Determining the readiness of our PGT students, are we supporting them to become ‘Masters’

Postgraduate taught (PGT) programmes in the Bristol Medical School attract students with a variety of ages, nationalities and backgrounds (including clinical and non-clinical). With this diversity, it is unlikely that our students possess equal skills upon commencing their studies. The seven ‘Facets of Mastersness’ have been defined previously [1], which overlap with the desired characteristics of Masters graduates described by the QAA [2]. This project aims to determine if some demographic groups are more or less confident in particular Masters facets (their perceived 'readiness'); and secondly, whether our programmes improve students’ self-reported assessment of these skills and attributes. Students were invited to complete surveys at the start and end of their PGT programme, indicating their confidence in 34 skills/attributes using a 10-point scale. Before commencing study, preliminary data show students are least confident with the facets ‘Research and Enquiry’ and ‘Degree of Abstraction’, and most confident with ‘Professionalism’. After studying with us, students report an improvement in at least 5 facets overall, and in numerous individual skills/attributes. Differences in both 'readiness' and improvement based on academic background, gender and nationality will be discussed. Understanding student skills in greater depth will allow us to provide tailored support during PGT study.