A qualitative study of the attitudes to teamwork of graduates from a traditional and an integrated undergraduate medical course

Sarah Willis, Alison Jones, Patricia McArdle, Paul A. O'Neill

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Introduction: In 1994 the University of Manchester medical school introduced an integrated undergraduate course using problem-based learning throughout. This study explores differences between the new and old (traditional) course graduates' attitudes to, and conceptualization of, teamwork. Methods: Semi-structured interviews were conducted with 24 graduates of the traditional course (graduating in 1998) and 23 from the new course (1999 graduates), representing approximately 14% of graduates from each cohort. Theories were then developed from concepts emerging from the data. Results: The new course graduates (NCGs) had a broader view of members of a health professional team. The NCGs believed that the medical team should provide support and were more comfortable consulting them when faced with problems. Conclusions: The new curriculum has had some impact on conceptualization and attitude to team-work. However, further development is required if graduates are to see themselves as part of a multi-professional team.
    Original languageEnglish
    Pages (from-to)139-148
    Number of pages9
    JournalAdvances in Health Sciences Education
    Volume8
    Issue number2
    DOIs
    Publication statusPublished - 2003

    Keywords

    • Attitudes
    • Medical education
    • Problem based learning
    • Qualitative research methods
    • Teamwork

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