The Analysis of Teaching of Medical Schools ( AToMS ) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning
Creators: name: Devine, Oliver Patrick
name: Harborne, Andrew Christopher
name: Horsfall, Hugo Layard
name: Joseph, Tobin
name: Marshall-Andon, Tess
name: Samuels, Ryan
name: Kearsley, Joshua William
name: Abbas, Nadine
name: Baig, Hassan
name: Beecham, Joseph
name: Benons, Natasha
name: Caird, Charlie
name: Clark, Ryan
name: Cope, Thomas
name: Coultas, James
name: Debenham, Luke
name: Douglas, Sarah
name: Eldridge, Jack
name: Hughes-Gooding, Thomas
name: Jakubowska, Agnieszka
name: Jones, Oliver
name: Lancaster, Eve
name: MacMillan, Calum
name: McAllister, Ross
name: Merzougui, Wassim
name: Phillips, Ben
name: Phillips, Simon
name: Risk, Omar
name: Sage, Adam
name: Sooltangos, Aisha
name: Spencer, Robert
name: Tajbakhsh, Roxanne
name: Adesalu, Oluseyi
name: Aganin, Ivan
name: Ahmed, Ammar
name: Aiken, Katherine
name: Akeredolu, Alimatu-Sadia
name: Alam, Ibrahim
name: Ali, Aamna
name: Anderson, Richard
name: Ang, Jia Jun
name: Anis, Fady Sameh
name: Aojula, Sonam
name: Arthur, Catherine
name: Ashby, Alena
name: Ashraf, Ahmed
name: Aspinall, Emma
name: Awad, Mark
name: Yahaya, Abdul-Muiz Azri
name: Badhrinarayanan, Shreya
name: Bandyopadhyay, Soham
name: Barnes, Sam
name: Bassey-Duke, Daisy
name: Boreham, Charlotte
name: Braine, Rebecca
name: Brandreth, Joseph
name: Carrington, Zoe
name: Cashin, Zoe
name: Chatterjee, Shaunak
name: Chawla, Mehar
name: Chean, Chung Shen
name: Clements, Chris
name: Clough, Richard
name: Coulthurst, Jessica
name: Curry, Liam
name: Daniels, Vinnie Christine
name: Davies, Simon
name: Davis, Rebecca
name: De Waal, Hanelie
name: Desai, Nasreen
name: Douglas, Hannah
name: Druce, James
name: Ejamike, Lady-Namera
name: Esere, Meron
name: Eyre, Alex
name: Fazmin, Ibrahim Talal
name: Fitzgerald-Smith, Sophia
name: Ford, Verity
name: Freeston, Sarah
name: Garnett, Katherine
name: General, Whitney
name: Gilbert, Helen
name: Gowie, Zein
name: Grafton-Clarke, Ciaran
name: Gudka, Keshni
name: Gumber, Leher
name: Gupta, Rishi
name: Harlow, Chris
name: Harrington, Amy
name: Heaney, Adele
name: Ho, Wing Hang Serene
name: Holloway, Lucy
name: Hood, Christina
name: Houghton, Eleanor
name: Houshangi, Saba
name: Howard, Emma
name: Human, Benjamin
name: Hunter, Harriet
name: Hussain, Ifrah
name: Hussain, Sami
name: Jackson-Taylor, Richard Thomas
name: Jacob-Ramsdale, Bronwen
name: Janjuha, Ryan
name: Jawad, Saleh
name: Jelani, Muzzamil
name: Johnston, David
name: Jones, Mike
name: Kalidindi, Sadhana
name: Kalsi, Savraj
name: Kalyanasundaram, Asanish
name: Kane, Anna
name: Kaur, Sahaj
name: Al-Othman, Othman Khaled
name: Khan, Qaisar
name: Khullar, Sajan
name: Kirkland, Priscilla
name: Lawrence-Smith, Hannah
name: Leeson, Charlotte
name: Lenaerts, Julius Elisabeth Richard
name: Long, Kerry
name: Lubbock, Simon
name: Burrell, Jamie Mac Donald
name: Maguire, Rachel
name: Mahendran, Praveen
name: Majeed, Saad
name: Malhotra, Prabhjot Singh
name: Mandagere, Vinay
name: Mantelakis, Angelos
name: McGovern, Sophie
name: Mosuro, Anjola
name: Moxley, Adam
name: Mustoe, Sophie
name: Myers, Sam
name: Nadeem, Kiran
name: Nasseri, Reza
name: Newman, Tom
name: Nzewi, Richard
name: Ogborne, Rosalie
name: Omatseye, Joyce
name: Paddock, Sophie
name: Parkin, James
name: Patel, Mohit
name: Pawar, Sohini
name: Pearce, Stuart
name: Penrice, Samuel
name: Purdy, Julian
name: Ramjan, Raisa
name: Randhawa, Ratan
