scholarly journals University of Limerick — Graduate Entry Medical School, General Practice Quality Assurance Initiative

2019 ◽  
Vol 69 (suppl 1) ◽  
pp. bjgp19X703001
Author(s):  
Aidan Culhane ◽  
Patrick O’Dwyer ◽  
Andrew O’Regan ◽  
Liam Glynn
Keyword(s):  
General Practice ◽  
Quality Assurance ◽  
Medical Students ◽  
Medical School ◽  
Assessment Process ◽  
Clinical Placement ◽  
Teaching Staff ◽  
Feedback Form ◽  
Graduate Entry ◽  
General Practices

BackgroundAt 18 weeks duration, University of Limerick — Graduate Entry Medical School (UL–GEMS) has the longest general practice clinical attachment for medical students in Ireland and fulfils the educational criteria for a Longitudinal Integrated Clerkship (LIC).The longer the clinical placement the greater the imperative to see that these practices achieve satisfactory educational standards.AimThis project describes a quality assurance initiative of general practices that participate in the education of medical students at GEMS.MethodA literature review of previous quality assurance initiatives in relation to general practices that teach medical students was performed. Information gained from this process was then compared with UL-GEMS own criteria for teaching general practices. A set of criteria by for assessing teaching general practices was devised. The assessment process included a combination of self-assessment by the GP tutors and practice visits by the UL-GEMS teaching staff.ResultsNearly 100% of teaching practices had the correct teaching facilities, such as own room for the student or own computer. Suggested teaching methods, such as parallel consulting, as advised by the Department of General Practice were carried by 100% of practices. Use of the two-way feedback form and the GP/Student manual was poor. GP tutors requested more regular visits form the GP teaching staff as well as more guidance on content for formal tutorials so that a consistency teaching approach could be achieved.ConclusionThis was the first quality assurance initiative on an extended clinical placement. The knowledge gained will lead to a more inclusive standard setting process for teaching medical students in general practice settings.

Mystery Shopper Lecture Feedback Programme – a collaborative project between staff and students at a graduate entry medical school

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Hannah Maxfield ◽  
John Flemming ◽  
Logan Mills ◽  
Katherine Owen
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Faculty Member ◽  
Current Method ◽  
Project Team ◽  
Feedback Form ◽  
Collaborative Project ◽  
Graduate Entry ◽  
Training Event ◽  
Online Feedback

The pilot study described is an innovative model which ensures that lecturers receive relevant and tailored feedback from students in order to improve their delivery of lectures, ultimately improving student education.The current method of lecture feedback at Warwick Medical School asks students to comment on a whole term’s worth of lectures at once – consequently feedback is often non-specific and unconstructive.This project has been rolled out by a collaborative team of four medical students and one Faculty member. The project team designed a training event to instruct 10-15 students from each year group to deliver constructive and useful feedback to lecturers. The project team designed the online feedback form, which is completed by the trained students after observing a lecture. Students sign up to review lectures via a digital platform managed by the project team. Once the feedback form is submitted, it is quality-control-assessed by a Faculty member before being sent anonymously to the lecturer.This project allows medical students to provide lecturers with meaningful information about what they did well and how they can improve. Initial feedback from lecturers has been positive; they have valued the constructive criticism and the suggestions they have been given for improving future lectures.

Patient consent to medical students in general practice

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697229
Author(s):  
Matthew Webb ◽  
Sarah Thirlwall ◽  
Bob McKinley
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Teaching Quality ◽  
School Students ◽  
Patient Journey ◽  
Patient Consent ◽  
High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

scholarly journals Stigma towards psychiatry: correlating personal experience with existing literature

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S126-S127
Author(s):  
Jack Blake ◽  
George El-Nimr
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Personal Experience ◽  
Clinical Placement ◽  
Medical Community ◽  
Prospective Students ◽  
Clinical Placements ◽  
Personal Experiences ◽  
University Life

