Live, simulated, virtual clinical work experience widens access to medical careers (Preprint)

2020 ◽  
Author(s):  
Lauren Quinn ◽  
Olivia Coldicutt ◽  
Ciara Irwin ◽  
Alex Czepulkowski ◽  
Thaaqib Nazar ◽  
...  
Keyword(s):  
Medical Students ◽  
Work Experience ◽  
Virtual Work ◽  
Real Life ◽  
Clinical Work ◽  
Clinical Environment ◽  
Patient Journey ◽  
Medical Careers ◽  
Insight Into

BACKGROUND The COVID-19 pandemic has prevented students, who are applying to medical school, from undertaking clinical work experience, despite this being critical for them to gain a realistic insight into medical careers. OBJECTIVE We aimed to evaluate the usefulness and benefits of the virtual work experience programme using a pre and post session (unpaired) questionnaire. METHODS Medic Mentor, a not-for-profit, social enterprise, launched a live, virtual, simulated clinical work experience programme made freely available to applying medical students aged 14-18 years across the UK. The one-day programme was developed by a clinical team to reflect real-life clinical practice, and was presented as an acutely unwell patient journey, from clerking a patient actor, to senior review, to further investigations and formulating a management plan. RESULTS A total of 3900 applying medical students joined the programme and the questionnaire achieved a 68% (n=2670) response rate. Prior to the session, 74% had no clinical work experience, and 82% said it was impossible or difficult to gain work experience in the current climate. Following the session, 97% recommended the programme; over 90% said the session replaced in-person clinical work experience; and 94% felt the programme gave them a realistic insight into NHS healthcare. Furthermore, 98% felt the programme was useful, and importantly, 95% felt the programme gave them sufficient time to reflect on the role of a doctor. We observed increased confidence in the understanding of a multidisciplinary team (21% pre vs 81% post-session, p<0.0001) and the role of medical students in the clinical environment (41% pre vs 86% post-session, p<0.0001). CONCLUSIONS We show that a live-streamed, virtual work experience programme is a highly-rated and accessible alternative for applying medical students during the COVID-19 pandemic. We recommend virtual work experience is widely implemented to increase access and to support informed decision making about pursuing a medical career, for the doctors of tomorrow.

scholarly journals SP2.1.6Virtual Work Experience: A Novel Method for Aspiring Doctors

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Aaliya Uddin ◽  
Taner Shakir ◽  
Bryony Lovett
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Work Experience ◽  
Virtual Work ◽  
The Philippines ◽  
Hospital Environment ◽  
Patient Journey ◽  
Face To Face ◽  
Novel Method ◽  
The Uk

Abstract Aims Current COVID-19 restrictions have limited face to face exposure of prospective medical students to the hospital environment. We aimed to deliver a virtual work experience event for secondary school pupils to understand the opportunities offered in a medical career. Methods We designed an event based upon a chronological progression from medical school to consultancy. Sessions included individual career experiences, the patient journey, a virtual hospital tour, simulated medical school interviews and examination preparation. The event was advertised by direct contact with secondary schools through phone and email, the local hospital trust communications department, and social media. Individuals registered online and were invited to submit targeted questions they would like covered during the session. The free one day event was delivered using online video conferencing software. Pre and post event feedback was obtained. Results 771 registrations were received from 108 schools in the UK. In addition, the event attracted 26 individuals from India, Dubai, Thailand and the Philippines. 73% of candidates had not attended any prior face to face work experience. Confidence levels of over 4 out of 5 on a visual analogue scale, with respect to the medical school application and interview process, improved from 11% to 81%. 99% of candidates would recommend the course to others and attend future events. Conclusions COVID-19 has disrupted the training of potential medical students. We designed and delivered a novel method of work experience at an international level. Encouraging feedback will pave the way for future iterations.

scholarly journals Perception of social media behaviour among medical students, residents and medical specialists

2021 ◽  
Author(s):  
Sebastiaan A. Pronk ◽  
Simone L. Gorter ◽  
Scheltus J. van Luijk ◽  
Pieter C. Barnhoorn ◽  
Beer Binkhorst ◽  
...  
Keyword(s):  
Social Media ◽  
Data Analysis ◽  
Medical Students ◽  
Online Survey ◽  
Media Use ◽  
Demographic Data ◽  
Real Life ◽  
Clinical Work ◽  
Social Media Use ◽  
Medical Specialists

