scholarly journals Two-year longitudinal observational study of junior doctors as clinical teachers: the Associate Clinical Teaching Fellow Program

2021 ◽  
pp. e43
Author(s):  
Henrietta Poon ◽  
Mehtab Farhat Ahmad ◽  
Danielle Lowry ◽  
Habiba Saedon ◽  
Nicola A. Thompson ◽  
...  
Keyword(s):  
United Kingdom ◽  
Medical Students ◽  
Observational Study ◽  
Teaching Effectiveness ◽  
Clinical Teaching ◽  
Grading System ◽  
Junior Doctors ◽  
Clinical Teachers ◽  
Longitudinal Observational Study

Introduction: Most clinical teachers are not trained to teach, though they are critical to determining the quality of clinical learning environment. The General Medical Council, United Kingdom, recognises that being a good teacher is not innate, but that skills and attributes can usually be acquired. Clinical teaching is part of training of junior doctors in the United Kingdom, and from learners’ perspectives, junior doctors are effective clinical teachers, but there are few structured opportunities to learn how to teach during clinical training. The Associate Clinical Teaching Fellow (ACTF) program was developed to provide such structured platform for clinical trainees. The aim of this paper is to evaluate the quality of teaching by the trainees against the current-standard of clinical teaching in the first 2 years of its inception, and to adapt validated feedback questionnaires for practical use. Methods: A prospective longitudinal observational study was done over 2 years in a large 1,215 bed tertiary hospital. Multiple cross-sectional assessments of teachings by ACTFs and consultant teachers were done using two validated questionnaires, the Stanford Faculty Development Program-26 (SFDP-26) and the Clinical Teaching Effectiveness questionnaire (CTEQ), and an in-house global (IHG) feedback form prepared by third- and fifth-year students. Both trainees and consultants were unaware of the timing of the SFDP-26 and CTEQ feedbacks. A graphical representation of all responses was used to create a grading system for practical feedbacks. Results: A total of 507 of 765 (66%) of SFPD-26 and CTEQ and 224 of 286 (78%) of IHG questionnaires were returned for 26 trainees and 31 consultants by 266 medical students. There was a statistically significant higher ratings of trainees in seven of eight domains of SFDP-26, and the median (interquartile ranges [IQR]) overall score was 115 (105–126) and 108 (99–121) for trainees and consultants, respectively (P < 0.0001). Similarly, trainees were rated significantly higher in seven of nine CTEQ domains, and this was reflected in the overall score. The patterns were similar for third- and fifth-year students, and the type of learning exposure did not make a difference. With these students, the overall teaching effectiveness correlated (Spearman Correlation Coefficient [SCC]) the most with enthusiastic and stimulating (SCC 0.711; P < 0.0001), establishes rapport (SCC 0.69; P < 0.0001) and is accessible (SCC 0.67; P < 0.0001) in CTEQ, and with learning climate (SCC 0.62; P < 0.0001), communication of goals (SCC 0.54; P < 0.0001) and evaluation (SCC 0.52; P < 0.0001) in SFDP-26. At the end of their rotations, 30% of both groups of students were neutral or disagreed that consultants were essential to their clinical programs compared to 15% (P = 0.001) and 11% (P < 0.0001) of third- and fifth-year students, respectively, felt about trainees. By applying a new grading system derived from the full database of responses, the trainees would be graded 1 and consultants 7 out of 10 possible grades. Conclusions: Teaching delivered by doctors in training within a formal teaching program is of good quality and well received by medical students. There is a need for an equivalent program for trainee clinical educationalists like the Integrated Academic Training scheme of the National Institute of Health Research (NIHR), UK, for trainee academics. More qualitative studies are needed to analyse some of the findings in this study.

scholarly journals Survey of faculty development in four Israeli medical schools: clinical faculty development is inadequate and clinical teaching is undervalued in Israeli faculties of medicine

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Simon Nothman ◽  
Michael Kaffman ◽  
Rachel Nave ◽  
Moshe Y. Flugelman
Keyword(s):  
Medical Students ◽  
Faculty Development ◽  
Clinical Teaching ◽  
Relative Number ◽  
Medical Schools ◽  
Educational Training ◽  
Online Questionnaire ◽  
Clinical Teachers ◽  
Significant Difference

