Blueprinting for assessment in undergraduate medical physiology curriculum

Since long, physiology teaching has been monotonous, teacher centric, didactic type and its assessment primarily focussed on the amount of knowledge recalled by means of stereotyped written questions. A blueprint specifies weightage to various mapped topics (also known as competencies) in the syllabus. For this study, IEC approval was obtained. We aimed to prepare a blueprint for assessment in the undergraduate physiology curriculum and thereby test its utility. We found that blueprinting not only establishes a balance between teaching and learning but also improves validity, reliability and acceptability of assessments. Thus, blueprinting of undergraduate medical curriculum can help in actual execution of the Medical Council of India’s Competency-Based Medical Education programme.

Peer-led medication education in the time of COVID-19

AimsTo set up an online peer-led medical education programme for core psychiatry trainees during the COVID-19 pandemic.To determine trainees’ views regarding the role of peer-led education in psychiatry.MethodA peer-led education programme was set up for psychiatry trainees in their third year of core training, held over an online video-conferencing platform. The weekly sessions were organised and led by trainees. Each week a trainee either presented a journal article or a particular psychiatric topic, with a group discussion afterwards.An online survey was sent to psychiatry trainees that had participated in the programme to determine their views. Close-ended questions were asked as well as open-ended questions for more qualitative responses.ResultThere were 9 peer-led sessions in total, with 11 trainees (out of 18 invited) attending at least one session, and an average of 5 trainees at each session.Five core trainee psychiatrists responded to the survey following the sessions. All of the respondents found the sessions either “very” or “fairly” useful. 80% stated that there should be more peer teaching opportunities as part of normal psychiatry training. All respondents found engaging with online teaching either “easy” or “OK”.Open-ended questions showed that respondents found the sessions were useful for: 1) connecting with peers during a difficult time 2) free discussion due to being around peers 3) wide interest and variety of topics. Improvements that could have been made were: 1) more sessions 2) advance knowledge of journal articles being presented.ConclusionPeer-led sessions are a useful form of medical education for core psychiatry trainees. During the restrictions brought about by the COVID-19 pandemic they are a way to connect with colleagues during an isolating time. They are easy to organise and access; and can take pressure off medical institutions, whilst having the advantages of allowing trainees to feel they can discuss topics in a more open manner and can follow their own interests.

How to Use the Positive Impact of an International Sport Event to Promote Sustainable Adolescent Health

How fortunate to have been able to take part in the medical organisation of the Lausanne 2020 Winter Youth Olympic Games (YOG) as head of the Olympic Village Medical Clinic and Medical Education Programme manager, while introducing some innovations to the Games! From a clinical point of view, the temporary creation of a high quality interdisciplinary medical clinic provided all participants aged 14 to 18 years old with global and equitable care. We adopted the WHO criteria to offer an adolescent friendly setting.