher Education Funding Council for England (HEFCE)
References:	1 We must forge business links. [Leader.] Times Higher Educ Suppl. Available at http://www.timeshigher education.co.uk/story.asp?storyCode=209416&section code=26. [Accessed 1 March 2008.] 2 http://www.rae.ac.uk. [Accessed 1 March 2008.] 3 Medical Workforce Standing Advisory Committee. Planning the Medical Workforce: Third Report. London: Department of Health 1997. 4 Department of Health. Medical Schools: Delivering Doctors of the Future. London: DoH 2004. 5 General Medical Council. Tomorrow’s Doctors: Recommendations on Undergraduate Medical Education. London: GMC 2002. 6 Goodman DC. Expanding the medical workforce. BMJ 2007;335:218–9. 7 Association of American Medical Colleges. AAMC Statement on the Physician Workforce. 2006. http:// www.aamc.org/workforce/workforceposition.pdf. [Accessed 1 March 2008.] 8 Weiner JP. Expanding the US medical workforce: global perspectives and parallels. BMJ 2007;335:236–8. 9 White C. BMA’s claim of unemployment among junior doctors is rejected. BMJ 2006;332:1471. 10 Godlee F. The future of specialist training. BMJ 2007;334:1067–8. 11 Do P, Parry JM, Mathers JM, Richardson M. Monitoring the widening participation initiative for access to medical schools: are present measures sufficient? Med Educ 2006;40:750–8. 12 Parry JM, Mathers JM, Stevens AJ, Parsons A, Lilford RJ, Spurgeon P, Thomas H. Admissions processes for 5-year medical courses at English medical schools: a review. BMJ 2006;332:1005–9. 13 Barbour RS. Checklists for improving rigour in qualitative research: a case of the tail wagging the dog? BMJ 2001;322:1115–7. 14 Ritchie J, Lewis J. Qualitative Research Practice: a Guide for Social Science Students and Researchers. London: Sage Publications 2003. 15 Silverman D. Interpreting Qualitative Data: Methods for Analysing Talk, Text and Interaction, 2nd edn. London: Sage Publications 2001. 16 Department of Health. Modernising Medical Careers. London: DoH 2003. 17 http://www.dh.gov.uk/en/Managingyourorganisation/ Humanresourcesandtraining/Modernisingworkforceplanninghome/ Europeanworkingtimedirective/ index.htm. [Accessed 1 March 2008.] 18 Jenkins A, Healey M. Institutional Strategies to Link Teaching and Research. York: Higher Education Academy 2005. 19 Griffiths R. Knowledge production and the research–teaching nexus: the case of the built environment disciplines. Stud Higher Educ 2004;29:709– 26. 20 Robertson J. Beyond the ‘research–teaching nexus’: exploring the complexity of academic experience. Stud Higher Educ 2007;32:541–56. 21 Neumann R, Parry S, Becher T. Teaching and learning in their disciplinary context. Stud Higher Educ 2002;27:405–17. 22 Hutchinson L. Challenges of training doctors in the new English NHS. BMJ 2006;332:1502–4. 23 Johnston B, Boohan M. Basic clinical skills: don’t leave teaching to the teaching hospitals. Med Educ 2000;34:692–9. 24 Mathers JM, Scully E, Parry JM, Popovic C. Student perceptions of a ‘new’ teaching hospital. Med Teach 2006;28:e80–9. 25 Hendry RG, Kawai GK, Moody WE, Sheppard JE, Smith LCR, Richardson M, Mathers JM, Parry JM. Consultant attitudes to undertaking undergraduate teaching duties: perspectives from hospitals serving a large medical school in England. Med Educ 2005;39:1129–39. 26 Mathers JM, Parry JM, Lewis SJ, Greenfield S. What impact will the ‘conversion’ of two district general hospitals into ‘teaching hospitals’ have on doctors, medical students and patients? – Views from the field. Med Educ 2003;37:223–32. 27 Mathers JM, Parry JM, Lewis SJ, Greenfield S. What impact will an increased number of teaching general practices have on patients, doctors and medical students? Med Educ 2004;38:1219–28. 28 Seabrook MA. Medical teachers’ concerns about the clinical teaching context. Med Educ 2003;37:213–22. 29 MacDonald J. A survey of staff attitudes to increasing medical undergraduate education in a district general hospital. Med Educ 2005;39:688–95. 30 Jenkins A, Healey M, Zetter R. Linking Teaching and Research in Disciplines and Departments. York: Higher Education Academy 2007. 31 Tysome T. Bristol opens career path to give teachers equal footing. Times Higher Educ Suppl. Available at http://www.timeshighereducation.co.uk/story. asp?storyCode=310494&sectioncode=26. [Accessed 1 March 2008.] 32 Oxford E. A lesser breed? Times Higher Educ Suppl 2008;30–5. 33 Department for Education and Skills. The Future of Higher Education. Norwich: The Stationery Office 2003. 34 UK Clinical Research Collaboration. Medically and Dentally Qualified Academic Staff: Recommendations for the Training of Researchers and Educators of the Future. Report of the Academic Careers Sub-committee of Modernising Medical Careers and the UKCRC. London: UK Clinical Research Collaboration 2005.
URI:	http://wrap.warwick.ac.uk/id/eprint/28969

Data sourced from Thomson Reuters' Web of Knowledge

Request changes to a record

Actions (login required)

View Item