@article {Gyekye-MensahBJGPO.2022.0002, author = {Hannah Gyekye-Mensah and Arabella Watkins and Joseph Wenden and Imogen Horn and Jemimah Beardwood and Melvyn Jones and Emma Metters}, title = {An evaluation of a student-led career profiling project to support the exploration of a career in general practice and other specialties}, volume = {6}, number = {3}, elocation-id = {BJGPO.2022.0002}, year = {2022}, doi = {10.3399/BJGPO.2022.0002}, publisher = {Royal College of General Practitioners}, abstract = {Background Choosing medical careers is complex but the undergraduate period is formative. St George{\textquoteright}s University of London (SGUL) students called for greater careers information.Aim To develop and evaluate students{\textquoteright} careers resources.Design \& setting A quality improvement student{\textendash}staff project at SGUL, UK.Method A {\textquoteleft}Plan-Do-Study-Act{\textquoteright} (PDSA) cycle was completed. For the {\textquoteleft}Plan{\textquoteright} element, students{\textquoteright} career intentions and information preferences were surveyed. For the {\textquoteleft}Do{\textquoteright} element, video interviews with clinicians and infographic posters were produced and published on SGUL{\textquoteright}s virtual learning environment. For the {\textquoteleft}Study{\textquoteright} element, feedback questionnaires were thematically analysed using Kirkpatrick{\textquoteright}s framework. For the {\textquoteleft}Act{\textquoteright} element, the model was rolled out across SGUL programmes.Results In the {\textquoteleft}Plan{\textquoteright} stage, 79 students ranked interest in specialties, with general practice being the second most popular. Students were unconfident in how to pursue careers and wanted more information. For the {\textquoteleft}Do{\textquoteright} element, 13 careers videos and infographics were created for 10 specialties. The {\textquoteleft}Study{\textquoteright} questionnaire showed changes across three of the four levels in Kirkpatrick{\textquoteright}s model of evaluation of training. Level 1 (Response): students found resources helpful and accessible. Level 2 (Learning): students reported increased understanding of careers. Level 3 (Transfer): students planned using checklists and made career comparisons by specialty. Level 4 (Results): students{\textquoteright} career choices were not demonstrated, but there were tentative proxy measures such as copying and modelling career routes and choices. {\textquoteleft}Act{\textquoteright} involved rolling out and regularly updating resources.Conclusion This PDSA model enabled development of resources by students mapped to students{\textquoteright} needs. Changes were demonstrated in relation to students{\textquoteright} response, learning, and transfer, with tentative suggestions of impact on career choice.}, URL = {https://bjgpopen.org/content/6/3/BJGPO.2022.0002}, eprint = {https://bjgpopen.org/content/6/3/BJGPO.2022.0002.full.pdf}, journal = {BJGP Open} }