4 research outputs found
Additional file 1: of Exploring medical student learning in the large group teaching environment: examining current practice to inform curricular development
Appendix 1. (XLSX 15 kb
Additional file 2: of Exploring medical student learning in the large group teaching environment: examining current practice to inform curricular development
Appendix 2. (DOCX 97 kb
Recommended from our members
'Blending flipped with integration’: a new approach to teaching integration of primary and secondary care
Integration between primary and secondary care is widely recognised to benefit both patient care and health systems such as the NHS. However, medical schools producing the doctors and leaders of the future tend to teach each of these aspects separately, both in the classroom and on clinical placement. Understanding the relationship between primary and secondary care and the patient’s health care journey is integral to enable future improvements. The flipped classroom approach has been used in medical teaching with success, however there is little published evidence of its implementation in the UK. To overcome this gap in the curriculum, we have developed eight ‘integrated’ cases to be delivered during general practice teaching to 4th year medical students. These showcase how a patient’s condition may develop overtime, general practice theories and the interaction between primary and secondary care in providing healthcare to patients. The teaching is a facilitated session with a GP tutor to a small group of 8-10 students. Students are expected to conduct ‘pre-work’ prior to the session. This consists of viewing a video of a patient’s initial GP consultation (filmed using patient actors) and other selected materials relating to the case. During the facilitated session, discussion focuses on this initial consultation. Showing further video clips, referral letters, discharge paperwork from secondary care and audio clips creates the patient journey and promotes further topics for the group to consider.The session is delivered via the Nearpod system, which allows students to follow the session on their own devices and participate in online quizzes. To integrate the student experience further, the interactive case is based on a clinical topic relating to the secondary-care module studied at the time (8 x 5 week rotations). This innovative programme has been introduced in September 2016 and the preliminary evaluation discussed at conference.</p
Recommended from our members
Simulation to improve medical student confidence and preparedness to care for a dying patient and their family: a feasibility study
Background Undergraduate teaching currently fails to adequately prepare doctors to deliver ‘end-of-life’ care. Despite much evidence supporting simulation-based teaching, its use in medical undergraduate palliative and ‘end-of-life’ care curricula remain low. Aim This study assesses whether simulation can improve the confidence and preparedness of medical students to provide holistic care to dying patients and their families, from clinical assessment to symptom management, communication and care after death. Methods Six fourth-year medical students undertook individual simulations involving a dying patient (high-fidelity simulator) and family member (actor). Intentional patient death occurred in four of the six scenarios (although unexpected by students). Pre-simulation/post-simulation thanatophobia questionnaires measured student attitudes towards providing care to dying patients. Thematic analysis of post-simulation focus group transcripts generated qualitative data regarding student preparedness, confidence and value of the simulations. Results Thematic analysis revealed that students felt the simulations were realistic, and left them better prepared to care for dying patients. Students coveted the ‘safe’ exposure to dying patient scenarios afforded by the simulations. Observed post-simulation reduction in mean thanatophobia scores was not found to be statistically significant (p=0.07). Conclusions Results suggest a feasible potential for simulations to influence undergraduate medical student teaching on the care of a dying patient and their family. We believe that this study adds to the limited body of literature exploring the value of simulation in improving the confidence and preparedness of medical students to provide ‘end-of-life’ care. Further research into the cost-effectiveness of simulation is required to further support its application in this setting