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

Objectives To assess the effects of taking an intercalated degree (BSc)on t he study habits and learning styles of medical students and on their intere st 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 stud ied 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 an d 56% for final year students. Main outcome measures Study habits (surface, deep, and strategic learning s tyle) 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 s trategic learning scores than at application to medical school. Those with highest degree classes had higher strategic and deep learning scores and lo wer surface learning scores. Students taking intercalated degrees showed gr eater interest in careers in medical research and laboratory medicine and l ess interest in general practice than their peas. The effects of the course on interest in medical research and learning styles were independent The e ffect of the intercalated degree was greatest in schools where relatively f ew students took intercalated degrees. Conclusions Intercalated degrees result in a greater interest in research c areers and higher deep and strategic learning scores. However, the effects are much reduced in schools where most students intercalate a degree. Intro duction of intercalated degrees for all medical students without sufficient resources may not therefore achieve its expected effects.