Medical teacher
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Peer teaching, an educational arrangement in which one student teaches one or more fellow students, is applied in several forms in medical education. A number of authors have linked peer teaching to theories of education and psychology. Yet no comprehensive overview of what theory can offer to understand dynamics of peer teaching has been previously provided. ⋯ Both dimensional frameworks help to clarify why and in what conditions peer teaching may help students to learn.
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Although dying and death are common in practice, medical and social work students receive limited teaching on this topic. In addition, they have minimal experience of each others' role in the process, yet respecting the roles of other professionals in this delicate area is paramount to the delivery of high standards of care. In an attempt to address this, a pilot interprofessional 3 hour dying and death workshop was developed for senior social work and medical students using a constructivist approach to explore their own personal, uniprofessional and interprofessional roles in the dying and death process. ⋯ This undergraduate interprofessional pilot dying and death workshop was well received and enabled learning on three levels--personal, professional and interprofessional. It promoted a greater understanding of the role of each student's own profession and appreciation of the role of other professionals in the dying and death process.
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An outcome-based approach to medical education compared to a process/content orientation is currently being discussed intensively. In this article, the process and outcome interrelationship in medical education is discussed, with specific emphasis on the relation to the definition of standards in basic medical education. Perceptions of outcome have always been an integrated element of curricular planning. ⋯ Moreover, curricula which favour reductionism by stating everything in terms of instrumental outcomes or competences, do face a risk of lowering quality and do become a prey for political interference. Standards based on outcome alone rise unclarified problems in relationship to licensure requirements of medical doctors. It is argued that the alleged dichotomy between process/content and outcome seems artificial, and that formulation of standards in medical education must follow a comprehensive line in curricular planning.
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The Final Professional Examination for medical students at Leicester Medical School involves the use of real patients, and senior clinicians assess students over a series of consultations with these patients. What the patients themselves think of the students is not known. ⋯ Based on the results of this study, educational recommendations are made which might improve student performance in the examination and lead to greater patient satisfaction with the 'end product' of the medical school, namely the graduating student. These include the incorporation of students' observation of infection control measures within the assessment schedule, and more direct preparation of students in handling uncertainty and their anxieties within the consultation.
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Comparative Study
High fidelity simulation can discriminate between novice and experienced residents when assessing competency in patient care.
High fidelity (HF) simulators have become more common in residency training programs. ⋯ HF simulation-based assessment using objective measures, particularly time to action, discerned our novice from our experienced residents.