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.
Oliver Patrick DevineAndrew Christopher HarborneHugo Layard HorsfallTobin JosephTess Marshall-AndonRyan SamuelsJoshua William KearsleyNadine AbbasHassan BaigJoseph BeechamNatasha BenonsCharlie CairdRyan ClarkThomas CopeJames Andrew CoultasLuke DebenhamSarah DouglasJack EldridgeThomas Hughes-GoodingAgnieszka JakubowskaOliver JonesEve LancasterCalum MacMillanRoss McAllisterWassim H MerzouguiBen PhillipsSimon PhillipsOmar RiskAdam SageAïsha SooltangosRobert James SpencerRoxanne TajbakhshOluseyi AdesaluColin DewarAmmar AhmedKatherine AikenAlimatu-Sadia AkeredoluIbrahim AlamAamna AliRichard AndersonJia Jun AngFady Sameh AnisSonam AojulaCatherine ArthurAlena AshbyAhmed AshrafEmma AspinallMark AwadAbdul-Muiz Azri YahayaShreya BadhrinarayananSoham BandyopadhyaySamuel C BarnesDaisy Bassey-DukeCharlotte BorehamRebecca BraineJoseph BrandrethZoe CarringtonZoe CashinShaunak ChatterjeeMehar ChawlaChung Shen CheanChris ClementsRichard Alexander CloughJessica CoulthurstLiam CurryVinnie Christine DanielsSimon DaviesRebecca DavisHanelie De WaalNasreen DesaiHannah DouglasJames DruceLady-Namera EjamikeMeron EsereAlex EyreIbrahim Talal FazminSophia Fitzgerald-SmithVerity J FordSarah FreestonKatherine GarnettWhitney GeneralHelen GilbertZein GowieCiaran Grafton-ClarkeKeshni GudkaLeher GumberRishi GuptaChristopher Francis HarlowAmy HarringtonAdele HeaneyWing Hang Serene HoLucy HollowayChristina HoodEleanor HoughtonSaba HoushangiEmma HowardBenjamin HumanHarriet HunterIfrah HussainSami HussainRichard Thomas Jackson-TaylorBronwen Jacob-RamsdaleRyan JanjuhaSaleh JawadMuzzamil JelaniDavid JohnstonMike JonesSadhana KalidindiSavraj KalsiAsanish KalyanasundaramAnna KaneSahaj KaurOthman Khaled Al-OthmanQaisar KhanSajan KhullarPriscilla KirklandHannah Lawrence-SmithCharlotte LeesonJulius Elisabeth Richard LenaertsKerry LongSimon LubbockJamie Mac Donald BurrellRachel MaguirePraveen MahendranSaad MajeedPrabhjot Singh MalhotraVinay MandagereAngelos MantelakisSophie McGovernAnjola MosuroAdam MoxleySophie MustoeSam MyersKiran NadeemReza NasseriThomas A H NewmanRichard NzewiRosalie OgborneJoyce OmatseyeSophie PaddockJames ParkinMohit PatelSohini PawarStuart PearceSamuel PenriceJulian PurdyRaisa RamjanRatan RandhawaUsman RasulElliot Raymond-TaggertRebecca RazeyCarmel RazzaghiEimear ReelElliot John RevellJoanna RigbyeOloruntobi RotimiAbdelrahman SaidEmma SandersPranoy SangalNora Sangvik GrandalAadam ShahRahul Atul ShahOliver ShottonDaniel SimsKatie SmartMartha Amy SmithNick SmithAninditya Salma SopianMatthew SouthJessica SpellerTom J SyerNgan Hong TaDaniel TadrossBenjamin ThompsonJess TrevettMatthew TylerRoshan UllahMrudula UtukuriShree VaderaHarriet Van Den ToorenSara VenturiniAradhya VijayakumarMelanie VineZoe WellbeloveLiora WittnerGeoffrey Hong Kiat YongFarris ZiyadaI Chris McManusPublished in: BMC medicine (2020)
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.