1Department of Dermatology, University Hospitals Coventry and Warwickshire NHS Trust, Coventry, United Kingdom; 2Warwick Medical School, University of Warwick, Coventry, United Kingdom
I. GRADUATE-ENTRY MEDICINE DEGREE PROGRAMMES
Graduate-entry medicine degree programmes exist in many countries. In the UK, graduate-entry medicine degree programmes began in 2000 and accounted for approximately 10% of the annual intake into all undergraduate medicine academic programmes (Garrud, 2011). There had been relatively few studies exploring the impact of prior experience on graduate-entry medical students’ medical school journey. Rapport and colleagues (2009) reported prior work and life experience had a significant and positive impact on medical students’ degree programme experience. Their prior experiences had helped them understand complex concepts in professionalism, ethics and reflective learning, as well as how to manage patient encounters (Rapport et al., 2009). On the other hand, the authors noted the nature of medical students’ previous degree subjects had ‘virtually negligible effects’ on their current degree programme experience (Rapport et al., 2009). Gallagher and Hoare (2016) explored the transition experience of New Zealand medical students that were health professionals. The authors reported these medical students retained a number of generic core skills (e.g. patient communication, professionalism, teamwork, familiarity with the health care environment) from their previous health profession role and were able to apply these skills to their medicine degree programme (Gallagher and Hoare, 2016).
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