Medical teacher
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Review
Not just another multi-professional course! Part 1. Rationale for a transformative curriculum.
Undergraduate inter- and multi-professional education has traditionally aimed to develop health professionals who are able to collaborate effectively in comprehensive healthcare delivery. The respective professions learn from and about each other through comparisons of roles, responsibilities, powers, duties and perspectives in order to promote integrated service. Described here is the educational rationale of a multi-professional course with a difference; one that injects value to undergraduate health professional education through the development of critical cross-field knowledge, skills and attitudes that unite rather than differentiate professions. ⋯ This enabled the alignment of the learning objectives, at first year level, of all the represented professions. The educational rationale guiding the curriculum design process is discussed in Part 1 of two articles. Part 2 describes the 'nuts and bolts' or practicalities of the curriculum design process.
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In contrast to traditional meta-analyses of research, an alternative overview and analysis of the research literature on the impact of information and communication technologies (ICT) in medical education is presented in this article. A distinction is made between studies that have been set up at the micro-level of the teaching and learning situation and studies on meso-level issues. At the micro-level, ICT is hypothesized to foster three basic information processing activities: presentation, organization, and integration of information. ⋯ Recent developments focusing on repositories of learning materials for medical education have yet not been evaluated. The article concludes by stressing the need for evaluative studies, especially in the promising field of ICT-based collaborative learning. Furthermore, the importance to be attached to the position and qualifications of the teaching staff is emphasized.
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Structured curricula for senior house officers have often been lacking. The aim of this study was to trial a person-task-context model in designing a curriculum and in-training assessment (ITA) programme for SHOs in internal medicine. A working group designed the programme based on triangulation of information from interviews with trainees and programme directors, analysis of patient case mix and national quality assurance data. ⋯ SHOs requested formal teaching in non-medical aspects of competence such as communication, interpersonal skills and professionalism. This article points out how consideration of the type of trainees involved, the tasks they must do and learn, and the context in which they work are important in designing postgraduate curricula. The person-task-context model can be used to tailor curricula and ITA that support learning and may be especially beneficial in promoting learning in non-dominant areas of a specialty.
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High-fidelity patient simulation allows students to apply their theoretical knowledge of pharmacology and physiology to practice. The purpose of this study was to determine if experiential education using high-fidelity simulation improves undergraduate performance scores on simulation-based and written examinations. After receiving research ethics board approval, students completed a consent form and then answered a ten question multiple-choice quiz to identify their knowledge regarding the management of cardiac arrhythmias. ⋯ High-fidelity simulation can be used to allow students to apply theoretical knowledge to practice in a safe and realistic environment. Results of this study indicate that simulation is a valuable learning experience and bridges the gap between theory and practice. Simulation technology has the potential to provide an enriching venue to examine the role of communication and dynamics of novice learners in team environments.
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In this six year study, we asked new students at the University of Liverpool, why they had chosen it. We asked students to tell us what they had considered when they made their decision about Liverpool in a questionnaire at first registration. ⋯ The type of course offered by medical schools has become important for applicants. The importance of the course for potential students is increasing, but applicants will still consider the whole package: course, students and city when choosing a medical school.