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Affiliation(s)
- Joy Rudland
- Otago Medical School, University of Otago, Dunedin, New Zealand
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Rudland J, Tweed M, Jaye C, Wilkinson TJ. Medical student learner neglect in the clinical learning environment: Applying Glaser's theoretical model. Med Educ 2021; 55:471-477. [PMID: 33247954 DOI: 10.1111/medu.14424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2020] [Revised: 10/21/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Learner neglect is a relatively new concept in education, and no suitable framework for its exploration has been devised. The aim of this study was to determine whether an existing framework, Glaser's framework of child neglect, could be applied to learner neglect in clinical learning environments. This was a retrospective analysis of data obtained as part of a related study. METHOD Six focus groups were conducted with medical students in their early clinical years to explore their views of what experiences in medical education were challenging and why they presented a challenge. The transcript data were analysed using inductive content analysis, within an interpretivist approach in the development of categories. The identified categories were cross referenced with Glaser's framework categories replacing the carer with the teacher and the child with the learner. RESULTS Glaser's classifications of teacher (parent) behaviours were all identified in the negative aspects of medical learner clinical education including emotional unavailability/unresponsiveness, acting in a hostile manner, inappropriate inconsistent developmental interaction, failure to recognise individuality and failure to promote social adaption. Physical unavailability was identified as an additional category and is included in our proposed framework of learner neglect. DISCUSSION Adapting Glaser's framework was useful in considering learner neglect. Medical schools have a role in ensuring learning experiences are positive across contexts and to make explicit to teachers any behaviours that may appear as learner neglect. Applying this framework has the potential to make more explicit any subtle undermining teacher behaviours. Once explicit, there is a greater likelihood that behaviours may be reappraised both by the teacher and learner and modified to promote a more effective clinical learning experience.
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Affiliation(s)
- Joy Rudland
- Education Unit, Otago Medical School, University of Otago, Wellington, New Zealand
| | - Mike Tweed
- School of Medicine and Health Sciences, University of Otago, Wellington, Wellington, New Zealand
| | - Chrystal Jaye
- General Practice, University of Otago, Dunedin, Otago, New Zealand
| | - Tim J Wilkinson
- Education Unit, University of Otago, Christchurch, Christchurch, New Zealand
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Gulliver L, Brooks H, Kinniburgh L, Aburn R, Stodart J, Rudland J. Health professional education and practice in preventing and controlling infections in New Zealand: a review to inform strategies for enhancing practitioner competencies and patient safety. Integ Health J 2020. [DOI: 10.1136/ihj-2019-000034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
ObjectiveQuality assurance for reducing infections is a key objective of the WHO’s global action plan targeting antimicrobial resistance, yet no studies have employed a multifaceted approach to review health professional education and practice in infection prevention and control (IPC). This study completed such a review.Methods and analysisNew Zealand medical and nursing curricula were analysed for IPC-related teaching and assessment. Clinicians (undergraduate to senior) received peer-expert evaluation while performing procedures demonstrating IPC competencies. Patient and clinician self-evaluation followed. Hospital IPC practice monitoring was also reviewed.ResultsMedical curricula had approximately twice the total IPC-related theory compared with nursing (79.71 vs 41.66 hours), emphasising microbiology. IPC theory in nursing curricula was applied, emphasising health and safety. Junior nursing students were rigorously taught (16.17 hours) and assessed (2.91 hours) in practical IPC competencies, whereas little practical instruction (2.62 hours) and no formal assessment existed for junior medical students. IPC teaching chiefly occurred during medical students’ senior clinical years, and was opportunistic, rotation-specific or in introductory sessions. Senior medical and nursing students were expected to be IPC-proficient but no formal assessment occurred. Peer review generally revealed satisfactory practice, however both professions had lapses with hand hygiene, asepsis and incorrect donning, removal and use of personal protective equipment. Clinician confidence in providing and being peer-reviewed for best IPC practice, and patients’ confidence in receiving best IPC care, was positively associated with clinician experience. Trainee interns, whose confidence in IPC practice was not matched by the same desire for monitoring/feedback as senior colleagues, were the exception.ConclusionMultifaceted approaches to IPC quality assurance have utility in identifying gaps, reducing infection transmission and reassuring staff and patients.
