A critical review of the core medical training curriculum in the UK: A medical education perspective

Work-based assessments are ubiquitous in postgraduate medical training in the UK. This article discusses the variety of these assessments and explores barriers to their use and solutions for improving the educational value of these tools for adult learners. The focus should be on feedback and learning rather than assessment, and this may promote discussion of more challenging scenarios where the opportunity for learning is greater. Mobile devices may help reduce the administrative, geographical and time constraints of completing work-based assessments.

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Exploring the Role of Pharmacists in Medical Student Training for the Prescribing Safety Assessment

10.20944/preprints201806.0147.v1 ◽

2018 ◽

Author(s):

Fay Al-Kudhairi ◽

Reem Kayyali ◽

Vilius Savickas ◽

Neel Sharma

Keyword(s):

Medical Education ◽

Medical Student ◽

Safety Assessment ◽

Medical Training ◽

Educational Practice ◽

Added Value ◽

Prescribing Practice ◽

Student Training ◽

The Uk ◽

Study Participants

Five years after the introduction of the Prescribing Safety Assessment (PSA) in the UK, the role pharmacists play to help prepare medical students for this challenge is uncertain. Our study explored pharmacists’ perceptions about their role in undergraduate medical training for the Prescribing Safety Assessment (PSA). Study participants were emailed a qualitative questionnaire aimed at ascertaining their current involvement in undergraduate medical education, particularly the preparation for PSA. Responses received were thematically-analysed. A total of 27 UK hospital pharmacists and 3 pharmacists from local education and training boards completed the questionnaire. Pharmacists were positive about their involvement in medical student training, recognising the added value they could provide in prescribing practice. However, respondents expressed concerns in relation to resource availability and the need for formal educational practice mentoring. This research highlights the potential value of pharmacists’ input into medical education and the need for a discussion on strategies to expand this role to maximise the benefit from pharmacist skill mix in teaching safe prescribing.

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Education and Research in Health Informatics at the Faculty of Medicine of Marseille, Laboratory for Education and Research in Medical Information Processing (LERTIM)

Yearbook of Medical Informatics ◽

10.1055/s-0038-1638126 ◽

2002 ◽

Vol 11 (01) ◽

pp. 154-159

Author(s):

D. Fieschi ◽

J. Gouvernet ◽

M. Joubert ◽

G. Soula ◽

M. Fieschi

Keyword(s):

Medical Education ◽

Medical Informatics ◽

Health Informatics ◽

Medical Information ◽

Medical Training ◽

Training Programs ◽

Clinical Decision ◽

Training Curriculum ◽

Decision Systems ◽

And Training

Abstract:This paper is a brief review of the research and training programs offered in Medical Informatics at the Faculty of Medicine of Marseille (LERTIM). Our laboratory teaches medical informatics and bio-statistics in the medical training curriculum, and prepares for specialised degrees and provides continuing medical education. The research projects developed by our team fall into four groups: clinical decision systems, health information systems, medical education systems, integration systems.

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An enquiry into my use of supervised clinical assessments in the supervision of junior trainees

BJPsych Open ◽

10.1192/bjo.2021.374 ◽

2021 ◽

Vol 7 (S1) ◽

pp. S130-S131

Author(s):

Yuan Choo

Keyword(s):

Medical Education ◽

Rating Scales ◽

Medical Training ◽

Work Place ◽

Clinical Expertise ◽

Self Reflection ◽

Clinical Assessments ◽

Values And Beliefs ◽

History Of ◽

The Uk

AimsAs a particular example of action research, to enquire into my use of Assessments of Clinical Expertise in my supervision of junior trainees, with the intention of further developing my own practice as an educator.BackgroundWork-Place Based Assessments (WPBAs) play an established role currently in the assessment of trainee doctors(tenCate, 2017). In psychiatry, supervised clinical assessments(ACE/mini-ACE) assess a trainee's proficiency in various areas. As part of my PGCert in Medical Education, I was inspired to examine how I conduct and utilise this form of assessment, and indeed the underpinning values and beliefs, about learning, and developing professional wisdom.MethodThis enquiry was situated within the interpretivist tradition. I interrogated my views about the epistemology of knowledge, and how they had changed from pre-university. I made clear my influences from Coles (Fish & Coles, 1998) on professional practice. I investigated my values in performing an assessment, comparing them to those of the wider community. I examined the literature on the validity of this as a tool. I then performed an assessment of a junior, with a consultant observing, before interviewing them separately.ResultThere has been a paradigm shift in how I view assessments, from pre-university in Singapore, to medical training in the UK. The history of WPBAs and the values espoused is intriguing. Consultants and experts may view assessments differently from trainees, but a core value of developing professional judgement is common.In my interview with the consultant, there were themes around having a clear focus for an assessment, and provision of feedback; the rating scales and how they used them to stimulate feedback; and our shared values in performing an assessment. With the junior, the themes were around the delivery of feedback (including non-verbal), an appreciation of my encouraging self-reflection and understanding, and the observable values in my carrying out of the assessment, which could be compared to those of other assessors.ConclusionWPBAs have their merits, and shortfalls. I am aware of my values and beliefs when utilising them, and have identified a plan to further develop my own practice. This case study is particular, but possibly not unique, in how WPBAs are used in medical education.