Abstract Background Teaching medical students is a central part of being a doctor, and is essential for the training of the next generation of physicians and for maintaining the quality of medicine. Our research reviews the training that physicians in Israel receive as teachers of clinical clerkships, and their thoughts regarding teaching students. The importance of faculty development cannot be overstated, for securing quality medicine and physician empowerment. Methods This study was based on a survey conducted among physicians teaching at Israeli medical schools. The survey was conducted using an online questionnaire sent to clinical teachers according to lists received from the teaching units of the faculties, department heads, and other clinical teachers. Participation in the study was anonymous. Findings Of 433 invited physicians, 245 (56%) from three departments (internal medicine, paediatrics, obstetrics and gynaecology) of four faculties of medicine in Israel, out of five total, completed the questionnaire. Only 35% of the physicians reported having received training for their role as teachers, most of these participated in a short course of up to 2 days. There were significant differences between the Technion and the other schools. Technion teachers without academic appointment had higher rates of pedagogic training. The same was true in regard to Technion teachers, either residents or young specialist. Significant gaps were reported between the content covered in the training and the topics the doctors felt they would want to learn. The clinicians who participated in the survey expressed that clinical teaching was less valued and more poorly remunerated than research, and that improved compensation and perceived appreciation would likely improve the quality of clinical teaching. Conclusions Of the one-third of the physicians surveyed who had received some training in clinical teaching, the training was perceived as inadequate and not aligned with their needs. There was a significant difference in rates of pedagogic training between the Technion and other medical schools. In addition, most clinical teachers surveyed felt that teaching students is inadequately valued. Due to its focus on just three disciplines, and higher relative number participants from the Technion faculty of medicine, our survey may not fully represent the activities of the faculties of medicine in Israel. Nevertheless, given the importance of clinical teaching of medical students, our findings argue for increasing faculty development and educational training of physicians in clinical settings, for recognizing the importance of teaching in academic and professional promotion processes.

scholarly journals The physiology of learning: strategies clinical teachers can adopt to facilitate learning

2021 ◽  
Author(s):  
Satid Thammasitboon ◽  
Paul L. P. Brand
Keyword(s):  
Medical Students ◽  
Experiential Learning ◽  
Learning Strategies ◽  
Teaching Effectiveness ◽  
Clinical Teaching ◽  
Work Satisfaction ◽  
Clinical Teachers ◽  
How People Learn ◽  
Learning Principles ◽  
Teaching Responsibilities

AbstractAlmost all pediatricians working in a hospital or office environment have teaching responsibilities to learners such as medical students and residents. Although teaching and supporting learning in a busy work environment imposes challenges to clinical teachers, these clinical settings provide an ideal setup for experiential learning, learning from daily experiences with patients. Advances in the science of learning derived from various fields have informed us how adults learn best. Many techniques and strategies based on this “physiology of learning” have shown their educational values in everyday pediatric practice. This article outlines how clinical teachers can create the conditions to optimize experiential learning for individual or a group of learners. We highlight practical implications of educational theories and evidence-based educational practices for clinical teachers seeking to enhance their teaching effectiveness. These include promoting active learning and engaging learners in deliberate practice; retrieval of knowledge and prior experiences to enhance motivation; supporting a psychologically safe learning environment; helping learners to set goals; fostering collaborative learning; structuring teaching to link it to authentic roles and tasks; and customizing content to individual learners.Conclusion: Applying adult learning principles in everyday teaching activities will support busy pediatricians to be successful in their tasks as clinical teachers, and contribute to work satisfaction. What is Known:• Most pediatricians provide clinical teaching to medical students and residents, but few have had formal training in educational techniques.• Learning from clinical experiences (experiential learning) is of key importance to becoming and maintaining a competent pediatrician. What is New:• This review presents an up-to-date overview of the physiology of learning, i.e., how people learn.• Knowledge of the principles of how people learn helps pediatricians shape their clinical teaching effectively and contribute to their work satisfaction.

scholarly journals P083 A rheumatology carousel: three-year results from an open-access teaching workshop designed for core rheumatology assessments for undergraduate medical students

Rheumatology ◽  
2021 ◽  
Vol 60 (Supplement_1) ◽  
Author(s):  
Pritesh Mistry ◽  
James Bateman ◽  
Helen Foss ◽  
Muhamad Jasim
Keyword(s):  
Medical Students ◽  
Open Access ◽  
Clinical Teaching ◽  
Lesson Plan ◽  
Clinical History ◽  
Teaching Staff ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Core Conditions