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Molloy E, Ajjawi R, Bearman M, Noble C, Rudland J, Ryan A. Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task. Med Educ 2020; 54:33-39. [PMID: 31475387 DOI: 10.1111/medu.13802] [Citation(s) in RCA: 36] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2018] [Revised: 12/04/2018] [Accepted: 12/05/2018] [Indexed: 06/10/2023]
Abstract
CONTEXT Research suggests that feedback in the health professions is less useful than we would like. In this paper, we argue that feedback has become reliant on myths that perpetuate unproductive rituals. Feedback often resembles a discrete episode of an educator "telling," rather than an active and iterative involvement of the learner in a future-facing process. With this orientation towards past events, it is not surprising that learners become defensive or disengaged when they are reminded of their deficits. METHODS We tackle three myths of feedback: (a) feedback needs praise-criticism balancing rules; (b) feedback is a skill residing within the teacher; and (c) feedback is an input only. For each myth we provide a reframing with supporting examples from the literature. CONCLUSIONS Equipping learners to engage in feedback processes may reduce the emotional burden on both parties, rendering techniques such as the feedback sandwich redundant. We also highlight the benefits for learners and teachers of conceptualising feedback as a relational activity, and of tracing the effects of information exchanges. These effects may be immediate or latent, and may manifest in different forms such as changes in learner evaluative judgement or professional identity.
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Affiliation(s)
- Elizabeth Molloy
- Department of Medical Education, University of Melbourne, Melbourne, Victoria, Australia
| | - Rola Ajjawi
- Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Victoria, Australia
| | - Margaret Bearman
- Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Victoria, Australia
| | - Christy Noble
- Department of Education, Gold Coast University Hospital, Southport, Queensland, Australia
- School of Medicine, Griffith University, Parkwood, Queensland, Australia
- School of Pharmacy, University of Queensland, Woolloongabba, Queensland, Australia
| | - Joy Rudland
- Education Development and Staff Support Unit, Otago Medical School, Wellington, New Zealand
| | - Anna Ryan
- Department of Medical Education, University of Melbourne, Melbourne, Victoria, Australia
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Seleq S, Jo E, Poole P, Wilkinson T, Hyland F, Rudland J, Verstappen A, Bagg W. The employment gap: the relationship between medical student career choices and the future needs of the New Zealand medical workforce. N Z Med J 2019; 132:52-59. [PMID: 31778372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
AIMS To determine the career decision intentions of graduating doctors, and the relationship between these intentions and the predicted medical workforce needs in New Zealand in 10 years' time. METHODS A workforce forecasting model developed by the Ministry of Health (MOH) has been used to predict the proportion of doctors required in each medical specialty in 2028 in New Zealand. The future work intentions of recently graduated doctors at the Universities of Auckland and Otago were collected from the Medical Student Outcomes Data (MSOD), and compared with these predicted needs. RESULTS Between 2013 and 2017, 2,292 doctors graduated in New Zealand, of whom 1,583 completed the MSOD preferences section (response rate 69%). Of these only 50.1% had decided on a future medical specialty. The most popular were surgical specialties (26.2%), general practice (20.7%), and internal medicine (11.0%). Compared to the MOH workforce forecast model there appears to be insufficient interest in general practice at the time of graduation. CONCLUSIONS To shape the medical workforce to meet forecast needs, multiple stakeholders will need to collaborate, with a special focus on the early postgraduate years, as many doctors have yet to decide on specialisation.
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Affiliation(s)
- Sam Seleq
- Clinical Medicine Education Fellow, School of Medicine, University of Auckland, Auckland
| | - Emmanuel Jo
- Manager, Analytics and Modelling, Health Workforce New Zealand, Ministry of Health, Wellington
| | | | - Tim Wilkinson
- Director, MBChB Programme, Otago Medical School, University of Otago, Dunedin
| | - Fiona Hyland
- Assessment Manager, Otago Medical School, University of Otago, Dunedin
| | - Joy Rudland
- Director, Faculty Education Unit, Otago Medical School, University of Otago, Dunedin
| | | | - Warwick Bagg
- Department of Medicine, School of Medicine, University of Auckland, Auckland
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Poole P, Wilkinson TJ, Bagg W, Freegard J, Hyland F, Jo CE, Kool B, Roberts E, Rudland J, Smith B, Verstappen A. Developing New Zealand's medical workforce: realising the potential of longitudinal career tracking. N Z Med J 2019; 132:65-73. [PMID: 31095546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
For over a decade, the Medical Schools Outcomes Database and Longitudinal Tracking Project (MSOD) has collected data from medical students in Australia and New Zealand. This project aims to explore how individual student background or attributes might interact with curriculum or early postgraduate training to affect eventual career choice and location. In New Zealand, over 4,000 students have voluntarily provided information at various time points, and the project is at a stage where some firm conclusions are starting to be drawn. This paper presents the background to the project along with some early results and future directions.
