Intercalation predicts improved academic performance across the medical undergraduate curriculum

Abstract

This article was migrated. The article was marked as recommended. Introduction: Intercalation has significant costs and students need to balance these with information about potential benefit. Thus this study sought to identify whether undertaking an intercalated degree impacted upon exam performance in the primary medical qualification. Methods: Retrospective case-matched data analyses of anonymised student databases from the University of Birmingham Medical School. 171 students who intercalated, were matched for MBChB performance with students from the same cohort who did not intercalate. Individual student change in overall year mark (percentage), between two consecutive years of the MBChB, was compared between groups. Results: There was a significant difference (t(170)=4.095, p<0.001) in change in mark in the intercalation group (mean improvement = 4.48, SD = 6.16) compared with the non-intercalation group (mean improvement = 2.11, SD = 5.04). Intercalation within the home institution, earlier in the MBChB degree and female gender also had positive effects on change in mark. Conclusion: Students from the University of Birmingham who undertook an intercalated degree demonstrated significant improvements in academic performance. This finding supports evidence from other single institution studies and confirms positive impact of intercalation. Threats to financial support for intercalated degrees may therefore be detrimental in the education of tomorrow's doctors.