Abstract Background/Aims  Medical students need to gain patient contact to develop their skills in history taking and examinations. In year three, undergraduate students typically rotate across various hospitals and specialties and are expected to have dedicated rheumatology exposure for history and examination competencies. Rheumatology as an out-patient specialty can limit opportunities for medical students to have broad exposure to rheumatological conditions. Methods  In January 2018, we designed an annual rheumatology half-day teaching workshop (‘Rheumatology Carousel’) using a combination of lecture-based teaching and small group based guided clinical history and examination stations, aimed at third-year medical students from the University of Birmingham. This covered key presentations in rheumatology: axial spondyloarthropathy, rheumatoid arthritis, systemic sclerosis (connective tissue disease), osteoarthritis, and vasculitis. Each station required a Clinical Teaching Fellow or Rheumatology ST trainee, overseen by one consultant facilitator. We designed patient proforma’s incorporating consent, demographics, key clinical history, therapy, and examination findings. We produced a written patient guide, and consultants invited appropriate patients to volunteer for the day. We designed a one-hour lecture-based tutorial. A lesson plan and schedule were created outlining faculty requirements; including time, roles, and faculty numbers. We invited five to six patients to each session, with a plan of four to five focussed examinations. We designed the carousel to accommodate up to 40 students, split into two groups running over a day. Focussed examinations involved students in groups of four, with each student being a lead examiner in at least one station, each station lasting 20 minutes. Best practice examination techniques for each condition were assessed and emphasised. Following a debrief, we collected feedback from students, faculty, and patients (online and written feedback), using Likert scores for teaching content, and quality of the session delivery. Results  The carousel ran in February 2018, 19, and 20. The sessions were positively evaluated by students, faculty, and patients. In total, 93 students attended, 89/93 completed feedback. Satisfaction scores (mean; SD; range) were high (1-strongly disagree, 5-strongly agree) for content (4.8; 0.49, range 3-5) and quality of delivery (4.7; 0.54; 3-5). All patients who participated volunteered to return for future teaching sessions, with several patients attending all three years. Free text feedback indicated students valued structured exposure to core conditions and called for more sessions of this nature. Conclusion  This sustainable reproducible intervention ensures students have structured exposure to important rheumatological conditions. The methodology allows reproducible sessions that are positively evaluated despite rotating clinical teaching staff. We have made all our teaching materials, logistical plan, and scheduling tools available as open access resources under a Creative Commons license for free re-use and adaptation by any healthcare professional, via a web link. We plan to record an electronic version to distribute post the COVID-19 pandemic. Disclosure  P. Mistry: None. J. Bateman: None. H. Foss: None. M. Jasim: None.

Health-related quality of life in patients after lumbar disc surgery: a longitudinal observational study

2007 ◽  
Vol 16 (9) ◽  
pp. 1453-1460 ◽  
Author(s):  
Dirk Heider ◽  
Katharina Kitze ◽  
Margrit Zieger ◽  
Steffi G. Riedel-Heller ◽  
Matthias C. Angermeyer
Keyword(s):  
Quality Of Life ◽  
Observational Study ◽  
Lumbar Disc ◽  
Lumbar Disc Surgery ◽  
Health Related Quality ◽  
Longitudinal Observational Study ◽  
Disc Surgery ◽  
Related Quality ◽  
Health Related

scholarly journals Investigating Wilms’ Tumours Worldwide: A Report of the OxPLORE Collaboration—A Cross-Sectional Observational Study

2019 ◽  
Vol 44 (1) ◽  
pp. 295-302 ◽  
Author(s):  
K. Ford ◽  
S. Gunawardana ◽  
E. Manirambona ◽  
G. S. Philipoh ◽  
B. Mukama ◽  
...  
Keyword(s):  
Medical Students ◽  
Observational Study ◽  
Research Collaboration ◽  
Multidisciplinary Treatment ◽  
High Income ◽  
Junior Doctors ◽  
Paediatric Surgery ◽  
Cross Sectional ◽  
Oncology Research ◽  
The Uk