Abstract Introduction Behaviour is visible in real-life events, but also on social media. While some national medical organizations have published social media guidelines, the number of studies on professional social media use in medical education is limited. This study aims to explore social media use among medical students, residents and medical specialists. Methods An anonymous, online survey was sent to 3844 medical students at two Dutch medical schools, 828 residents and 426 medical specialists. Quantitative, descriptive data analysis regarding demographic data, yes/no questions and Likert scale questions were performed using SPSS. Qualitative data analysis was performed iteratively, independently by two researchers applying the principles of constant comparison, open and axial coding until consensus was reached. Results Overall response rate was 24.8%. Facebook was most popular among medical students and residents; LinkedIn was most popular among medical specialists. Personal pictures and/or information about themselves on social media that were perceived as unprofessional were reported by 31.3% of students, 19.7% of residents and 4.1% of medical specialists. Information and pictures related to alcohol abuse, partying, clinical work or of a sexually suggestive character were considered inappropriate. Addressing colleagues about their unprofessional posts was perceived to be mainly dependent on the nature and hierarchy of the interprofessional relation. Discussion There is a widespread perception that the presence of unprofessional information on social media among the participants and their colleagues is a common occurrence. Medical educators should create awareness of the risks of unprofessional (online) behaviour among healthcare professionals, as well as the necessity and ways of addressing colleagues in case of such lapses.

Exploring Parliament

2018 ◽  
Author(s):  
Cristina Leston-Bandeira ◽  
Louise Thompson
Keyword(s):  
Case Studies ◽  
Real Life ◽  
First Century ◽  
Practical Case ◽  
Assisted Dying ◽  
Fresh Perspective ◽  
Twenty First Century ◽  
Insight Into ◽  
Law Making

Exploring Parliament offers a fresh perspective on an ancient institution. It provides a real-life insight into the inner workings, impact, and relevance of twenty-first century Parliament. Short academic and practitioner chapters are combined with relevant and practical case studies, to provide an introduction to Parliament's structures, people, and practices. As well as covering the broader structure of UK Parliament, this text explains the role of small parties in law-making, the design and space of Parliament, and offers illuminating case studies on highly topical areas such as the Backbench Business Committee, the Hillsborough Inquiry and recent pieces of legislation such as the Assisted Dying Bill.

scholarly journals Marxism and Literature: Marxist Analysis of ‘The Garden Party’

2020 ◽  
Vol 3 (2) ◽  
pp. 141-149
Author(s):  
Tayyaba Bashir ◽  
Shahid Hussain Mir ◽  
Arshad Mehmood
Keyword(s):  
Social Class ◽  
Short Story ◽  
Real Life ◽  
Katherine Mansfield ◽  
Literary Genres ◽  
Marxist Analysis ◽  
Lower Social Class ◽  
Theory Research ◽  
Insight Into

Research is conducted on Marxism but many literary genres still need to be studied using Marxist lens. Short stories like ‘The Garden Party’ gives realistic depiction of life so demands a Marxist explanation. It is full of themes and characters, every individual encounters frequently in real life, has not yet been studied in view of some economic or social theory. This research aims to analyse this short story applying Marxism to yield plurality of meanings embedded in it and to widen compass of this economic and political theory. Research technique used here is qualitative in nature as it analyses ‘words and phrases’ used in the text to decipher its underlying theme. The findings of this study gives an insight into social condition of a common human being and subjugation of lower social class in the hands of upper social class. Further, it scrutinizes “the politics of class” to observe socio-economic circumstances of individuals and societies along with asserting how people are shaped, and their behaviour is affected by their social class. Through characters, Katherine Mansfield has not only portrayed exploitation and manipulation of the lower social class/stratum but has also revealed role of ideology to maintain this status quo.

Head and neck cancer part 2: the patient journey

Dental Update ◽  
2019 ◽  
Vol 46 (9) ◽  
pp. 817-824
Author(s):  
Stephanie Hackett ◽  
Oliver Jones ◽  
Despoina Chatzistavrianou ◽  
David Newsum
Keyword(s):  
Head And Neck Cancer ◽  
Head And Neck ◽  
Cancer Patients ◽  
Neck Cancer ◽  
Cancer Diagnosis ◽  
Patient Journey ◽  
Care And Support ◽  
Dental Practitioners ◽  
Insight Into

This is the second paper in a three-part series to discuss head and neck cancer diagnosis, treatment and rehabilitation. Following a confirmed diagnosis of head and neck cancer, patients will begin a long and often challenging pathway that will involve clinicians from a multidisciplinary team (MDT). This paper will summarize the role of individual MDT members involved in patient care, diagnostic and treatment phases for head and neck cancer and common side-effects encountered. By gaining an insight into this part of the patient's journey, dental practitioners should feel more comfortable and confident engaging in the care and support for head and neck cancer patients. CPD/Clinical Relevance: This paper aims to provide readers with an insight into the journey that patients will undertake after being diagnosed with head and neck cancer.

