| Abstract: |
This presentation reports the evaluation of the Extended Medical Degree Programme (EMDP) at King’s College London, which offers an alternative route into and support during the early years of the undergraduate medical curriculum.
The EMDP addresses barriers to entry faced by learners from lower socio-economic backgrounds with underrepresented forms of cultural capital. Approximately 90% of EMDP students are from Black & Minority Ethnic (BAME) groups; 90% are ‘first in family’ to attend university’, 100% are from grant-maintained state schools, predominantly performing at below the national average. Key entry challenges focus on the emphasis placed upon high academic achievement within a school setting, high achievement in pre-requisite national pre-admissions tests for medicine and access to relevant clinical work experience.
Methodology
The evaluation was a mixed-method study which included both qualitative and quantitative data collection. Research methods were an online survey, focus groups and qualitative interviews. During the 2015-16 academic year, 328 students were surveyed across both the EMDP and King’s standard 5-year entry route MBBS programme, of which 109 were EMDP students and 219 were standard entry students (approximately the same percentage across the full EMDP/MBBS cohorts). Qualitative interviews were held with 17 EMDP students and 13 standard entry route students. Four focus groups were held, comprising a total of 23 students: 12 EMDP; 11 standard entry students.
Key Results
1. EMDP targeting and take-up
The EMDP’s affiliated outreach programme was regarded by students as an important factor supporting entry into the EMDP, however, outreach to students from disadvantaged backgrounds remains challenging. There is a need to increase awareness about the outreach programme and the additional support provided upon entry to support the development of a medical career.
2. EMDP ethos, provision and support
Pastoral support from personal tutors and EMDP advisers was perceived positively and the individualised approach taken on the EMDP was regarded by students as exemplary.
Whilst some students felt the pace of the programme was challenging, others felt they would have benefitted from more clinically oriented content in the early years.
Key pedagogical approaches found to the beneficial included small group teaching, peer support, ongoing mentoring and a programme-wide emphasis on building a sense of community and belonging within the EMDP cohort.
3. Student finance
Despite avenues of financial support, EMDP students report experiencing financial problems in the clinical years due to the demands of the clinical educational environment.
4. Student satisfaction and attainment
The evaluation reported very high levels of student satisfaction – a key performance indicator within higher education in the UK. Completion rates are high (92%). About half (54%) of the EMDP cohort entered family medicine, reversing the national trend (39%) and supporting government-led strategy to diversity the family medicine workforce.
5. Continuing challenges
Supporting non-traditional students into medical school remains a relatively new endeavour within the UK. The EMDP was the first of its kind to be established in 2001. Further investigation and longitudinal research is required to better understand complex dimensions and differentiations across EMDP student needs
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