AimsStigma towards psychiatry feels rife within medical school and this extends from university life into clinical placements. Mental health remains an unattractive area of medicine and is frequently regarded as subpar by other specialists. Against existing literature, this study compares the authors first hand experiences over the last five years within medical school to evaluate how representative their experiences of stigma in psychiatry are for the wider community and published literature. The study aims to inform the wider discussion on this topic and offer areas where intervention may yield a better perception and hence uptake of this specialism.MethodLiterature review relating to the topic was completed. Studies pertaining to medical students and/or educators views and experiences of psychiatric medical education and clinical placement were included for discussion. A reflection on the first author's specific experiences to date of psychiatry and his intent to pursue psychiatric career was conducted, with careful reference to existing literature. This allowed validating personal experiences in light of shared experience within the medical community in various national and international settings.ResultArguably, some non-psychiatric clinicians do inadvertently set the scene early in medical school for the stigma that is to be thrust upon students. This builds upon prospective students ranking psychiatry low for satisfaction, prestige and stating it to be a ‘pseudoscience’ or words to that effect. The lack of understanding from junior medical students of the role of the psychiatrist sees them associating psychosocial education as equivalent to psychiatry. This reinforces the idea of psychiatry being grounded in sciences other than anatomy, biochemistry, physiology and pharmacology. On clinical placement, there is little cross-speciality support for those students who want to be psychiatrists and sometimes even lost opportunities for those publically aspiring towards psychiatry. Placements in psychiatry give students a better understanding of psychiatry but this does not seem to significantly change their career aspirations and this is rather defined from the admission stages.ConclusionAfter comparing experience with literature, stigma towards psychiatry appears to be universal. It may be important to consider the types of students who are being attracted to medical school as currently students seem to have an intrinsic disinterest in psychiatry despite later becoming better informed through psychiatric placement. Culture is notoriously hard to change, particularly within medicine. This stigma exists both in the lay and medical communities with early potentially inaccurate lay views of psychiatry being validated and reinforced throughout medical school.

scholarly journals Ten books

2007 ◽  
Vol 191 (3) ◽  
pp. 268-270
Author(s):  
Michael King
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Vocational Training ◽  
Junior Doctor ◽  
Psychiatric Training

Choosing ten books that have most influenced my practice is an odd challenge. I wasn't one of those medical students who wanted to do psychiatry since he was 12, or read most of Freud or Jung. In fact throughout medical school, and for several years as a junior doctor, I thought psychiatry and psychiatrists were pretty weird. It was only in my general practice vocational training year that I realised how much of medicine concerned the psychological and began my psychiatric training. This influence came not through books that I read but through the patients whom I saw.

scholarly journals PRESCRIBING COMPETENCY OF MEDICAL STUDENTS: NATIONAL SURVEY OF MEDICAL EDUCATION LEADERS

2018 ◽  
Vol 25 (1) ◽  
pp. e18-e24 ◽  
Author(s):  
Jiayu Liu ◽  
SherWin Wong ◽  
Gary Foster ◽  
Anne Holbrook
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Medical Schools ◽  
Assessment Process ◽  
Competency Assessment ◽  
Canadian Medical School ◽  
Education Leaders ◽  
Close Supervision ◽  
School Curricula

Evidence suggests that newly licensed physicians are not adequately prepared to prescribe medications safely. There is currently no national pre-licensure prescribing competency assessment required in North America. This study’s purpose was to survey Canadian medical school leaders for their interest in and perceived need for a nation-wide prescribing assessment for final year medical students. Method In spring of 2015, surveys were disseminated online to medical education leaders in all 17 Canadian medical schools. The survey included questions on perceived medication prescribing competency in medical schools, and interest in integration of a national assessment into medical school curricula and licensing. Results 372 (34.6 %) faculty from all 17 Canadian medical schools responded. 277 (74.5%) respondents were residency directors, 33 (8.9%) vice deans of medical education or equivalent, and 62 (16.7%) clerkship coordinators. Faculty judged 23.4% (SD 22.9%) of their own graduates’ prescribing knowledge to be unsatisfactory and 131 (44.8%) felt obligated to provide close supervision to more than a third of their new residents due to prescribing concerns. 239 (73.0%) believed that an assessment process would improve their graduates’ quality, 262 (80.4%) thought it should be incorporated into their medical school curricula and 248 (76.0%) into the national licensing process. Except in regards to close supervision due to concerns, there were no significant differences between schools’ responses. Conclusions Amongst Canadian medical school leadership, there is a perceived inadequacy in medical student prescribing competency as well as support for a standardized prescribing competency assessment in curricula and licensing processes.

