What Makes Medical Education Meaningful: A Qualitative Evaluation of Student and Educator Perspectives on UK Clinical Education

Background Undergraduate clinical education has evolved to encompass a broad integration of online, in-person, simulation-based, and bedside teaching modalities. Although these formats are now embedded in post-pandemic curricula, concerns persist regarding student engagement, preparedness for clinical practice, and the capacity of educators to deliver high-quality, relational teaching within pressured clinical environments. Understanding both student and educator perspectives is essential for informing effective curriculum design. Methods Semi-structured interviews were conducted among 6 UK medical students and 11 medical educators. Data were analyzed using an inductive approach to thematic analysis following Braun and Clarke’s six-phase framework. The student and educator datasets were analyzed separately before thematic integration. Results Five overarching themes were identified. First, participants emphasized the value of a blended teaching model, noting the complementary strengths of simulation for confidence-building and bedside teaching for authenticity and professional identity formation. Second, interactive, case-based, and relational pedagogy was favored over didactic lectures, with continuity of teaching staff and opportunities for active participation seen as central to engagement. Third, feedback was regarded as most effective when it was timely, specific, and dialogic, although its delivery appeared to be constrained by service pressures. Fourth, readiness and motivation to learn were shaped by the level of structure and pastoral support available on placements, with students reporting difficulties navigating self-directed learning. Finally, misalignment between curricula and assessment was viewed as a major barrier to meaningful clinical engagement. Conclusion Students and educators shared preferences for a structured, practice-aligned educational approach incorporating blended teaching modalities, interactive pedagogy, high-quality feedback, and clear alignment between curriculum and assessment. Addressing curriculum overload, clarifying expectations, and recognizing the pastoral contributions of educators were identified as important considerations for institutions. These findings provide insight into the factors influencing student engagement and educator effectiveness in the evolving post-pandemic pedagogical landscape.