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Exploring the consequences of combining medical students with and without a background in biomedical sciences

机译：探索将有和没有生物医学背景的医学生合并的后果

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Context: Medical schools have tended to admit students with strong backgrounds in the biomedical sciences. Previous studies have shown that those with backgrounds in the social sciences can be as successful in medical school as those with science backgrounds. However, the experience of being a 'non-science' student over time has not been well described. Methods: A mixed-methods study was developed and run with the aim of elucidating the personal experiences of science and non-science students at our institution. Data were generated from a student survey that focused on participants' self-identification as science or non-science students, and on their sense of preparedness and stress, and from a series of student focus groups exploring participants' experiences of science and non-science issues in all aspects of their training. Descriptive statistics were generated for structured survey data. Focus group data and unstructured survey data were analysed to identify common themes. End-of-module and end-of-year examination data for the four class cohorts in the programme were also analysed to compare science and non-science student performance over time. Results: There were clear differences between the experiences and performance of science and non-science students. We found dichotomies in students' self-reported sense of preparedness and stress levels, and marked differences in their examination performance, which diminished over time to converge around the third year of their studies. Combining science and non-science students in the same class affected the students to different extents and in different ways. The potential disruption of mixing science and non-science students diminished as their levels of performance converged. Conclusions: The psychosocial stress experienced by non-science students and the challenges it posed, in both their academic and their personal lives, have implications for how such students should be supported, and how curricula can be configured to afford quality learning for all medical students.
机译：背景：医学院倾向于招收具有生物医学背景的学生。先前的研究表明，具有社会科学背景的人在医学院中可以像具有科学背景的人一样成功。但是，随着时间的流逝，成为“非科学”学生的经历并没有得到很好的描述。方法：开展并进行了混合方法研究，目的是阐明我校理科和非理科学生的亲身经历。数据来自于一项学生调查，该调查侧重于参与者对科学或非理科学生的自我认同，他们的准备意识和压力感，以及来自一系列研究参与者的科学和非科学经验的学生焦点小组在培训的各个方面都存在问题。描述性统计数据用于结构化调查数据。对焦点小组数据和非结构化调查数据进行了分析，以找出共同的主题。还对该计划中四个班级的模块末尾和年末考试数据进行了分析，以比较一段时间内理科和非理科学生的表现。结果：理科和非理科学生的经验和表现之间存在明显差异。我们发现，学生自我报告的准备程度和压力水平存在二分法，他们的考试成绩也存在明显差异，随着时间的推移，差异逐渐减少，直到他们学习三年左右就趋于一致。在同一班中将理科和非理科学生结合在一起，对学生的影响程度不同，方式也不同。随着科学和非科学专业学生表现的融合，其潜在的干扰减少了。结论：非理科学生所承受的社会心理压力及其在他们的学术和个人生活中所面临的挑战，对应如何支持此类学生以及如何配置课程以向所有医学专业学生提供优质学习产生影响。

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