Alagha M Abdulhadi, Jones Linda
Institute of Global Health Innovation, Department of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, SW7 2AZ, England.
Centre for Medical Education, Faculty of Medicine, University of Dundee, Dundee, DD2 4BF, Scotland.
BMC Med Educ. 2021 Apr 5;21(1):191. doi: 10.1186/s12909-021-02634-7.
Shortage of physicians in the UK has been a long-standing issue. Graduate entry medicine (GEM) may offer a second point of entry for potential doctors. However, the challenges of developing and implementing these programmes are still unrecognised. This small-scale study aimed to briefly explore the opportunities and challenges facing students at two UK GEM programmes.
Two case studies were conducted at Imperial College and Scotland's GEM (ScotGEM) and used a triangulated qualitative approach via semi-structured and elite interviews. Data analysis, informed by grounded theory, applied thematic and force-field analysis in an empirical approach to generate evidence and instrumental interpretations for Higher Education Institutions.
Although GEM forms an opportunity for graduates to enter medicine, the different drivers of each programme were key in determining entry requirements and challenges experienced by postgraduates. Three key dilemmas seem to influence the experiences of learners in GEM programmes: (a) postgraduate identity and the everchanging sense-of-self; (b)self-directed and self-regulated learning skills, and (c) servicescape, management and marketing concepts.
Graduate entry programmes may support policy makers and faculty to fill the workforce gap of healthcare professionals. However, their successful implementation requires careful considerations to the needs of graduates to harness their creativity, resilience and professional development as future healthcare workers.
英国医生短缺是一个长期存在的问题。研究生入学医学（GEM）可能为潜在的医生提供第二条进入途径。然而，开发和实施这些课程所面临的挑战仍未得到认识。这项小规模研究旨在简要探讨英国两个GEM课程的学生所面临的机遇和挑战。
在帝国理工学院和苏格兰的GEM（ScotGEM）开展了两项案例研究，并通过半结构化访谈和精英访谈采用了三角定性研究方法。以扎根理论为指导的数据分析，采用实证方法进行主题分析和力场分析，为高等教育机构提供证据和工具性解释。
尽管GEM为毕业生提供了进入医学领域的机会，但每个课程的不同驱动因素是决定研究生入学要求和所经历挑战的关键。三个关键困境似乎影响着GEM课程学习者的体验：（a）研究生身份和不断变化的自我认知；（b）自主学习和自我管理学习技能，以及（c）服务环境、管理和营销概念。
研究生入学课程可能有助于政策制定者和教师填补医疗保健专业人员的劳动力缺口。然而，它们的成功实施需要仔细考虑毕业生的需求，以发挥他们作为未来医疗工作者的创造力、适应力和专业发展能力。