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Affiliation(s)
- Phillippa Poole
- Head, School of Medicine, Faculty of Medical and Health Sciences, University of Auckland, Auckland
| | | | - Warwick Bagg
- Professor of Medicine, Faculty of Medical and Health Sciences, University of Auckland, Auckland
| | - Janis Freegard
- Acting Manager, Workforce Strategy and Policy, Ministry of Health, Wellington
| | - Fiona Hyland
- Assessment Manager, University of Otago, Dunedin
| | | | - Bridget Kool
- Associate Dean - Academic, Faculty of Medical and Health Sciences, University of Auckland, Auckland
| | - Eva Roberts
- Project Officer (MSOD), University of Otago, Dunedin
| | - Joy Rudland
- Director Education Development and Staff Support, University of Otago, Wellington
| | - Bruce Smith
- Manager, Otago Medical School, University of Otago, Dunedin
| | - Antonia Verstappen
- Research Fellow and MSOD Project Manager, Faculty of Medical and Health Sciences, University of Auckland, Auckland
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Wilkinson TJ, McKenzie JM, Ali AN, Rudland J, Carter FA, Bell CJ. Identifying medical students at risk of underperformance from significant stressors. BMC Med Educ 2016; 16:43. [PMID: 26837428 PMCID: PMC4739335 DOI: 10.1186/s12909-016-0565-9] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2015] [Accepted: 01/26/2016] [Indexed: 05/12/2023]
Abstract
BACKGROUND Stress is associated with poorer academic performance but identifying vulnerable students is less clear. A series of earthquakes and disrupted learning environments created an opportunity to explore the relationships among stress, student factors, support and academic performance within a medical course. METHODS The outcomes were deviations from expected performances on end of year written and clinical examinations. The predictors were questionnaire-based measures of connectedness/support, impact of the earthquakes, safety, depression, anxiety, stress, resilience and personality. RESULTS The response rate was 77%. Poorer than expected performance on all examinations was associated with greater disruptions to living arrangements and fewer years in the country; on the written examination with not having a place to study; and on the clinical examination with relationship status, not having the support of others, less extroversion, and feeling less safe. There was a suggestion of a beneficial association with some markers of stress. CONCLUSION We show that academic performance is assisted by students having a secure physical and emotional base. The students who are most vulnerable are those with fewer social networks, and those who are recent immigrants.
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MESH Headings
- Alcohol Drinking/epidemiology
- Disasters
- Earthquakes
- Education, Medical, Undergraduate/methods
- Education, Medical, Undergraduate/organization & administration
- Education, Medical, Undergraduate/standards
- Educational Measurement/methods
- Educational Measurement/statistics & numerical data
- Humans
- Marital Status
- Multivariate Analysis
- New Zealand/epidemiology
- Protective Factors
- Residence Characteristics
- Resilience, Psychological
- Risk Factors
- Social Support
- Stress Disorders, Post-Traumatic/diagnosis
- Stress Disorders, Post-Traumatic/epidemiology
- Stress Disorders, Post-Traumatic/etiology
- Stress Disorders, Post-Traumatic/psychology
- Students, Medical/psychology
- Surveys and Questionnaires
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Affiliation(s)
- Tim J Wilkinson
- University of Otago, Christchurch, P O Box 4345, Christchurch, 8140, New Zealand.
| | - Jan M McKenzie
- University of Otago, Christchurch, P O Box 4345, Christchurch, 8140, New Zealand
| | - Anthony N Ali
- University of Otago, Christchurch, P O Box 4345, Christchurch, 8140, New Zealand
| | - Joy Rudland
- University of Otago, Christchurch, P O Box 4345, Christchurch, 8140, New Zealand
| | - Frances A Carter
- University of Otago, Christchurch, P O Box 4345, Christchurch, 8140, New Zealand
| | - Caroline J Bell
- University of Otago, Christchurch, P O Box 4345, Christchurch, 8140, New Zealand
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Shulruf B, Poole P, Wang GY, Rudland J, Wilkinson T. How well do selection tools predict performance later in a medical programme? Adv Health Sci Educ Theory Pract 2012; 17:615-26. [PMID: 21892708 DOI: 10.1007/s10459-011-9324-1] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2011] [Accepted: 08/24/2011] [Indexed: 05/23/2023]
Abstract
The choice of tools with which to select medical students is complex and controversial. This study aimed to identify the extent to which scores on each of three admission tools (Admission GPA, UMAT and structured interview) predicted the outcomes of the first major clinical year (Y4) of a 6 year medical programme. Data from three student cohorts (n = 324) were analysed using regression analyses. The Admission GPA was the best predictor of academic achievement in years 2 and 3 with regression coefficients (B) of 1.31 and 0.9 respectively (each P < 0.001). Furthermore, Admission GPA predicted whether or not a student was likely to earn 'Distinction' rather than 'Pass' in year 4. In comparison, UMAT and interview showed low predictive ability for any outcomes. Interview scores correlated negatively with those on the other tools. None of the tools predicted failure to complete year 4 on time, but only 3% of students fell into this category. Prior academic achievement remains the best measure of subsequent student achievement within a medical programme. Interview scores have little predictive value. Future directions include longer term studies of what UMAT predicts, and of novel ways to combine selection tools to achieve the optimum student cohort.