scholarly journals ‘Why didn’t they see my scars?’ Critical thematic analysis of simulated participants’ perceived tensions surrounding objective structured clinical examinations

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Mairead Corrigan ◽  
Helen J. Reid ◽  
Pascal P. McKeown
Keyword(s):  
Patient Safety ◽  
Medical Students ◽  
Thematic Analysis ◽  
Real Life ◽  
Negative Consequences ◽  
Structured Interviews ◽  
Clinical Encounters ◽  
Objective Structured Clinical Examinations ◽  
Power And Agency

Abstract Background Simulated participants (SPs) play an important role in simulated assessments of clinical encounters between medical students and patients, most notably in objective structured clinical examinations (OSCEs). SP contributions to OSCEs are invaluable, taking the role of a patient or carer. While SPs in some settings/contexts may rate students, their role has been problematized in the literature for their lack of agency within a standardised format of OSCEs that promotes reliability, objectivity and accountability. In this study, we explored SP experiences for tensions that result from simulated assessments and their potential implications for education. Methods Semi-structured interviews were conducted with seven SPs who were also tasked with providing a global mark for students. They were purposively selected to include women and men of different ages, occupation, education and experience as an SP. The interviews were analysed using a critical thematic analysis using a phenomenological approach. Results SP experiences directly addressed tensions and contradictions around OSCEs. SP participants described their experiences under four themes: industrialising, reducing, performativity and patient safety. OSCEs were compared to an industrial process that promoted efficiency but which bore no resemblance to real-life doctor-patient encounters. They were perceived to have a power and agency that reduced SPs to verbalising scripts to ensure that students were exposed to a standardised simulated experience that also underlined the performative role of SPs as props. These performative and reductionist experiences extended to students, for whom the mark sheet acted as a checklist, promoting standardised responses that lacked genuineness. All of this created a tension for SPs in promoting patient safety by ensuring that those medical students who passed were clinically competent. Conclusions OSCEs often form part of high-stakes exams. As such, they are governed by processes of industrialisation, accountability and standardisation. OSCEs possess a power and agency that can have unintended negative consequences. These include ‘conditioning’ students to adopt behaviours that are not suited to real-life clinical encounters and are not person-centred.

The Role of Arts and Humanities in undergraduate Medical Curricula

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
E. Sukhanova
Keyword(s):  
Medical Students ◽  
Human Condition ◽  
Human Beings ◽  
Additional Insight ◽  
Arts And Humanities ◽  
The Social ◽  
Interpretive Skills ◽  
Insight Into ◽  
Specific Learning

This paper will explore possible ways of integrating humanities disciplines in medical education.In today's world, medical students have to learn to understand the social and cultural environment in which medicine is practiced. The humanities have long since have been the principal site of diversity in the academy. Now they can help medical students come to terms with diversity that is the context ot today's medicine.Studies in arts and humanities help recognize the limitations of purely biotechnical approach to patient care, in complex and paradigm-changing ways. Such studies also pave the way for understanding how social assumptions and values play out in healthcare policies. In sum, the humanities provide an additional insight into the human condition, allowing students “to consider human beings in their totality,” in the words of Jean Delay, a pioneer of psychopharmacology who also maintained a literary career throughout his life.Furthermore, humanities contribute to the development of complex interpretive skills, embracing affective aspects of intelligence as much as they embrace conventional rationalist forms of inquiry such as logic, analysis, deconstruction and critique. There is some evidence that medical students who have an additional background in the humanities are less vulnerable to burnout while studying and go on to perform better in important areas of practice. Approaches to developing specific learning outcomes and curricular guidelines will be discussed.

scholarly journals THE ROLE OF SENIOR PEERS IN STUDENTS’ TRANSITION TO CLINICAL CLERKSHIPS

2018 ◽  
Vol 7 (2) ◽  
pp. 143
Author(s):  
Dian Puspita Sari ◽  
Yoga Pamungkas Susani
Keyword(s):  
Medical Students ◽  
Qualitative Methodology ◽  
Situational Awareness ◽  
Clinical Clerkship ◽  
Clinical Environment ◽  
Learning Tasks ◽  
Total Data ◽  
Clinical Environments ◽  
Clinical Clerkships

