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Open Access 01-12-2020 | Research article

The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning

Authors: Oliver Patrick Devine, Andrew Christopher Harborne, Hugo Layard Horsfall, Tobin Joseph, Tess Marshall-Andon, Ryan Samuels, Joshua William Kearsley, Nadine Abbas, Hassan Baig, Joseph Beecham, Natasha Benons, Charlie Caird, Ryan Clark, Thomas Cope, James Coultas, Luke Debenham, Sarah Douglas, Jack Eldridge, Thomas Hughes-Gooding, Agnieszka Jakubowska, Oliver Jones, Eve Lancaster, Calum MacMillan, Ross McAllister, Wassim Merzougui, Ben Phillips, Simon Phillips, Omar Risk, Adam Sage, Aisha Sooltangos, Robert Spencer, Roxanne Tajbakhsh, Oluseyi Adesalu, Ivan Aganin, Ammar Ahmed, Katherine Aiken, Alimatu-Sadia Akeredolu, Ibrahim Alam, Aamna Ali, Richard Anderson, Jia Jun Ang, Fady Sameh Anis, Sonam Aojula, Catherine Arthur, Alena Ashby, Ahmed Ashraf, Emma Aspinall, Mark Awad, Abdul-Muiz Azri Yahaya, Shreya Badhrinarayanan, Soham Bandyopadhyay, Sam Barnes, Daisy Bassey-Duke, Charlotte Boreham, Rebecca Braine, Joseph Brandreth, Zoe Carrington, Zoe Cashin, Shaunak Chatterjee, Mehar Chawla, Chung Shen Chean, Chris Clements, Richard Clough, Jessica Coulthurst, Liam Curry, Vinnie Christine Daniels, Simon Davies, Rebecca Davis, Hanelie De Waal, Nasreen Desai, Hannah Douglas, James Druce, Lady-Namera Ejamike, Meron Esere, Alex Eyre, Ibrahim Talal Fazmin, Sophia Fitzgerald-Smith, Verity Ford, Sarah Freeston, Katherine Garnett, Whitney General, Helen Gilbert, Zein Gowie, Ciaran Grafton-Clarke, Keshni Gudka, Leher Gumber, Rishi Gupta, Chris Harlow, Amy Harrington, Adele Heaney, Wing Hang Serene Ho, Lucy Holloway, Christina Hood, Eleanor Houghton, Saba Houshangi, Emma Howard, Benjamin Human, Harriet Hunter, Ifrah Hussain, Sami Hussain, Richard Thomas Jackson-Taylor, Bronwen Jacob-Ramsdale, Ryan Janjuha, Saleh Jawad, Muzzamil Jelani, David Johnston, Mike Jones, Sadhana Kalidindi, Savraj Kalsi, Asanish Kalyanasundaram, Anna Kane, Sahaj Kaur, Othman Khaled Al-Othman, Qaisar Khan, Sajan Khullar, Priscilla Kirkland, Hannah Lawrence-Smith, Charlotte Leeson, Julius Elisabeth Richard Lenaerts, Kerry Long, Simon Lubbock, Jamie Mac Donald Burrell, Rachel Maguire, Praveen Mahendran, Saad Majeed, Prabhjot Singh Malhotra, Vinay Mandagere, Angelos Mantelakis, Sophie McGovern, Anjola Mosuro, Adam Moxley, Sophie Mustoe, Sam Myers, Kiran Nadeem, Reza Nasseri, Tom Newman, Richard Nzewi, Rosalie Ogborne, Joyce Omatseye, Sophie Paddock, James Parkin, Mohit Patel, Sohini Pawar, Stuart Pearce, Samuel Penrice, Julian Purdy, Raisa Ramjan, Ratan Randhawa, Usman Rasul, Elliot Raymond-Taggert, Rebecca Razey, Carmel Razzaghi, Eimear Reel, Elliot John Revell, Joanna Rigbye, Oloruntobi Rotimi, Abdelrahman Said, Emma Sanders, Pranoy Sangal, Nora Sangvik Grandal, Aadam Shah, Rahul Atul Shah, Oliver Shotton, Daniel Sims, Katie Smart, Martha Amy Smith, Nick Smith, Aninditya Salma Sopian, Matthew South, Jessica Speller, Tom J. Syer, Ngan Hong Ta, Daniel Tadross, Benjamin Thompson, Jess Trevett, Matthew Tyler, Roshan Ullah, Mrudula Utukuri, Shree Vadera, Harriet Van Den Tooren, Sara Venturini, Aradhya Vijayakumar, Melanie Vine, Zoe Wellbelove, Liora Wittner, Geoffrey Hong Kiat Yong, Farris Ziyada, I. C. McManus