Abstract Background Childhood cancer is neglected within global health. Oxford Pediatrics Linking Oncology Research with Electives describes early outcomes following collaboration between low- and high-income paediatric surgery and oncology centres. The aim of this paper is twofold: to describe the development of a medical student-led research collaboration; and to report on the experience of Wilms’ tumour (WT). Methods This cross-sectional observational study is reported as per STROBE guidelines. Collaborating centres included three tertiary hospitals in Tanzania, Rwanda and the UK. Data were submitted by medical students following retrospective patient note review of 2 years using a standardised data collection tool. Primary outcome was survival (point of discharge/death). Results There were 104 patients with WT reported across all centres over the study period (Tanzania n = 71, Rwanda n = 26, UK n = 7). Survival was higher in the high-income institution [87% in Tanzania, 92% in Rwanda, 100% in the UK (X2 36.19, p < 0.0001)]. Given the short-term follow-up and retrospective study design, this likely underestimates the true discrepancy. Age at presentation was comparable at the two African sites but lower in the UK (one-way ANOVA, F = 0.2997, p = 0.74). Disease was more advanced in Tanzania at presentation (84% stage III–IV cf. 60% and 57% in Rwanda and UK, respectively, X2 7.57, p = 0.02). All patients had pre-operative chemotherapy, and a majority had nephrectomy. Post-operative morbidity was higher in lower resourced settings (X2 33.72, p < 0.0001). Methodology involving medical students and junior doctors proved time- and cost-effective. This collaboration was a valuable learning experience for students about global research networks. Conclusions This study demonstrates novel research methodology involving medical students collaborating across the global south and global north. The comparison of outcomes advocates, on an institutional level, for development in access to services and multidisciplinary treatment of WT.

scholarly journals Parkinson Symptoms and Health Related Quality of Life as Predictors of Costs: A Longitudinal Observational Study with Linear Mixed Model Analysis

PLoS ONE ◽  
2015 ◽  
Vol 10 (12) ◽  
pp. e0145310 ◽  
Author(s):  
Pablo Martinez-Martín ◽  
Carmen Rodriguez-Blazquez ◽  
Silvia Paz ◽  
Maria João Forjaz ◽  
Belén Frades-Payo ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Observational Study ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Health Related Quality ◽  
Mixed Model Analysis ◽  
Longitudinal Observational Study ◽  
Related Quality ◽  
Health Related

scholarly journals Improvements in quality of clinical care in English general practice 1998-2003: longitudinal observational study

BMJ ◽  
2005 ◽  
Vol 331 (7525) ◽  
pp. 1121 ◽  
Author(s):  
Stephen M Campbell ◽  
Martin O Roland ◽  
Elizabeth Middleton ◽  
David Reeves
Keyword(s):  
General Practice ◽  
Observational Study ◽  
Clinical Care ◽  
Longitudinal Observational Study

scholarly journals Discovery of Arthritis in Psoriasis Patients for Early Rheumatological Referral (DAPPER): Protocol for a Longitudinal Observational Study

10.2196/31647 ◽  
2021 ◽  
Vol 10 (11) ◽  
pp. e31647
Author(s):  
Tamara W van Hal ◽  
Juul MPA Van den Reek ◽  
Hans MM Groenewoud ◽  
Marcel C Pasch ◽  
Frank HJ Van den Hoogen ◽  
...  
Keyword(s):  
Observational Study ◽  
Validation Cohort ◽  
Joint Damage ◽  
Internal Validity ◽  
Signs And Symptoms ◽  
Outpatient Setting ◽  
Prospective Data ◽  
Longitudinal Observational Study

Background One in three patients with psoriasis will develop psoriatic arthritis (PsA). If left untreated, this can lead to pain, impaired function, and irreversible joint damage. Timely recognition and referral to a rheumatologist are therefore key. However, current methods used to screen patients with psoriasis for those who might benefit from referral to a rheumatologist are not performing well enough. Objective The Discovery of Arthritis in Psoriasis Patients for Early Rheumatological Referral (DAPPER) study is designed to determine the prevalence of PsA in a psoriasis population and to find parameters that can be used to develop a new or enhance an existing instrument for a rheumatological referral. Methods DAPPER is a longitudinal observational study with a 1-year follow-up. Patients with psoriasis (N=300) who are treated at an outpatient dermatological clinic will be screened extensively for signs and symptoms of PsA by a trained rheumatologist. If there is clinical suspicion of PsA and the patient is not yet treated by a rheumatologist, referral to the Department of Rheumatology will follow for confirmation of the diagnosis and further care. After 1 year, data on changes in quality of life and PsA and psoriasis disease activity will be collected from the referred patients. The screening visit will be used to gather demographical and medical data, which can later be used to develop the aforementioned screening instrument. Results Inclusion started in June 2019 and finished in June 2021. Follow-up with newly discovered patients with PsA is ongoing. Conclusions The DAPPER study is specifically designed to improve the detection of existing PsA in a dermatologic outpatient setting. Although internal validity will be tested, external validity will have to be checked using a second validation cohort. To predict the development of PsA in the future, longitudinal/prospective data collection is required and will be performed in a follow-up study (DAPPER-i). Trial Registration Dutch Trial Register NTR7604; https://www.trialregister.nl/trial/7397 International Registered Report Identifier (IRRID) DERR1-10.2196/31647

