Back to Journals » Advances in Medical Education and Practice » Volume 8

Medical student involvement in health policy roles

Authors Malik B, Ojha U, Khan H, Begum F, Khan H, Malik Q

Received 25 July 2017

Accepted for publication 6 September 2017

Published 6 November 2017 Volume 2017:8 Pages 735—743


Checked for plagiarism Yes

Review by Single anonymous peer review

Peer reviewer comments 2

Editor who approved publication: Dr Md Anwarul Majumder

Bassit Malik,1 Utkarsh Ojha,1 Hassan Khan,1 Farzana Begum,2 Harun Khan,1 Qasim Malik3

1School of Medicine, Imperial College London, London, UK; 2Barts and the London School of Medicine and Dentistry, London, UK; 3Heart of England NHS Foundation Trust, Birmingham, UK

Objectives: A teaching curriculum in health policy may be well established in medical school; however, an emphasis on applying taught principles via participation in health policy roles is less defined. We undertook a study to explore medical student participation in health policy roles.
Design and setting: An anonymous online survey via convenience sampling was conducted in the UK.
Participants: A total of 112 students from six medical schools participated in the study.
Outcome measures: The outcome measures were as follows: medical students’ beliefs about their current knowledge of health policy and their desire to learn more; their current, past and future involvement in a health policy role, and perceived barriers to involvement.
Results: Forty-seven percent of participants reported previous teaching on health policy, with the majority scoring themselves 2 out of 5 for knowledge about the topic (38%). Seventy-seven percent of participants expressed a desire to be taught health policy while 73% agreed with compulsory teaching. Ninety-six percent of participants reported no current or previous activity in a health policy role, with 61% willing to undertake a role in the future. The three main barriers to student involvement were: a lack of knowledge about health policy (57%), an unawareness of opportunities available (56%), and a lack of time (43%).
Conclusion: In addition to already established teaching programs within medical school, implementation of community-based experiences could improve knowledge of health policy, while providing an opportunity for students to gain experience in health policy committee roles.

Keywords: medical curriculum, policy committee, service learning

Two letters to the Editor have been received and published for this article
Mohammed et al
Nur et al 

Creative Commons License This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at and incorporate the Creative Commons Attribution - Non Commercial (unported, v3.0) License. By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms.

Download Article [PDF]  View Full Text [HTML][Machine readable]