Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761923
Title: What factors contribute to success and failure in the First Year at Medical School?
Author: Jones, Colin Howard
Awarding Body: University of Glasgow
Current Institution: University of Glasgow
Date of Award: 2018
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Abstract:
Applicants to Medical School must be academically successful to secure a place at university. Despite their success in secondary education and the stringent entry criteria, a significant number of students fail summative assessments at the end of their First Year. This gives rises to the following question: “Why do previously high achieving students fail in the university system?” Existing models seek to distinguish between voluntary and involuntary withdrawal from university and to explain academic withdrawal in the context of an individual’s academic and social integration into a new educational environment, their commitment to the institution and their commitment to Medicine as a career. However, much of the existing literature on failure in the early years at Medical School has focused on pre-university academic ability, as demonstrated by grade achievement at the end of secondary education, and/or faculty’s perspectives of student failure. This dissertation adopts a qualitative approach to understanding success and failure in the first year at Medical School from the perspective of medical students themselves. Their perspectives are explored within the model of withdrawal and persistence proposed by Tinto (1975) and interpreted in the context of existing literature on failure in the early years of higher education in general and in Medicine in particular. These findings are further reframed within an analysis based upon Bourdieu’s Theory of Practice. This analysis considers the students’ field of operation, the relative positions of agents within the field and the capitals which allow them to hold those positions, and the habitus of the agents and the institution itself. Through this analysis, factors that students believe may predispose to success and failure are identified and discussed. This in turn leads to a consideration of how my own understanding and professional practice have developed and might develop in the future.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.761923  DOI: Not available
Keywords: HM Sociology ; HT Communities. Classes. Races ; LB1603 Secondary Education. High schools ; LB2300 Higher Education ; R Medicine (General) ; RZ Other systems of medicine
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