Published in: BMC Medicine | Issue 1/2020

Abstract

Background

What subjects UK medical schools teach, what ways they teach subjects, and how much they teach those subjects is unclear. Whether teaching differences matter is a separate, important question. This study provides a detailed picture of timetabled undergraduate teaching activity at 25 UK medical schools, particularly in relation to problem-based learning (PBL).

Method

The Analysis of Teaching of Medical Schools (AToMS) survey used detailed timetables provided by 25 schools with standard 5-year courses. Timetabled teaching events were coded in terms of course year, duration, teaching format, and teaching content. Ten schools used PBL. Teaching times from timetables were validated against two other studies that had assessed GP teaching and lecture, seminar, and tutorial times.

Results

A total of 47,258 timetabled teaching events in the academic year 2014/2015 were analysed, including SSCs (student-selected components) and elective studies. A typical UK medical student receives 3960 timetabled hours of teaching during their 5-year course. There was a clear difference between the initial 2 years which mostly contained basic medical science content and the later 3 years which mostly consisted of clinical teaching, although some clinical teaching occurs in the first 2 years. Medical schools differed in duration, format, and content of teaching. Two main factors underlay most of the variation between schools, Traditional vs PBL teaching and Structured vs Unstructured teaching. A curriculum map comparing medical schools was constructed using those factors. PBL schools differed on a number of measures, having more PBL teaching time, fewer lectures, more GP teaching, less surgery, less formal teaching of basic science, and more sessions with unspecified content.

Discussion

UK medical schools differ in both format and content of teaching. PBL and non-PBL schools clearly differ, albeit with substantial variation within groups, and overlap in the middle. The important question of whether differences in teaching matter in terms of outcomes is analysed in a companion study (MedDifs) which examines how teaching differences relate to university infrastructure, entry requirements, student perceptions, and outcomes in Foundation Programme and postgraduate training.

Available only for authorised users

The Freedom of Information Act was used because in a previous study [38], despite medical schools having voluntarily provided information on assessment, after publication, we had extended problems due to an anonymous medical school suggesting to the editor that we did not have permission to reproduce material and that some details were incorrect. The journal in which that paper was published offered a right of reply to the medical school, but no subsequent submission has ever been received by the journal. By providing information under FoI, the medical schools explicitly put information into the public domain. We also note that in the study of economics teaching, only a minority of universities, seven out of sixteen, would co-operate voluntarily, suggesting that voluntary response from universities cannot in general be relied upon. Likewise, in a study of medical students, only 20 of 33 medical schools gave consent for students to be contacted [39].

PBL and CBL are similar but conceptually distinct with an important distinction between them: problem-based learning uses an ‘open enquiry’-based learning method whilst CBL uses a guided enquiry-based learning method [46]. Too few schools in the UK used CBL to make it possible to compare it with PBL and non-PBL, and therefore, it has been included within the PBL group.

