# Exploring Medical Student Attitudes Regarding Inter-university Learning: A Pilot Study

## TL;DR

This study explores how medical students from different universities feel about learning together, finding that it helps develop teamwork and communication skills.

## Contribution

The study introduces inter-university learning as a novel educational approach to prepare medical students for collaborative real-world work.

## Key findings

- Students showed positive attitudes toward inter-university learning, particularly valuing teamwork and communication practice.
- Differences in university course structures influenced students' strengths and approaches during collaborative learning.
- Non-technical skills like team-working and role delegation were seen as key benefits of inter-university learning.

## Abstract

Introduction

The United Kingdom needs to educate more medical students to meet workforce demands. With static numbers of clinical teachers available, novel and efficient approaches are required to prepare students for real-life work where doctors routinely work with colleagues from different medical schools. This innovative project was designed to investigate student attitudes towards inter-university learning (IUL), whereby two medical students from different universities learn together.

Materials and methods

Thirteen students at Great Western Hospital, Swindon, England, volunteered and were randomly paired with a student from another university. Pairs completed a 20-minute simulated clinical scenario and observed three others. Students completed pre- and post-session questionnaires adapted from the Readiness for Inter-Professional Learning scale. Seven students took part in semi-structured interviews which underwent thematic analysis.

Results

Quantitative analysis of post-session questionnaires demonstrated a positive response to IUL. Thematic analysis generated six themes: impact on learning, impact on career, working together, recognising differences, practical considerations, and psychosocial perspectives.

Discussion

Students enjoyed the social learning opportunity to practise team-working, communication, and role delegation with unknown peers whilst sharing different clinical approaches. Differences in course structure meant students displayed varying strengths, although unexpected findings centred around pre-conceptions of both universities and social comparison behaviours.

Conclusion

IUL’s strength was deemed to be in non-technical skill development to prepare for real-life work, ultimately enhancing patient safety. Practicalities to consider include session design and psychological safety. IUL provides a novel solution to efficiently educate future healthcare professionals and further work to explore its benefits on a wider scale is suggested.