ArticleThe clinical teacher2025
Surviving and Thriving in Medicine: Developing Theory-Based Interventions for Students From Widening Access Backgrounds.
Article in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Predicting University Students' Stress Responses: The Role of Academic Stressors and Sociodemographic Variables.European journal of investigation in health, psychology and education · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
Abstract
The challenges facing students from widening participation (WP) backgrounds do not simply disappear upon entering medicine. Accordingly, it is imperative that in promoting equity in medicine, we understand how WP students may be best supported to thrive in their studies. This research aimed to develop an evidence-based and theory-informed intervention strategy to target student support amongst undergraduate WP students in medicine. Workshops were conducted with staff working in the medical school and students from WP backgrounds. Participants generated potential intervention ideas and critically considered the feasibility of implementation. Data analysis and intervention development were supported by the Theoretical Domains Framework (TDF) and Behaviour Change Wheel (BCW). The TDF and BCW were successfully conceptualised to structure an intervention strategy to enhance student support amongst WP students in medicine. Workshop participants identified support needs of students from WP backgrounds, and these were prioritised and used to drive intervention development. We outline two interventions that were developed from the research: adaptation of the existing personal tutor scheme and implementation of a WP peer network. The theory-based intervention strategy outlines a foundation that could be utilised to develop and evaluate interventions to support students from WP backgrounds in medicine. This study has demonstrated how an intervention development framework (BCW) using a theoretical base can be used to develop interventions for students from WP backgrounds. Two intervention ideas were developed from the research and were designed to promote support seeking, social connection and a sense of belonging in students from WP backgrounds.
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What Socratic holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.