scholarly journals IMPACT OF ACNE VULGARIS ON A PERSON’S QUALITY OF LIFE AND IT’S CORRELATION WITH THE CLINICAL SEVERITY PRE AND POST-DRUG THERAPY

2022 ◽  
pp. 13-16
Author(s):  
SWOPNA PHUKAN ◽  
SAHELI DAS
Keyword(s):  
Quality Of Life ◽  
Drug Therapy ◽  
Observational Study ◽  
Acne Vulgaris ◽  
Ethics Committee ◽  
Clinical Severity ◽  
Grading System ◽  
Institutional Ethics

Objective: The aim of the study is to assess the therapeutic efficacy of drugs used in acne vulgaris by measuring the severity of acne using the Global Acne Grading System score (GAGS) and Cardiff Acne Disability Index (CADI) questionnaire score pre and post-drug therapy. Methods: The present study was conducted in the Department of Dermatology after getting approval from the Institutional Ethics Committee (No MC/190/2007/Pt1/MAR-2019/PG/123) dated 10/04/2019. It was an observational study for a period of 1 y. 172 patients were enrolled in the study. Patients were divided into 4 grades depending on their clinical manifestation. The severity of acne vulgaris and the quality of life were measured using the GAGS scale and the CADI questionnaire, respectively at the first visit and at the follow-up visit in all the grades of acne vulgaris. A correlation was done between the GAGS and the CADI score at the follow-up visit in all grades of acne. Results: It was observed that the GAGS score and the CADI score was significantly improved at the F/U visit (p<0.05) as compared to baseline in all the 4 grades of acne. A correlation between GAGS score and QoL using CADI scale was done using Pearson Parametric Correlation Test. In none of the groups, the correlation was significant (p>0.05). Conclusion: We can conclude from our study that following treatment with drugs, the clinical severity of acne decreased and there was also a significant improvement in the quality of life of patients.

scholarly journals Attitudes of teaching faculty towards clinical teaching of medical students in an emergency department of a teaching institution in Singapore during the COVID-19 pandemic

2021 ◽  
Vol 6 (3) ◽  
pp. 67-74
Author(s):  
Tess Lin Teo ◽  
Jia Hao Lim ◽  
Choon Peng Jeremy Wee ◽  
Evelyn Wong
Keyword(s):  
Medical Students ◽  
Clinical Education ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Faculty Attitudes ◽  
Clinical Teachers ◽  
Risk Environments ◽  
Tertiary Teaching ◽  
Tertiary Teaching Hospital ◽  
Teaching Faculty

Introduction: Singapore experienced the COVID-19 outbreak from January 2020 and Emergency Departments (ED) were at the forefront of healthcare activity during this time. Medical students who were attached to the EDs had their clinical training affected. Methods: We surveyed teaching faculty in a tertiary teaching hospital in Singapore to assess if they would consider delivering clinical teaching to medical students during the outbreak and conducted a thematic analysis of their responses. Results: 53.6% felt that medical students should not undergo clinical teaching in the ED and 60.7% did not wish to teach medical students during the outbreak. Three themes arose during the analysis of the data - Cognitive Overload of Clinical Teachers, Prioritisation of Clinical Staff Welfare versus Medical Students, and Risk of Viral Exposure versus Clinical Education. Conclusion(s): During a pandemic, a balance needs to be sought between clinical service and education, and faculty attitudes towards teaching in high-risk environments can shift their priorities in favour of providing the former over the latter.

Sign in / Sign up

Export Citation Format

Share Document