title: Alternative learning environments: what do they contribute to professional development of medical students?
abstract: Special study modules provide opportunities for students to develop lifelong learning skills and develop areas of interest. The GMC also recommends opportunities to study topics not included in the core medical curriculum. This paper reports the evaluation of modules based within alternative learning environments developed to provide students with experiences outside traditional medical, scientific or academic cultures. The attachment was highly rated as contributing to professional development, provided novel learning experiences, and was stimulating for both students and supervisors. All students achieved new skills that they felt were pertinent to their personal development. Assessment was by standardized pro forma, including generic transferable skills and module specific outcomes. Whilst overall assessment grades were comparable to similar course components, unease amongst both students and supervisors was expressed reflecting anxieties in the diversity of workloads and assessment. Attempts to standardize assessment across the diversity of modules did not reduce anxieties and potentially detracted from the learning experiences.
authors.affiliation: School of Biomedical Sciences, University of Leeds, UK.
authors.forename: Michael S
authors.initials: MS
authors.lastname: Yates
authors.forename: Sarah
authors.initials: S
authors.lastname: Drewery
authors.forename: Deborah G
authors.initials: DG
authors.lastname: Murdoch-Eaton
mesh_terms: D004504:Education, Medical, Undergraduate / Q000379:methods*; D004522:Educational Status; D005246:Feedback; D006801:Humans; D007858:Learning; D017145:Models, Educational; D011361:Professional Competence; D015397:Program Evaluation; D013337:Students, Medical; D006113:United Kingdom