Background: Medical students’ transition to clinical clerkship has been shown to be challenging. Students need to effectively adjust to the new learning environment. This study aims to explore the role of senior peers in students’ experiences during transition to clinical clerkships.Methods: A qualitative methodology was adopted for this study. Eight 4th year medical students (5 female, 3 male) submitted audio diaries during their first 12 weeks of clinical clerkships. 73 audio diaries were collected in total. Data were analyzed thematically. Twenty-five out of the 73 audio diaries contained interactions with senior peer students and these interactions were captured in 38 excerpts. These excerpts were analyzed further to understand the role of senior peer students during the transition.Results: Senior peer students helped to ease out transition to clinical clerkship by serving three roles: (1) transferring information on ways of working in a clinical environment, on social aspects of clinical environments and on learning issues; (2) providing exemplars in performing clinical tasks as well as learning tasks; (3) as co-workers who provided access and support students’ participation. Conclusions: Senior peer students in a clinical clerkship helped newcomers to navigate themselves in a clinical environment by helping them to build situational awareness, by supporting vicarious learning and supporting students’ participation in a clinical environment.

A strategic roadmap for oncology electronic medical records (EMRs) in Ontario’s complex multiregional health care system.

2014 ◽  
Vol 32 (30_suppl) ◽  
pp. 159-159 ◽  
Author(s):  
Vishal Kukreti ◽  
Tim Yardley ◽  
Yaron Derman ◽  
Margaret Kennedy ◽  
Rummy Dhoot ◽  
...  
Keyword(s):  
Electronic Medical Records ◽  
Medical Records ◽  
Urban Areas ◽  
Expert Panel ◽  
Point Of Care ◽  
Patient Journey ◽  
Strategic Plans ◽  
Insight Into ◽  
Specific Health

159 Background: Ontario’s cancer system comprises 14 regions; from large and sparsely populated to dense urban areas. Each region, and the hospitals within it, is responsible for its own IT solutions to support oncology. In 2011 Oncology EMRs in 4 regions were funded as there are no oncology specific Health Information Systems (HIS). Cancer Care Ontario (CCO) also obtained funding to develop standards, and a roadmap for their use, from eHealth Ontario. Methods: Early work focused on establishing standards based on the integrated patient cancer journey. Work-streams included functional standards, an interoperability framework for CCO tools and provincial assets and information standards to be supported through EMRs. These were evaluated through internal and external review and validation processes. The strategic IT roadmap was developed via interviews with leaders in the clinical, management and IT domains to obtain input on how the standards might be used and what role CCO should play. Results of the consultations were consolidated into key themes and validated through a facilitated workshop with an expert panel. Results: Standards can be incorporated into EMRs in a consistent way by basing the design around the patient journey and by working with the point of care tools that clinicians need to support accurate, timely and relevant data at each stage of the patient journey. This approach is location and vendor neutral. Focusing on the data needed at point of care provides insight into reporting needs and how data can be exchanged between systems; directly, via a provincial repository or via CCO provided tools. CCO’s role should be to provide support to the regions through standards and advocacy with stakeholders rather than development of tools. Conclusions: Oncology has unique IT needs that may not be fully incorporated in hospital wide IT strategic plans or decisions. The standards and roadmap provide a basis for oncology programs to ensure that IT decisions meet their needs. The role of CCO should evolve toward strategic counsel and advocacy rather than provision of IT tools.

scholarly journals Developing Enterprise Skills in Undergraduate Medical Students: A Mixed-methods Evaluation

2015 ◽  
Vol 2 ◽  
pp. JMECD.S31238
Author(s):  
Sharul Dube ◽  
Sarah Underwood ◽  
Deborah Murdoch-Eaton
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Real Life ◽  
Course Completion ◽  
Course Evaluations ◽  
Independent Learning ◽  
Undergraduate Medical Students ◽  
Mixed Methods Evaluation ◽  
One Year

Introduction Support for the development of enterprise skills in medical education exists from the perspectives of educators, researchers, and healthcare leaders. However, literature is limited evaluating the understanding of medical students about these skills. This study aimed to determine whether medical students valued gaining enterprise skills within the course and those skills that they identified and recognized contributed to enterprise practice in subsequent training. Methodology Quantitative and qualitative evaluations were undertaken for over three years. Students completed end-of-course evaluations ( n = 895) in 2011 and 2012, responding to closed questions utilizing a Likert scale. Subsequent qualitative reflections were collected by interviews one year later with nine students and eight supervisors. Results Immediately after course completion, students gave positive feedback, identifying the development of independent learning, creativity, and reflection, as these enterprise skills were most valued. However, in subsequent reflection one year later, they were unable to transfer the acquired knowledge and identify the examples of enterprise around them in their later experiences and had mixed beliefs about its value in medicine. Conclusion Enterprise skills need to be revisited explicitly throughout the medical curriculum, with authentic real-life examples, to sustain students' understanding about the role of enterprise in medicine.

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