scholarly journals Medical Students’ Attitudes towards Careers in Primary Care in Singapore

2020 ◽  
Author(s):  
Humairah Zainal ◽  
Helen Elizabeth Smith
Keyword(s):  
Primary Care ◽  
General Practice ◽  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Medical Schools ◽  
School Experience ◽  
Ageing Population ◽  
Family Doctors ◽  
Students Attitudes

Abstract Background: Singapore needs more family doctors to care for its ageing population and their chronic conditions. To boost the recruitment of doctors within primary care, we need to better understand medical students’ attitudes and experience of General Practice and Family Medicine. While many studies have explored the facilitators and barriers to teaching undergraduate medical students in this field of medicine from the perspectives of GP teachers and trainers, few have examined students’ exposure to primary care in medical schools. Although there are works on factors influencing students’ attitudes towards primary care careers, the roles of medical schools, professional bodies and state institutions tend to be discussed independently of one another. This article explores medical students’ perceptions towards careers in primary care and how different stakeholders might collaborate in strengthening the medical school experience. Methods: Six focus groups involving 54 students from three medical schools in Singapore were conducted. Discussions focussed on their primary care experience, their professional and career aspirations, and perceptions towards the opportunities and challenges of primary care careers. Thematic analysis was used to interpret the qualitative data. Results: 15 key themes emerged from the discussions; 10 reflected key concerns of pursuing primary care careers whereas 5 others highlighted their positive aspects. The former include society’s perceptions of primary care professions as sub-standard, specialists’ negative attitudes towards family doctors, the emphasis on the lifestyle benefits of primary care careers rather than their professional characteristics, mundane case mix, limited professional opportunities, lack of continuity of care, limited consultation time, low remuneration, need for business acumen, and conflicts created by business in clinical care. However, the respondents also articulated positive views, including its lifestyle benefits, autonomy of private practice and better patient care, opportunities for entrepreneurialism and a portfolio career, breadth of clinical problems presented, and an improved future for General Practice and Family Medicine. Conclusion: The findings demonstrate that coordinated initiatives from multiple stakeholders would help to increase the attractiveness of primary care as a career choice among students. Improvements in the medical school experience will significantly enhance the prestige of General Practice and Family Medicine.

NEWS AND ANNOUNCEMENTS

PEDIATRICS ◽  
1956 ◽  
Vol 18 (4) ◽  
pp. 682-685
Keyword(s):  
General Practice ◽  
Medical School ◽  
Postgraduate Training ◽  
Teaching Staff ◽  
Children's Hospital ◽  
Hospital Experience ◽  
Children’S Hospital ◽  
One Year

The Adolescent Unit at the Children's Hospital, Boston, is now offering a general practice type of postgraduate training in the care of adolescents. One-year traineeships are available to a few properly qualified physicians who have had two or more years of hospital experience following graduation from Medical School. The teaching staff includes a gynecologist, endocrinologist, gastroenterologist, cardiologists, psychiatrists, etc., and is directed by Dr. J. R. Gallagher to whom any inquiries should be sent. A limited number of stipends are available.