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Affiliation(s)
- Boaz Shulruf
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Auckland Mail Centre, New Zealand.
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Abstract
CONTEXT Medical schools continue to seek robust ways to select students with the greatest aptitude for medical education, training and practice. Tests of general cognition are used in combination with markers of prior academic achievement and other tools, although their predictive validity is unknown. This study compared the predictive validity of the Undergraduate Medicine and Health Sciences Admission Test (UMAT), the admission grade point average (GPA), and a combination of both, on outcomes in all years of two medical programmes. METHODS Subjects were students (n = 1346) selected since 2003 using UMAT scores and attending either of New Zealand's two medical schools. Regression models incorporated demographic data, UMAT scores, admission GPA and performance on routine assessments. RESULTS Despite the different weightings of UMAT used in selection at the two institutions and minor variations in student demographics and programmes, results across institutions were similar. The net predictive power of admission GPA was highest for outcomes in Years 2 and 5 of the 6-year programme, accounting for 17-35% of the variance; UMAT score accounted for < 10%. The highest predictive power of the UMAT score was 9.9% for a Year 5 written examination. Combining UMAT score with admission GPA improved predictive power slightly across all outcomes. Neither UMAT score nor admission GPA predicted outcomes in the final trainee intern year well, although grading bands for this year were broad and numbers smaller. CONCLUSIONS The ability of the general cognitive test UMAT to predict outcomes in major assessments within medical programmes is relatively minor in comparison with that of the admission GPA, but the UMAT score adds a small amount of predictive power when it is used in combination with the GPA. However, UMAT scores may predict outcomes not studied here, which underscores the need for further validation studies in a range of settings.
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Affiliation(s)
- Phillippa Poole
- Department of Medicine, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand.
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Rudland J, Tordoff R, Reid J, Farry P. The clinical skills experience of rural immersion medical students and traditional hospital placement students: a student perspective. Med Teach 2011; 33:e435-e439. [PMID: 21774640 DOI: 10.3109/0142159x.2011.586745] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
BACKGROUND Recent decades have seen an international trend for the development of undergraduate medical programmes in rural locations. These have been considered educationally equivalent alternatives to traditional hospital-based programmes. A pilot Rural Medical Immersion Programme (RMIP) was launched at the University of Otago. AIMS To examine the clinical skills experience of RMIP students and to compare it to that of fifth-year students based in the traditional, often urban and hospital-based, rotations. METHODS An online questionnaire was completed by 23 medical students: six RMIP students and 17 hospital-based students. Students rated their level of experience in a variety of skills and their self-perceived competence for performing these skills after their fifth year. Total experience and confidence was compared using Mann-Whitney U test, as were subsets of skills. RESULTS There was no difference found in the total clinical skills experience and confidence between RMIP and traditional students. RMIP students reported greater experience of patient examination and patient education skills; traditional students reported greater experience and confidence in investigation and interpretative skills. CONCLUSION Clinical skills experience of the RMIP students is at least equivalent to that of their peers in the tertiary hospital setting. However, attention may be needed in the development of 'investigative and interpretative skills' for rural immersion students.
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Affiliation(s)
- Joy Rudland
- Faculty Education Unit, Faculty of Medicine, University of Otago, PO Box 913, Dunedin 9054, New Zealand.
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Bagg W, Dare AJ, O'Connor BJ, Poole P, Reid JJ, Rudland J, Tweed MJ, Wilkinson TJ. Setting up new learning environments in regional and rural areas. N Z Med J 2010; 123:83-90. [PMID: 20389324] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
The shortage of doctors in New Zealand, especially in regional and rural areas, together with the recognition that medical students need to learn in a variety of contexts has led to new learning environments being developed. This paper describes some of the key factors that have led to the successful implementation of year-long regional and rural clinical placements for medical students in New Zealand.
