Medical teacher
-
Medical educators need proven curriculum innovations that prepare trainees for the expanding number of patients with chronic illnesses. ⋯ Initial evaluations suggest that the CINED is an effective curriculum for promoting chronic illness learning among trainees.
-
Many junior doctors from around the world come to the UK to train and attend professional examinations. ⋯ Some graduates who sit UK postgraduate exams may require additional support prior to taking these examinations.
-
The use of learning objects (LOs), small chunks of learning stored digitally and reused or referenced to support learning, was described as a promising approach to the creation of e-learning modules or programmes. In practice, however, the early enthusiasm has waned and the approach has not been widely adopted. It is argued that this was due, at least in part, to a neglect of the pedagogy and an emphasis on the technical aspects of interoperability and reusability. ⋯ The commentary also allows the lecturer to comment on LOs selected for inclusion in the programme which otherwise might have to be adapted or excluded when the programme was constructed. The use of a commentary to link and introduce LOs has been successfully adopted in the development of e-learning programmes. Teachers are encouraged to consider the approach and to look again at the use of LOs to create e-learning resources.
-
Plagiarism is a common issue in education. Software can detect plagiarism but little is known about prevention. ⋯ Advice and warnings against plagiarism were ineffective but a subsequent interactive seminar was effective at reducing plagiarism.
-
Junior doctors are amongst the first healthcare professionals to assess and provide initial hospital care for multiply injured patients. Despite this, no requirements are placed upon UK medical schools for training undergraduates in aspects of trauma care. Medical students have increasingly been attending a number of student-organised extracurricular 'trauma conferences' in order to supplement their knowledge in this area. ⋯ Students report a paucity of teaching in trauma medicine. Our findings corroborate previous concerns that junior doctors are under-prepared for managing trauma patients, and support the repeated calls made in the scientific literature to include organised teaching of trauma medicine in the undergraduate curriculum.