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Abstract

Objectives: Interest to join the intercalated phase of the Doctor of Medicine (MD) programme, at the Sultan Qaboos University (SQU), Muscat, Oman, has steadily decreased over the recent years; the reasons behind this decline are not known. Therefore, this study aimed to examine the reasoning behind medical students' decisions not to intercalate, and to develop a framework of interventions aiming at strengthening existing educational strategies at the College of Medicine and Health Sciences, SQU. Methods: This study used a mixed-methods approach integrating a structured questionnaire and focus group discussions; undergraduate medical students who were entering clinical rotations and opting not to intercalate were enrolled in this study. The study was conducted between 2023 and 2024 at the SQU, Muscat, Oman. Results: A total of 150 questionnaires were analysed (response rate = 95.5%). The median age was 22 years, with a female to male ratio of 2:1. The decision to choose medical professions as a future career was self-determination in 46.6% of cases with no significant differences between genders (P = 0.78). Almost one third of students preferred going abroad for post-graduate medical training and only a small proportion, mainly females, were interested in academic positions. Three themes were identified related to reasons for non-intercalating: (1) length of MD educational programme, (2) previous research activities and (3) career challenges. Conclusion: This study's findings identified various practical measures that curriculum designers can implement to attract more medical students to the intercalated phase. Improving research mentorship in earlier years and demonstrating to students the number of opportunities available when intercalating may increase medical students' interest in the intercalated phase.

Article Type

Original Study

Publication Date

10-26-2026

First Page

548

Last Page

556

Creative Commons License

Creative Commons Attribution-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 International License.

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