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Affiliation(s)
- Warwick Bagg
- The University of Auckland, Private Bag 92019, Auckland Mail Centre, Auckland 1142, New Zealand.
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Rudland J, Bagg W, Child S, de Beer W, Hazell W, Poole P, Sheehan D, Wilkinson TJ. Maximising learning through effective supervision. N Z Med J 2010; 123:117-126. [PMID: 20213957] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
This article targets supervisors and their important role in maximising learning of novice practitioners. The article draws on current research to highlight the importance of clinical supervision and the roles and tasks of the supervisor. Some of the challenges of supervision and how the supervisor can be supported are also discussed. The article has a pragmatic and practical focus to assist the supervisor in one of the most important, challenging but rewarding educational roles.
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Affiliation(s)
- Joy Rudland
- Faculty Education Unit, University of Otago, Dunedin, New Zealand.
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Sheehan D, Bagg W, de Beer W, Child S, Hazell W, Rudland J, Wilkinson TJ. The good apprentice in medical education. N Z Med J 2010; 123:89-96. [PMID: 20201158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
This paper targets both current apprentices and their supervisors drawing on current research to answer the following questions. What is apprenticeship and what are the key elements? What is a good apprentice and what can an intern or registrar do to assist their own learning and development? It takes a pragmatic approach and seeks to assist apprentices and their supervisors by attending closely to what is practicable, realistic, expedient and convenient; articulating this and laying it out as clearly as possible.
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Affiliation(s)
- Dale Sheehan
- Medical Education and Training Unit, Canterbury District Health Board, LGF Parkside, Christchurch Hospital, Private Bag, Christchurch, New Zealand.
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Abstract
AIMS The anatomical pathology tutorials for the fourth year of our undergraduate medical course at the University of Otago, Christchurch, New Zealand, were re-developed with the aim of promoting more active participation and application of learning by the students in their small group work. Radiology was integrated into half of the pathology tutorials with the objective of enhancing learning of both disciplines. The tutorials were designed to be easy to run for the tutors, who are mostly hospital-based staff. METHODS A set of 24 tutor-directed undergraduate anatomical pathology tutorials was re-developed into a case-based, student-centred format. Radiology learning was integrated into 12 tutorials. Student assessment was by way of three short answer examinations spaced throughout the course. Students and tutors completed evaluations of the tutorials. RESULTS Student evaluations were positive, indicating the tutorials were considered valuable, relevant and a stimulus for thinking. Students and tutors endorsed the benefits of integrated pathology and radiology learning. Assessment results have demonstrated effective learning of pathology and radiology in the tutorials. The tutors found that the tutorials stimulated student engagement and were easy to run. CONCLUSIONS The re-developed anatomical pathology tutorials with the integration of radiology appear to offer a number of benefits for learning of pathology and radiology.
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Rudland J, Wilkinson T, Smith-Han K, Thompson-Fawcett M. "You can do it late at night or in the morning. You can do it at home, I did it with my flatmate." The educational impact of an OSCE. Med Teach 2008; 30:206-11. [PMID: 18464148 DOI: 10.1080/01421590701851312] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
BACKGROUND The use of an objective structured clinical examination (OSCE) has been a powerful influence on doctor training but assessments do not always drive study behaviour in predictable ways. AIMS To investigate the impact an OSCE has on study behaviours by exploring how 5th year medical students identify what to learn for a summative OSCE and the role of the clinical environment in their preparation. METHODS A semi-structured questionnaire survey asked about strategies used by students to prepare for the OSCE. Focus group interviews explored successful methods of preparation for the OSCE. Themes were identified and classified. RESULTS The questionnaire response rate was 84%. Topic identification was usually from the list of examinable problems, past OSCE papers and a booklet prepared by a previous student containing a series of OSCE checklists. The study behaviours of students preparing for the OSCE exam were predominantly to practise on each other, and to rehearse routines. Strategic and efficient study habits were favoured over conscious utilization of the clinical environment. CONCLUSION The expectation that an OSCE drives learning into the clinical workplace was not supported by this study. This suggests the role of clinical experience in helping students prepare for the exam may be more subliminal, or that an OSCE is more as a test of psychomotor skills than a marker of clinical experience. An unexpected benefit may be to drive more collaborative learning.
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Wilkinson T, Rudland J. Participation in small-group learning. N Z Med J 2004; 117:U1140. [PMID: 15570324] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/01/2023]
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