The medical doctor (degree) apprenticeship.

IF 3.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Teacher Pub Date : 2024-12-01 Epub Date: 2024-10-31 DOI:10.1080/0142159X.2024.2393784

Sanjiv Ahluwalia, Tony Fenton, Carrie Roder, Lauren Felicity Spurling, Simon C Cork, Georgia Winnett, Enamul Ahsan, Jo-Anne Johnson, Peter Bishop

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Abstract

In this article we explore the United Kingdom context of apprenticeships and the history of development of the use of the term apprentice in medicine. We describe the development of the Medical Doctor Degree Apprenticeship (MDDA) in England and how Anglia Ruskin University (ARU) has approached the development of the MDDA. We explore the rationale for developing the MDDA in Essex, the structure of the apprenticeship at ARU (which comprises 20% of employed time in NHS work and 80% in education undertaking the medical degree), the challenges and issues we encountered and mitigations we put in place. We describe the importance of stakeholder engagement (especially with direct entry medical students, medical professionals, and members of the university staff). The role of the employer is critical to the development and delivery of MDDA. The important role of regulators in developing and monitoring MDDA is the complexity of funding arrangements. Finally, we offer reflections on the development journey thus far.

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医学博士（学位）学徒制。

在本文中，我们将探讨英国学徒制的背景以及医学学徒这一术语的发展历史。我们描述了英国医学博士学位学徒制（MDDA）的发展，以及安格利亚鲁斯金大学（ARU）是如何发展医学博士学位学徒制的。我们探讨了在埃塞克斯郡发展 MDDA 的理由、安格利亚鲁斯金大学的学徒制结构（其中 20% 的受雇时间在国家医疗服务系统工作，80% 的受雇时间在攻读医学学位的教育过程中）、我们遇到的挑战和问题以及我们采取的缓解措施。我们介绍了利益相关者参与的重要性（尤其是直接入学的医科学生、医学专业人员和大学教职员工）。雇主的作用对于 MDDA 的开发和实施至关重要。监管机构在发展和监督 MDDA 方面的重要作用是资金安排的复杂性。最后，我们对迄今为止的发展历程进行了反思。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Medical Teacher 医学-卫生保健

CiteScore

7.80

自引率

8.50%

发文量

396

审稿时长

3-6 weeks

期刊介绍： Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.