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  1. "We were treated like...
  2. "We were treated like adults"--development of a pre-medicine summer school for 16 year olds from deprived socioeconomic backgrounds: action research study
Research

"We were treated like adults"--development of a pre-medicine summer school for 16 year olds from deprived socioeconomic backgrounds: action research study

BMJ 2006; doi: https://doi.org/10.1136/bmj.38755.582500.55 (Published 22 February 2006) Cite this as: BMJ 2006;:bmj;bmj.38755.582500.55v1

Data supplement

  • Measuring socio-economic deprivation using the IMD score

    Main suggestions for how the summer school could be improved

    Most important things that pupils felt they learnt

     

    Box A Measuring socio-economic deprivation using the IMD score [posted as supplied by author]

    The IMD score is derived from 2001 Census (General Household Survey) data for England and Wales.[1] It reflects the average income (22.5%), employment (22.5%), health and disability (13.5%), education, skills and training (13.5%), barriers to housing and services (9.3%), crime (9.3%), and living environment (9.3%) of an area of around 200 households. To calculate the IMD score of your home address:

    Go to http://www.gigateway.org.uk/areasearch/default.html and put in your home postcode. When the data table appears, find the ‘Lower layer super-output area’ row and note the code (e.g. E01000319).

    Go to the website of the Office of the Deputy Prime Minister

    http://www.odpm.gov.uk/stellent/groups/odpm_control/documents/contentservertemplate/odpm_index.hcst?n=4610&l=3 and open the Excel database ‘SOA level ID’.

    Using the ‘find’ function, find the SOA code you noted above, and read off (a) the absolute IMD score and (b) the ranking of that SOA against all other SOAs in England and Wales (where 1 = most deprived). A ranking of 8121 or lower places the SOA in the most deprived quartile in England and Wales.

     

    1 Office of the Deputy Prime Minister, Neighbourhood Renewal Unit. The English indices of deprivation 2004 (rev). Measuring multiple deprivation at the small area level: a conceptual framework. London: Office of the Deputy Prime Minister, Neighbourhood Renewal Unit, 2004.

     

     

    Box B Main suggestions for how the summer school could be improved [posted as supplied by author]

    PUPILS

    Make the summer school two weeks rather than one, and residential (‘the days weren’t long enough’)

    Shorter lectures

    More social time

    More time on practical skills and practical work

    More time in the actual hospital

    Watch more operations (and more complicated ones)

    More interview practice

    More time learning about different medical equipment and what life as a doctor is like

    More learning about medical specialties e.g. A&E, psychiatry, and paediatrics

    Going to more departments within the hospital

    Allow students to shadow doctors, for example on ward rounds

    More time with the junior doctors as they are the ones close to us and really persuaded us into medicine

    More time to prepare for the Grand Round presentations

    Meet more patients

    More details on university life

    Various suggestions on type and quantity of food

    MEDICAL STUDENTS

    Clearer orientation for student buddies before the course begins

    Don’t give individual performance prizes as many good pupils didn’t get one and they were disappointed

    STAFF

    Start the week in small groups instead of a lecture theatre

    Various operational suggestions for getting guest tutors, patients and pupils in the right room at the right time

    Many suggestions (and volunteers) of additional teaching staff for next year

    Must follow up the pupils and continue to support them

    SCHOOL TEACHERS

    Make it an annual event

    More outreach by course team to schools prior to the course

    Follow up pupils



      

    Table A Most important things that pupils felt they learnt [posted as supplied by author]

    About the application process, qualifications needed and interview practice

    What you need to get into medical school i.e. grades, good personal statement and interviews.

    How to improve my chances of entering medical school

    How to get the grades.

    How to do a good interview for medical school.

    I have learnt how to be successful at an interview.

    About doctor-patient communication

    I learnt medicine has another aspect, not only pure science, but also empathy and ability to communicate, which is absolutely vital for a doctor.

    How to put patients at ease when talking to them.

    About different medical specialties

    Difference between medicine and surgery.

    Found out more about the GP and how interesting it is.

    Career opportunities in medicine.

    Clinical skills and information

    Information about diabetes.

    Diagnostic techniques.

    Harvey [the programmable mannikin for learning heart examination] – he allowed me to hear how an aortic stenosis heart sounded like.

    What medicine is like

    How many people there are in the operating theatre and what each of their roles are.

    An idea of what surgery is like.

    What life is like being a doctor and medical student.

    About the hierarchy of doctors.

    The different professions in the NHS and the value of teamwork

    Group work as I believe it is the most important factor. You can be a consultant but you still can’t accomplish your job without the help of other professions.

    The amount of work needed

    How important it is that you work hard from the very beginning of A levels.

    How hard it is to become a doctor.

    I have learnt that doctors need to be keen and determined to succeed

    Medicine is the right choice

    I established I am SURE I want to do medicine, which is very important to me as I used to have the tiniest of doubts (no longer).

    It has made me 108% sure about doing medicine.

     

     

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