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Title: The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning
Authors: Oliver Patrick Devine
Andrew Christopher Harborne
Hugo Layard Horsfall
Tobin Joseph
Tess Marshall-Andon
Ryan Samuels
Joshua William Kearsley
Nadine Abbas
Hassan Baig
Joseph Beecham
Natasha Benons
Charlie Caird
Ryan Clark
Thomas Cope
James Coultas
Luke Debenham
Sarah Douglas
Jack Eldridge
Thomas Hughes-Gooding
Agnieszka Jakubowska
Oliver Jones
Eve Lancaster
Calum MacMillan
Ross McAllister
Wassim Merzougui
Ben Phillips
Simon Phillips
Omar Risk
Adam Sage
Aisha Sooltangos
Robert Spencer
Roxanne Tajbakhsh
Oluseyi Adesalu
Ivan Aganin
Ammar Ahmed
Katherine Aiken
Alimatu-Sadia Akeredolu
Ibrahim Alam
Aamna Ali
Richard Anderson
Jia Jun Ang
Fady Sameh Anis
Sonam Aojula
Catherine Arthur
Alena Ashby
Ahmed Ashraf
Emma Aspinall
Mark Awad
Abdul-Muiz Azri Yahaya
Shreya Badhrinarayanan
Soham Bandyopadhyay
Sam Barnes
Daisy Bassey-Duke
Charlotte Boreham
Rebecca Braine
Joseph Brandreth
Zoe Carrington
Zoe Cashin
Shaunak Chatterjee
Mehar Chawla
Chung Shen Chean
Chris Clements
Richard Clough
Jessica Coulthurst
Liam Curry
Vinnie Christine Daniels
Simon Davies
Rebecca Davis
Hanelie De Waal
Nasreen Desai
Hannah Douglas
James Druce
Lady-Namera Ejamike
Meron Esere
Alex Eyre
Ibrahim Talal Fazmin
Sophia Fitzgerald-Smith
Verity Ford
Sarah Freeston
Katherine Garnett
Whitney General
Helen Gilbert
Zein Gowie
Ciaran Grafton-Clarke
Keshni Gudka
Leher Gumber
Rishi Gupta
Chris Harlow
Amy Harrington
Adele Heaney
Wing Hang Serene Ho
Lucy Holloway
Christina Hood
Eleanor Houghton
Saba Houshangi
Emma Howard
Benjamin Human
Harriet Hunter
Ifrah Hussain
Sami Hussain
Richard Thomas Jackson-Taylor
Bronwen Jacob-Ramsdale
Ryan Janjuha
Saleh Jawad
Muzzamil Jelani
David Johnston
Mike Jones
Sadhana Kalidindi
Savraj Kalsi
Asanish Kalyanasundaram
Anna Kane
Sahaj Kaur
Othman Khaled Al-Othman
Qaisar Khan
Sajan Khullar
Priscilla Kirkland
Hannah Lawrence-Smith
Charlotte Leeson
Julius Elisabeth Richard Lenaerts
Kerry Long
Simon Lubbock
Jamie Mac Donald Burrell
Rachel Maguire
Praveen Mahendran
Saad Majeed
Prabhjot Singh Malhotra
Vinay Mandagere
Angelos Mantelakis
Sophie McGovern
Anjola Mosuro
Adam Moxley
Sophie Mustoe
Sam Myers
Kiran Nadeem
Reza Nasseri
Tom Newman
Richard Nzewi
Rosalie Ogborne
Joyce Omatseye
Sophie Paddock
James Parkin
Mohit Patel
Sohini Pawar
Stuart Pearce
Samuel Penrice
Julian Purdy
Raisa Ramjan
Ratan Randhawa
Usman Rasul
Elliot Raymond-Taggert
Rebecca Razey
Carmel Razzaghi
Eimear Reel
Elliot John Revell
Joanna Rigbye
Oloruntobi Rotimi
Abdelrahman Said
Emma Sanders
Pranoy Sangal
Nora Sangvik Grandal
Aadam Shah
Rahul Atul Shah
Oliver Shotton
Daniel Sims
Katie Smart
Martha Amy Smith
Nick Smith
Aninditya Salma Sopian
Matthew South
Jessica Speller
Tom J. Syer
Ngan Hong Ta
Daniel Tadross
Benjamin Thompson
Jess Trevett
Matthew Tyler
Roshan Ullah
Mrudula Utukuri
Shree Vadera
Harriet Van Den Tooren
Sara Venturini
Aradhya Vijayakumar
Melanie Vine
Zoe Wellbelove
Liora Wittner
Geoffrey Hong Kiat Yong
Farris Ziyada
I. C. McManus
Publication date: 01-12-2020
Publisher: BioMed Central
Published in: BMC Medicine / Issue 1/2020
Electronic ISSN: 1741-7015
DOI: https://doi.org/10.1186/s12916-020-01571-4

At a glance: The ONWARDS insulin icodec trials

Springer Medicine

The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning

Abstract

Background

Method

Results

Discussion

At a glance: The ONWARDS insulin icodec trials

Springer Medicine

Abstract

Background

Method

Results

Discussion

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