name: Rasul, Usman
name: Raymond-Taggert, Elliot
name: Razey, Rebecca
name: Razzaghi, Carmel
name: Reel, Eimear
name: Revell, Elliot John
name: Rigbye, Joanna
name: Rotimi, Oloruntobi
name: Said, Abdelrahman
name: Sanders, Emma
name: Sangal, Pranoy
name: Grandal, Nora Sangvik
name: Shah, Aadam
name: Shah, Rahul Atul
name: Shotton, Oliver
name: Sims, Daniel
name: Smart, Katie
name: Smith, Martha Amy
name: Smith, Nick
name: Sopian, Aninditya Salma
name: South, Matthew
name: Speller, Jessica
name: Syer, Tom J.
name: Ta, Ngan Hong
name: Tadross, Daniel
name: Thompson, Benjamin
name: Trevett, Jess
name: Tyler, Matthew
name: Ullah, Roshan
name: Utukuri, Mrudula
name: Vadera, Shree
name: Van Den Tooren, Harriet
name: Venturini, Sara
name: Vijayakumar, Aradhya
name: Vine, Melanie
name: Wellbelove, Zoe
name: Wittner, Liora
name: Yong, Geoffrey Hong Kiat
name: Ziyada, Farris
name: McManus, I. C.
Publisher: name: Apollo - University of Cambridge Repository
Year: 2020
Subjects: Research Article
Medical school differences
Teaching styles
Problem-based learning
Timetables
Lectures
Tutorials
Clinical teaching
Self-regulated learning

description: Abstract: Background: What subjects UK medical schools teach, what ways they teach subjects, and how much they teach those subjects is unclear. Whether teaching differences matter is a separate, important question. This study provides a detailed picture of timetabled undergraduate teaching activity at 25 UK medical schools, particularly in relation to problem-based learning (PBL). Method: The Analysis of Teaching of Medical Schools (AToMS) survey used detailed timetables provided by 25 schools with standard 5-year courses. Timetabled teaching events were coded in terms of course year, duration, teaching format, and teaching content. Ten schools used PBL. Teaching times from timetables were validated against two other studies that had assessed GP teaching and lecture, seminar, and tutorial times. Results: A total of 47,258 timetabled teaching events in the academic year 2014/2015 were analysed, including SSCs (student-selected components) and elective studies. A typical UK medical student receives 3960 timetabled hours of teaching during their 5-year course. There was a clear difference between the initial 2 years which mostly contained basic medical science content and the later 3 years which mostly consisted of clinical teaching, although some clinical teaching occurs in the first 2 years. Medical schools differed in duration, format, and content of teaching. Two main factors underlay most of the variation between schools, Traditional vs PBL teaching and Structured vs Unstructured teaching. A curriculum map comparing medical schools was constructed using those factors. PBL schools differed on a number of measures, having more PBL teaching time, fewer lectures, more GP teaching, less surgery, less formal teaching of basic science, and more sessions with unspecified content. Discussion: UK medical schools differ in both format and content of teaching. PBL and non-PBL schools clearly differ, albeit with substantial variation within groups, and overlap in the middle. The important question of whether differences in teaching matter in terms of outcomes is analysed in a companion study (MedDifs) which examines how teaching differences relate to university infrastructure, entry requirements, student perceptions, and outcomes in Foundation Programme and postgraduate training.