Independent and mentored video review of OSCEs
We examined student perceptions of the process, helpful elements of each type of review and perceived impact after a follow‐up OSCE.
ResultsThe mentored group (n = 12) was more comfortable watching themselves than the independent group (n = 11); using a five‐point Likert scale, where 1 indicates ‘strongly disagree’ and 5 indicates ‘strongly agree’: 3.5 ± 1.2 (I) versus 4.5 ± 0.2 (M) (p = 0.02). The mentored group more strongly agreed that their clinical skills would improve: 3.6 ± 1.1 (I) versus 4.9 ± 0.2 (M) (p < 0.01). After the follow‐up OSCE, the mentored group (n = 10) tended to ...
Source: The Clinical Teacher - December 1, 2017 Category: Universities & Medical Training Authors: Somnath Mookherjee, Jennie Strujik, Matthew Cunningham, Elizabeth Kaplan, Bas ¸ak Çoruh Tags: Original Article Source Type: research
Encountering the aftermath of medical error
(Source: The Clinical Teacher)
Source: The Clinical Teacher - December 1, 2017 Category: Universities & Medical Training Authors: Peter Harrison Tags: Insights Source Type: research
Crash simulation: an immersive learning model
BackgroundFar West New South Wales Local Emergency Management Committee runs an annual crash simulation exercise to assess the operational readiness of all local emergency services to coordinate and manage a multi‐casualty exercise.
ContextSince 2009, the Broken Hill University Department of Rural Health (BHUDRH) has collaborated with the committee, enabling the inclusion of health students in this exercise. It is an immersive interprofessional learning experience that evaluates teamwork, communication and safe effective clinical trauma management outside the hospital setting.
InnovationAfter 7 years of modifying and de...
Source: The Clinical Teacher - December 1, 2017 Category: Universities & Medical Training Authors: John Wenham, Paul Bennett, Wendy Gleeson Tags: Original Article Source Type: research
Doctors with Asperger's: the impact of a diagnosis
This study explores the benefits and disadvantages of defining and labelling a specific professional support need for a group of trainees. It also reveals the need for improved awareness of AS amongst all clinical educators. (Source: The Clinical Teacher)
Source: The Clinical Teacher - December 1, 2017 Category: Universities & Medical Training Authors: Sophie Price, Rosie Lusznat, Richard Mann, Rachel Locke Tags: Original Article Source Type: research
The learning environment in remediation: a review
ConclusionMedical students are becoming increasingly diverse and medical curricula must create learning environments that support all students to thrive. Effective remediation should not be about intensive ‘teaching to test’ after examination failure. Rather, both the context and the individual have a role to play in ensuring the selection, teaching, assessment and feedback practices support the learning journeys of individuals. We provide guidance for faculty member development and engaging with students to help achieve this goal.
Effective remediation should not be about intensive ‘teaching to test’ after examina...
Source: The Clinical Teacher - December 1, 2017 Category: Universities & Medical Training Authors: Jennifer Cleland, Francois Cilliers, Susan Schalkwyk Tags: Faculty Development Review Source Type: research
A novel peer feedback programme of family ‐centred rounds
DiscussionThis faculty development programme of peer feedback based on direct observation of FCRs was endorsed by participants at our institution. Our findings serve to inform other programmes interested in peer feedback or in faculty development opportunities for FCRs. (Source: The Clinical Teacher)
Source: The Clinical Teacher - December 1, 2017 Category: Universities & Medical Training Authors: Priti Bhansali, Ellen Goldman Tags: Original Article Source Type: research
Bridging the gap for future clinician ‐educators
DiscussionOur findings suggest that a clinician‐educator training pathway that draws from multiple subspecialties has the potential to improve recruitment, provide needed career counselling and skills development to trainees, and to build a community of educators that will benefit the institution. Important insights from pilot participant interviews will inform the programme design, in order to keep trainees engaged and overcome logistical challenges. (Source: The Clinical Teacher)
Source: The Clinical Teacher - November 27, 2017 Category: Universities & Medical Training Authors: Christen K Dilly, W Graham Carlos, Krista Hoffmann ‐Longtin, John Buckley, Anna Burgner Tags: Original Article Source Type: research
Bridging the gap for future clinician ‐educators
The Clinical Teacher, EarlyView. (Source: The Clinical Teacher)
Source: The Clinical Teacher - November 27, 2017 Category: Universities & Medical Training Source Type: research
Knowledge and attitudes toward transgender health
The Clinical Teacher, EarlyView. (Source: The Clinical Teacher)
Source: The Clinical Teacher - November 27, 2017 Category: Universities & Medical Training Source Type: research
Empowering students with the hidden curriculum
The Clinical Teacher, EarlyView. (Source: The Clinical Teacher)
Source: The Clinical Teacher - November 27, 2017 Category: Universities & Medical Training Source Type: research
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The Clinical Teacher, Ahead of Print. (Source: The Clinical Teacher)
Source: The Clinical Teacher - November 27, 2017 Category: Universities & Medical Training Source Type: research
Empowering students with the hidden curriculum
DiscussionRevealing and naming the hidden curriculum can make students aware of its existence and understand its potential impact. The hidden curriculum may also be a useful tool for triggering debate about issues such as power, patient centredness, personal resilience and career stereotypes in medicine. Supporting students to think critically about HC experiences may empower them to make active choices about which messages to take on board.
The hidden curriculum can have a powerful influence on the professional development of students (Source: The Clinical Teacher)
Source: The Clinical Teacher - November 27, 2017 Category: Universities & Medical Training Authors: Hilary Neve, Tracey Collett Tags: Original Article Source Type: research
Knowledge and attitudes toward transgender health
DiscussionOur results have implications for future instruction, including: the need to teach pharmacological and diagnostic issues more deliberately; providing refresher training on terminology; and relying on interactive discussion or patient visits, rather than didactic lectures alone, for ethically charged medical topics. Similar levels of knowledge among students who believe that hormonal therapy is ethical and unethical may indicate that imparting didactic knowledge about therapeutic benefits alone may not be sufficient to affect attitudes regarding endocrine care for transgender youth.
Hormonal interventions for tran...
Source: The Clinical Teacher - November 27, 2017 Category: Universities & Medical Training Authors: Jack L Turban, Joel Winer, Susan Boulware, Timothy VanDeusen, John Encandela Tags: Original Article Source Type: research