Impact of clinical placement sites on general practice as a career preference for Australian medical students

2021 ◽  
Author(s):  
Alexandra Yeoh ◽  
Angeline Kavitha Sathiakumar ◽  
Cynthia Nga Yu Leung ◽  
Rebekah Hoffman ◽  
Andrew Gosbell ◽  
...  
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Clinical Placement ◽  
Career Preference

Non-graduate and graduate entry medical students attitudes to psychiatry

2013 ◽  
Vol 30 (4) ◽  
pp. 245-254 ◽  
Author(s):  
S. M. Pillay ◽  
F. Sundram ◽  
D. Mullins ◽  
N. Rizvi ◽  
T. Grant ◽  
...  
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Career Choice ◽  
Positive Attitude ◽  
Graduate Entry ◽  
Positive Attitudes ◽  
Follow Up Studies ◽  
Before And After ◽  
Students Attitudes

ObjectiveGraduate entry medical students’ views of psychiatry may differ from those of school leavers. This study hypothesised that (i) exposure to a psychiatry attachment is associated with a positive change in attitudes towards psychiatry in both graduate entry and non-graduate entry students, (ii) graduate entry students exhibit a more positive attitude to psychiatry compared to non-graduate entry students and (iii) graduate entry students are more interested in a career in psychiatry than non-graduate entry students.MethodsIn this study 247 medical students (118 females and 129 males) completing their psychiatry rotation were invited to complete questionnaires examining career choice, attitudes to psychiatry and career attractiveness for a range of specialties including surgery, medicine, general practice and psychiatry before and after their psychiatry attachment. Questionnaires were distributed prior to commencement of their attachment and redistributed on the final day of the attachment.ResultsOf the 165 participants in the study, 75 students entered medicine via the traditional route (without a primary degree), 49 entered via the graduate entry programme and 41 had a primary degree. Overall, medical students displayed positive attitudes towards psychiatry. However, while there was an improvement in attitudes towards psychiatry and the career attractiveness of psychiatry on completion of the rotation, no differences were found between graduate and non-graduate entry students. Psychiatry and general practice had lower ratings for career attractiveness than other specialities. No significant changes were found in the first and second choice of specialty.ConclusionOur results show that improvements in attitude and career attractiveness do not necessarily correlate with increased choice of psychiatry as a specialty. Graduate entry has been considered a possible opportunity for increasing recruitment in psychiatry but our results suggest that this may not be the case. Follow-up studies are required to determine whether career attractiveness correlates with future career choice.

You’ve Got to Hand It to Them: Assessing Final Year Medical Students Knowledge of Hand Anatomy and Pathology

2016 ◽  
Vol 21 (03) ◽  
pp. 388-394 ◽  
Author(s):  
Cormac Weekes Joyce ◽  
Shazrinizam Shaharan ◽  
Kate Lawlor ◽  
Melanie Elizabeth Burke ◽  
Michael John Kerin ◽  
...  
Keyword(s):  
Emergency Department ◽  
Emergency Medicine ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Upper Limb ◽  
Teaching Module ◽  
Musculoskeletal Anatomy ◽  
Practice Of Medicine ◽  
Before And After

Background: Knowledge of hand anatomy and pathology is important for final year medical students as it frequently appears in examinations as a short case or in a written paper. Studies have shown that doctors in the Emergency Department have a deficient grasp of musculoskeletal anatomy secondary to a lack of dedicated teaching in medical school. Methods: A questionnaire was handed out to 111 final year medical students. Students were asked to fill it out before and after dedicated upper limb teaching sessions during their rotation. The questionnaire consisted of an anatomical and pathological component. Students were tested on basic anatomy and pathology of several common upper limb conditions. Results: There was a significant improvement in the medical students knowledge after the dedicated hand teaching. The identification of the carpal bones showed the most improvement overall. Conclusions: Basic musculoskeletal knowledge is essential to the practice of medicine. The majority of medical students gravitate towards a career in general practice or emergency medicine and good knowledge of upper limb anatomy is important. We have piloted a new interactive dedicated upper limb teaching module and have shown that there has been a significant improvement in students knowledge.

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