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A Qualitative Study Exploring the Role of Pharmacists in Medical Student Training for the Prescribing Safety Assessment

Pharmacy ◽

10.3390/pharmacy6030087 ◽

2018 ◽

Vol 6 (3) ◽

pp. 87 ◽

Cited By ~ 1

Author(s):

Fay Al-Kudhairi ◽

Reem Kayyali ◽

Vilius Savickas ◽

Neel Sharma

Keyword(s):

Medical Education ◽

Medical Student ◽

Safety Assessment ◽

Medical Training ◽

Educational Practice ◽

Education And Training ◽

Added Value ◽

Student Training ◽

The Uk ◽

And Training

Five years after the introduction of the Prescribing Safety Assessment (PSA) in the UK, the role pharmacists play to help prepare medical students for this challenge is uncertain. Our study explored pharmacists’ perceptions about their role in undergraduate medical training for the Prescribing Safety Assessment (PSA). One hundred and seventy-nine prospective participants from UK hospitals and education and training boards were emailed an interview schedule aimed at ascertaining their current involvement in undergraduate medical education, particularly the preparation for PSA. Responses received via email were thematically-analysed. A total of 27 hospital pharmacists and 3 pharmacists from local education and training boards participated in the interviews. Pharmacists were positive about their involvement in medical student training, recognising the added value they could provide in prescribing practice. However, respondents expressed concerns regarding resource availability and the need for formal educational practice mentoring. Despite a low response rate (17%), this research highlights the potential value of pharmacists’ input into medical education and the need for a discussion on strategies to expand this role to maximise the benefits from having a pharmacist skill mix when teaching safe prescribing.

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Leadership development in undergraduate medical education: evaluation of students’ perceptions of a student-selected leadership module

BMJ Leader ◽

10.1136/leader-2019-000202 ◽

2020 ◽

Vol 4 (3) ◽

pp. 141-143

Author(s):

Ann LN Chapman ◽

Ross Christie ◽

Ross Lamont ◽

Marta Lewandowska ◽

Luan Tong ◽

...

Keyword(s):

Medical Education ◽

Leadership Development ◽

Lived Experience ◽

Personal Development ◽

Core Curriculum ◽

Medical Training ◽

Education Evaluation ◽

The Core ◽

Medical Leadership ◽

The University

BackgroundThere is increasing recognition of the importance of leadership development within undergraduate medical training. One method of doing this is through student-selected components (SSCs), optional modules that allow students to explore an area in greater depth than in the core curriculum. An SSC in medical leadership has been offered at the University of Glasgow since 2015. We evaluated students’ perceptions of this SSC.MethodsStudents are required to submit a written reflective report on the SSC. These were analysed thematically to determine students’ lived experience. Respondent validation and independent anonymised feedback to the university were used for triangulation.ResultsStudents reported that the SSC allowed them to experience aspects of healthcare not encountered elsewhere in their training. Three themes were derived from the analysis, relating to SSC structure, areas of learning and personal development/impact. Students recognised that leadership development is important within the curriculum and felt that it should be available to all medical students.ConclusionThis evaluation of students’ perceptions of a leadership SSC identified characteristics of the module that were felt by students to be valuable in leadership development and will support development of similar leadership modules at undergraduate and postgraduate levels.

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0169 Simulation in acute medicine: A novel multi-disciplinary team training programme mapped to the UK core medical training curriculum

10.1136/bmjstel-2015-000075.80 ◽

2015 ◽

Author(s):

Ishwinder Thethy ◽

Laura Butler ◽

Hannah Ramsay ◽

Harriet Talbot ◽

Anna Dover ◽

...

Keyword(s):

Medical Training ◽

Team Training ◽

Training Programme ◽

Training Curriculum ◽

Acute Medicine ◽

The Uk ◽

Multi Disciplinary Team

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18. The future of Canadian residency education: The core competency project

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2778 ◽

2007 ◽

Vol 30 (4) ◽

pp. 37

Author(s):

J. Frank ◽

J. Nagle ◽

R. Ramsarin ◽

D. Danoff ◽

P. Rainsberry

Keyword(s):

Medical Education ◽

Medical Students ◽

Education Policy ◽

Medical Training ◽

Medical Profession ◽

Relevant Literature ◽

Core Competency ◽

Primary Methods ◽

The Core ◽

Practicing Physicians

The Core Competency Project (CCP) is an initiative to reexamine fundamental recurring issues in Canadian medical education, including: (1) premature career decision making by medical students, (2) barriers to changing career disciplines by residents and practicing physicians, (3) lack of clarity on the role of “generalism” in medical training, and (4) the optimal structure and function of the PGME system. The CCP is a collaborative national endeavour of The Royal College of Physicians and Surgeons of Canada and the College of Family Physicians of Canada. From 2005 to 2007, the CCP employed four primary methods, including: (1) a systematic review of relevant literature, (2) a series of commentary papers by leaders in medicine and medical education, (3) a series of focus groups across Canada involving medical students, residents, and practicing physicians, and (4) a national survey of stakeholders. This was supplemented by consultations with key groups in the medical profession. We describe the findings of these studies and the implications for medical education policy in Canada and around the world. The CCP is an unprecedented national medical education policy initiative.

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63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2824 ◽

2007 ◽

Vol 30 (4) ◽

pp. 63 ◽

Cited By ~ 1

Author(s):

S. Edwards ◽

S. Verma ◽

R. Zulla

Keyword(s):

Mental Health ◽

Medical Education ◽

Stress Management ◽

Residency Training ◽

Medical Training ◽

Postgraduate Medical Education ◽

Program Directors ◽

University Of Toronto ◽

Resident Wellness ◽

The University

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

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The Duties of Doctors In Medical Education: A Letter To The Editor (Preprint)

10.2196/preprints.16418 ◽

2019 ◽

Author(s):

Sneha Barai

Keyword(s):

Medical Education ◽

Medical Students ◽

Role Models ◽

Role Model ◽

General Medical Council ◽

Future Generations ◽

Medical Council ◽

Positive Role ◽

The Uk ◽

And Training

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.

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