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

BJPsych Open ◽  
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.

Use of work-based assessments in postgraduate medical education

2019 ◽  
Vol 80 (5) ◽  
pp. 285-287
Author(s):  
Sulaiman Alazzawi ◽  
James Berstock
Keyword(s):  
Medical Education ◽  
Adult Learners ◽  
Mobile Devices ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Time Constraints ◽  
Educational Value ◽  
Postgraduate Medical Training ◽  
The Uk

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.

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

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.

An Uncertain Enterprise: Learning to Heal in the Enlightenment

1996 ◽  
Author(s):  
Thomas Neville Bonner
Keyword(s):  
Medical Education ◽  
Medical Training ◽  
Medical Curriculum ◽  
Practical Experience ◽  
Industrial Change ◽  
Medical Study ◽  
National Differences ◽  
Teachers And Students ◽  
History Of ◽  
New Institutions

There was no more turbulent yet creative time in the history of medical study than the latter years of the eighteenth century. During this troubled era, familiar landmarks in medicine were fast disappearing; new ideas about medical training were gaining favor; the sites of medical education were rapidly expanding; and the variety of healers was growing in every country. Student populations, too, were undergoing important changes; governments were shifting their role in medicine, especially in the continental nations; and national differences in educating doctors were becoming more pronounced. These transformations are the subject of the opening chapters of this book. These changes in medical education were a reflection of the general transformation of European society, education, and politics. By the century’s end, the whole transatlantic world was in the grip of profound social and political movement. Like other institutions, universities and medical schools were caught up in a “period of major institutional restructuring” as new expectations were placed on teachers and students. Contemporaries spoke of an apocalyptic sense of an older order falling and new institutions fighting for birth, and inevitably the practice of healing was also affected. From the middle of the century, the nations of Europe and their New World offspring had undergone a quickening transformation in their economic activity, educational ideas, and political outlook. By 1800, in the island kingdom of Great Britain, the unprecedented advance of agricultural and industrial change had pushed that nation into world leadership in manufacturing, agricultural productivity, trade, and shipping. Its population growth exceeded that of any continental state, and in addition, nearly three-fourths of all new urban growth in Europe was occurring in the British Isles. The effects on higher education were to create a demand for more practical subjects, modern languages, and increased attention to the needs of the thriving middle classes. Although Oxford and Cambridge, the only universities in England, were largely untouched by the currents of change, the Scottish universities, by contrast, were beginning to teach modern subjects, to bring practical experience into the medical curriculum, and to open their doors to a wider spectrum of students.

The history of medical education: a commentary on race

2021 ◽  
Vol 121 (2) ◽  
pp. 163-170
Author(s):  
Yasmeen Daher ◽  
Evan T. Austin ◽  
Bryce T. Munter ◽  
Lauren Murphy ◽  
Kendra Gray
Keyword(s):  
Medical Education ◽  
Medical Training ◽  
Medical Community ◽  
Medical Society ◽  
Systemic Racism ◽  
Medical Education System ◽  
History Of ◽  
Black Physicians ◽  
Future Direction ◽  
History Of Race

Abstract The institution of medicine was built on a foundation of racism and segregation, the consequences of which still permeate the experiences of Black physicians and patients. To predict the future direction of medical inclusivity, we must first understand the history of medicine as it pertains to race, diversity, and equity. In this Commentary, we review material from publicly available books, articles, and media outlets in a variety of areas, including undergraduate medical education and professional medical societies, where we found an abundance of policies and practices that created a foundation of systemic racism in medical training that carried through the career paths of Black physicians. The objective of this Commentary is to present the history of race in the medical education system and medical society membership, acknowledge the present state of both, and offer concrete solutions to increase diversity in our medical community.

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

Pharmacy ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 87 ◽  
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.

Games in Higher Education

2013 ◽  
pp. 228-247 ◽  
Author(s):  
Cláudia Ribeiro ◽  
Micaela Monteiro ◽  
Sofia Corredoura ◽  
Fernanda Candeias ◽  
João Pereira
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Adult Education ◽  
Medical Training ◽  
Medical Knowledge ◽  
Current Medical ◽  
Critical Assessment ◽  
Policy Makers ◽  
The Status ◽  
History Of

Medical knowledge has increased exponentially in the last decades. Healthcare professionals face a lifetime challenge in keeping abreast with current medical education. Continuing Medical Education (CME) is an ongoing challenge. Traditional adult education, largely used in medical training, shows little effectiveness. Problem-based-learning has been proposed as a student-centred pedagogy to overcome failure of traditional medical instruction. In this chapter, the authors review the status quo of medical education, certification, and recertification in Europe. A summary of the history of simulation in medical education is presented. In recent years, there has been a growing interest in using video games for educational purposes. This is also true for medical education. The use of serious games in medical education is reviewed, and its integration in medical curricula is discussed. The efforts to raise awareness of policy makers are described. Finally, a critical assessment of the strengths and weaknesses of these technologies as well as a proposal to overcome some of its limitations are made.

