{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,25]],"date-time":"2026-01-25T02:37:01Z","timestamp":1769308621255,"version":"3.49.0"},"reference-count":26,"publisher":"Wiley","issue":"7","license":[{"start":{"date-parts":[[2014,6,9]],"date-time":"2014-06-09T00:00:00Z","timestamp":1402272000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["asmepublications.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Medical Education"],"published-print":{"date-parts":[[2014,7]]},"abstract":"<jats:sec>\n                    <jats:title>Context<\/jats:title>\n                    <jats:p>Medical schools have tended to admit students with strong backgrounds in the biomedical sciences. Previous studies have shown that those with backgrounds in the social sciences can be as successful in medical school as those with science backgrounds. However, the experience of being a \u2018non\u2010science\u2019 student over time has not been well described.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A mixed\u2010methods study was developed and run with the aim of elucidating the personal experiences of science and non\u2010science students at our institution. Data were generated from a student survey that focused on participants' self\u2010identification as science or non\u2010science students, and on their sense of preparedness and stress, and from a series of student focus groups exploring participants' experiences of science and non\u2010science issues in all aspects of their training. Descriptive statistics were generated for structured survey data. Focus group data and unstructured survey data were analysed to identify common themes. End\u2010of\u2010module and end\u2010of\u2010year examination data for the four class cohorts in the programme were also analysed to compare science and non\u2010science student performance over time.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>There were clear differences between the experiences and performance of science and non\u2010science students. We found dichotomies in students' self\u2010reported sense of preparedness and stress levels, and marked differences in their examination performance, which diminished over time to converge around the third year of their studies. Combining science and non\u2010science students in the same class affected the students to different extents and in different ways. The potential disruption of mixing science and non\u2010science students diminished as their levels of performance converged.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The psychosocial stress experienced by non\u2010science students and the challenges it posed, in both their academic and their personal lives, have implications for how such students should be supported, and how curricula can be configured to afford quality learning for all medical students.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/medu.12496","type":"journal-article","created":{"date-parts":[[2014,6,9]],"date-time":"2014-06-09T07:11:43Z","timestamp":1402297903000},"page":"674-686","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":11,"title":["Exploring the consequences of combining medical students with and without a background 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Medical Education Northern Ontario School of Medicine Sudbury Ontario Canada"},{"name":"Department of Family and Community Medicine St. Michael's Hospital Toronto Ontario Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2014,6,9]]},"reference":[{"key":"e_1_2_11_2_1","first-page":"5","volume-title":"Psychosocial Aspects of Medical Training","author":"Gough HG","year":"1971"},{"issue":"6","key":"e_1_2_11_3_1","first-page":"429","article-title":"Science versus non\u2010science undergraduate studies for medical school: a study of nine classes","volume":"57","author":"Yens DP","year":"1982","journal-title":"J Med Educ"},{"issue":"24","key":"e_1_2_11_4_1","doi-asserted-by":"crossref","first-page":"2506","DOI":"10.1001\/jama.1980.03300500032024","article-title":"Medical students from natural science and non\u2010science undergraduate backgrounds","volume":"243","author":"Dickman 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