Is it intelligent to intercalate? A two centre cross-sectional study exploring the value of intercalated degrees, and the possible effects of the recent tuition fee rise in England.

AIMS AND OBJECTIVES: To explore the value of intercalated degrees, including student perceptions and academic sequelae. To gauge the likely effect of the recent tuition fee rise and to identify any differences in intercalated degrees between Bristol and Sheffield universities. DESIGN: Cross-sectional study using questionnaires. SETTING: Bristol and Sheffield Medical Schools, UK. PARTICIPANTS: 1484 medical students in their clinical years were e-mailed the questionnaire. 578 students responded: 291 from Bristol and 287 from Sheffield (n=578; mean age=22.41; SD 1.944; 38.9% male; 61.1% female). The response rate from previous intercalators was 52.5% from Bristol and 58.7% from Sheffield, while for non-intercalators it was 27.7% and 34.6%, respectively. MAIN OUTCOME MEASURES: (1) Student preconceptions, opinions, results and academic sequelae from intercalated degrees at both centres. (2) Students' attitudes concerning the effect of the increase in tuition fees. RESULTS: Those with clinical academic supervisors gained significantly more posters (p=0.0002) and publications (p<0.0001), and also showed a trend to gain more first class honours (p=0.055). Students at Sheffield had a significantly greater proportion of clinical academic supervisors than students at Bristol (p<0.0001). 89.2% said that an intercalated degree was the right decision for them; however, only 27.4% stated they would have intercalated if fees had been £9000 per annum. CONCLUSIONS: Students clearly value intercalated degrees, feel they gained a substantial advantage over their peers as well as skills helpful for their future careers. The rise in tuition fees is likely to reduce the number of medical students opting to undertake an intercalated degree, and could result in a further reduction in numbers following an academic path. Sheffield University have more intercalating students supervised by clinical academics. Clinical academics appear more effective as supervisors for medical students undertaking an intercalated degree in terms of results and additional academic sequelae.

Opposing actions of histone deacetylase 1 and Notch signalling restrict expression of erm and fgf20a to hindbrain rhombomere centres during zebrafish neurogenesis.

The rate and pattern of neurogenesis in the developing vertebrate nervous system is controlled by a complex interplay of intercellular signalling pathways and transcriptional control mechanisms. In the zebrafish hindbrain, Fgf20a promotes transcription of the gene encoding the ETS-domain transcription factor Erm in the non-neurogenic centres of rhombomeres. Here, we demonstrate that the epigenetic regulator, Histone Deacetylase 1 (Hdac1) and the Notch signalling pathway have opposing functions in regulating expression of both erm and fgf20a in the zebrafish hindbrain. Our results show that Hdac1 is required for expression of erm and fgf20a in rhombomeres, and that the Hdac1-dependent expression of these two genes is attenuated in rhombomere boundary regions by Notch signalling activity, thereby restricting erm and fgf20a transcripts to narrow stripes of cells at rhombomere centres.