scholarly journals Nutritional Education: a Gap in Medical Training

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Denise Bitar Vasconcelos Villacorta ◽  
Charles Alberto Villacorta de Barros ◽  
Bernardo Felipe Santana de Macedo ◽  
Milena Coelho Fernandes Caldato
Keyword(s):  
Medical Education ◽  
Nutrition Education ◽  
Medical Training ◽  
Medical Schools ◽  
The United States ◽  
Medical Subject Headings ◽  
Cross Sectional ◽  
Sequential Screening ◽  
History Of

Abstract: Introduction: The role of nutrition in medicine has changed from a passive function, from an adjuvant therapy, to a proactive and sophisticated therapy that prevents various health problems and changes the natural history of the disease. Recent studies show up that medical education does not sufficiently and efficiently address the patient’s nutritional aspects, thus training physicians who are not confident in providing nutritional care to their patients. This study aimed to analyze and describe scientific studies that have evaluated nutrition education in medical schools, seeking within this context to find nutrition topics important for undergraduate medical education. Methods: This research was conducted through a cross-sectional, descriptive, scoping review after searching for synonyms using MeSH (Medical Subject Headings) and DeCS (Health Sciences Descriptors) tools. Results: We initially found 1.057 publications that underwent sequential screening until reaching a total of 16 articles, which achieved the scope of this research. Most articles are from the United States of America (50%), assessed a total of 860 medical students and 243 medical schools using different approaches regarding the teaching of nutrition. Final considerations: In this review, we have shown that despite several studies ratifying the well-established association between nutrition and prevention/treatment of diseases that require outpatient care, or at the hospital level, nutrition education in undergraduate medical school has not accompanied this evidence and, for many years, the subject has been underestimated. In Brazil, no studies were found on this topic with the used descriptors.

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

JRSM Open ◽  
2014 ◽  
Vol 5 (1) ◽  
pp. 204253331351404 ◽  
Author(s):  
Faidon-Marios Laskaratos ◽  
Despoina Gkotsi ◽  
Eleftheria Panteliou
Keyword(s):  
Medical Education ◽  
Critical Review ◽  
Medical Training ◽  
Training Curriculum ◽  
The Core ◽  
The Uk

scholarly journals SIMULATION IN MEDICAL EDUCATION: HISTORY OF THE DEVELOPMENT

2019 ◽  
Vol 19 (2) ◽  
pp. 183-185
Author(s):  
I. I. Delva ◽  
N. V. Lytvynenko ◽  
M. Yu. Delva ◽  
V. A. Pinchuk ◽  
A. M. Kryvchun
Keyword(s):  
Medical Education ◽  
Professional Training ◽  
Medical Training ◽  
Clinical Skills ◽  
Educational Activity ◽  
Education History ◽  
Patient Simulator ◽  
Occupational Tasks ◽  
The Sixties ◽  
History Of

Simulation may be a useful tool to improve clinical skills during the professional medical training. In this work we consider simulation as artificial representation of a certain real-world system, process or situation used for professional training. This tool is designed to enhance clinical competence and to provide medical teaching in controlled and safe conditions without any risks for both patients and students. Using simulation teaching allows students to acquire occupational skills through making mistakes and learning from them without the fear of being distressed or distressing the patient before the first independent manipulations will have been done. Moreover, simulation aids are designed to provide accurate assessment of the quality of the manipulation performed. The aim of this article is to review the history and methodology of simulation teaching in medical education. The simulation as a teaching tool has been known in medicine since ancient times. Aviation and airspace industries have been using simulation-based training for many years and medical education has borrowed some approaches from them. In the sixties of the last century there was created a simulation system for cardiopulmonary resuscitation; in 1964 actors were invited to play roles of patients and soon, in 1968, a cardiologic patient simulator were created. During the last two decades of the XX century there were designed software and computerized systems that could imitate physiological reactions. At present, interactive virtual training programs are being extensively introduced into educational activity. In 2014 the first Ukrainian Training and Innovation Centre for Practical Medical Training was established. The effectiveness of simulation training has been confirmed by extensive use throughout the world for many years. Together with conventional time-tested methods, simulation is a powerful educational tool as it imitates real occupational tasks.

scholarly journals Development of simulators in medical education

Gesnerus ◽  
1991 ◽  
Vol 48 (1) ◽  
pp. 7-28 ◽  
Author(s):  
George H. Buck
Keyword(s):  
Medical Education ◽  
Historical Development ◽  
Medical Training ◽  
Practical Training ◽  
High Fidelity ◽  
Human Beings ◽  
Future Developments ◽  
History Of ◽  
Further Development ◽  
Father And Son

The historical development of simulators is presented in respect to their application in medical training. Simulators allow, to some extent, practical training without any inconvenience for patien ts. The earliest sim ula tors in the history of medicine were the obstetrical manikins introduced toivards 1700 by father and son Grégoire of Paris and primarily intended for the instruction of lay people, i.e. midwives. Their further development is followed up to contemporary models of highly specialized use. Since 1960 simulators are more and more used for the training of doctors, nurses and laymen in resuscitation techniques. Tn combination with computers, high-fidelity Simulators were created which, e.g., react to anaesthetics like real human beings. Conclusions about future developments and uses of simulators in medical education, in view of their history, are provided.

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