Автор неизвестен - Mededworld and amee 2013 conference connect - страница 45

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Summary of results: Females scored higher on over absorption style (p<0.05) but this is not reflected in their academic performance. Students who score above the mean on reflection style are likely to score higher on their formative assessments (p<0.05) and females are likely to have higher scores on reflection. A regression

analysis was significant for scores on the reflection (в=0.33, t=2.1, p<0.05) and action (P=0.45, t=2.8, p<0.05) domains and the mean scores on summative grades. Information gathering and over-absorption styles (r=0.44, p<0.05) and the action and information gathering styles were negatively correlated (r=0.33,

p<0.05).

Conclusions: Response style appears to predict academic performance. We recommend further research to better understand response styles to determine whether developing interventions to modify response style may help struggling students. Take-home messages: Response style can be investigated using the reflective activity scale. Further research is required to better understand how to support struggling students through appropriate interventions to develop their response styles. Acknowledgements: Dr. Denise Bee, Sheffield Medical School

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Doctors with mobility difficulties: a qualitative study of medical students' attitudes

C Lewis (North Bristol NHS Trust, Foundation Year 2 Doctors, Southmead Hospital, Westbury-on-Trym, Bristol BS10 5NB, United Kingdom)

L Bowater (University of East Anglia, Norwich Medical School, Norwich, United Kingdom) M Wilkinson (University of East Anglia, Norwich Medical School, Norwich, United Kingdom)

Background: In 2008, the GMC published the 'Gateways Guidance' which advised that 'disabled people make a unique contribution to patient care.' Various studies carried out previously have looked at the attitudes of a variety of societal groups towards doctors with disabilities, however no study has focussed particularly on medical students' attitudes towards doctors in with mobility difficulties.

Summary of work: Qualitative online survey of 53 medical students exploring 4 main questions: What do you think disabled doctors can bring to the profession? What difficulties might be encountered and how could these be overcome? What reasonable adjustments could be made to assist these doctors? Do you think there should be any limitations placed on these doctors? All survey results were read and coded to identify the common themes.

Summary of results: A full spectrum of responses was seen across all questions from those feeling that absolutely everything should be done to allow doctors with mobility difficulties to practice including procurement of highly specialised equipment, to those feeling that disabled doctors bring no benefits and are purely a 'fire hazard.' Overall, 36 of the 53 responses expressed largely positive views towards doctors with mobility difficulties with 6 very negative responses. Conclusions: Medical students hold a wide range of attitudes towards doctors with mobility difficulties however there is still scope for further research in this area.

ABSTRACT BOOK: SESSION 4 MONDAY 26 AUGUST: 1400-1530

Take-home messages: Medical students express largely positive views towards the idea of doctors with mobility difficulties.

4Z/7

Preliminary investigations into a support scheme for individual students recently introduced to Manchester Medical School

Emma Vaccari (The University of Manchester, Manchester Medical School, Manchester, United Kingdom)

Sujesh Bansal (Central Manchester University Hospitals NHS Foundation Trust, Anaesthetics, 5th Floor, Saint Mary's Hospital, Oxford Road, Manchester M13 9WL, United Kingdom)

Maria Regan (University of Manchester Medical School,

Manchester, United Kingdom)

Judy Stokes (Central Manchester University Hospitals

NHS Foundation Trust, Anaesthetics, Manchester, United

Kingdom)

Isobel P Braidman (University of Manchester Medical School, Manchester, United Kingdom)

Background: In 2009/2010, Manchester Medical School introduced "Academic Advisors", senior clinicians who provide guidance and support for individual students' professional development. After training, each Advisor was allocated 6 - 8 students whom they meet at least 4x per year. This preliminary study focuses on introducing Advisors to Year 3 at one of four teaching bases. Summary of work: Aim: To understand students' perceptions of the scheme and whether Advisors fulfilled their needs. Method: Survey (9 closed-ended and one open-ended question) distributed electronically to Year 3 and 4 medical students in 2011 and 2012. Analysis: Quantitative data using descriptive statistics; free text comments analysed thematically by two independent reviewers.

Summary of results: In all, 147 surveys were completed, (28% response). Overall 67% of respondents felt their Academic Advisors supported them well and a positive attitude as key. Some expressed concerns over consistency of support, and some Advisors were unclear over their roles; 25% thought that Advisors had not met their objectives. Students expected more support over careers and job applications. Conclusions: Overall, students want the scheme to continue and indicated the importance of student-centred interactions with Advisors. Despite a low response rate, the study raised important means by which Advisors can improve that can be addressed by more extensive training and preparation. Take-home messages: Our preliminary results show we can introduce a workable Advisor scheme to a large medical school, but student centredness and enhanced training are essential for success.

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Combining peer assisted learning and peer mentoring

Nicky Barr (The University of Manchester, School of

Medicine, Manchester, United Kingdom)

Lesley Wood (The University of Manchester, School of

Medicine, Manchester, United Kingdom)

Zainab Jawad (The University of Manchester, School of

Medicine, Manchester, United Kingdom)

Lucy Williams (The University of Manchester, School of

Medicine, Manchester, United Kingdom)

Savannah Bristol (The University of Manchester, School

of Medicine, Stopford Building, Oxford Road, Manchester

M13 9PT, United Kingdom)

Background: The UK General Medical Council states that all medical graduates must have skills which allow them to 'function effectively as mentors and teachers'. However, few medical schools provide formal training in these areas. A combined peer mentoring and peer assisted learning (PAL) scheme was developed to address this issue.

Summary of work: Year 4 students were given formal training in leading small group sessions and examiner technique. Revision sessions and mock OSCEs (with the trained students as assessors) were then organised for year 3 students. Year 4 students also served as mentors to year 3 students, by providing informal pastoral support and giving practical advice. Social events were organised to encourage peer support links across year groups.

Summary of results: Both sets of students gave overwhelming positive feedback about the scheme. All students involved found the mock OSCEs an extremely valuable and novel idea. Feedback highlighted the clear benefits of combining the role of mentor and PAL tutor. Conclusions: PAL projects are an effective method of equipping medical graduates with teaching skills. Peer mentoring schemes are important support networks for students during their education. Combining the two means that the students involved develop stronger working relationships, thereby delivering even more positive results. The development of the mock OSCEs allowed year 3 students to be qualitatively critiqued by other students, and year 4 students to reflect on their own examination technique.

Take-home messages: PAL and peer mentoring schemes are both well-established as useful tools in education. It is important to remember that their roles are not mutually exclusive.

4Z/9

Building faculty networks for supporting students in health sciences

Aziza Bawoodien (University of Stellenbosch, Centre for Health Professions Education, P.O. Box 35, Matroosfontein, Cape Town 7489, South Africa) Alwyn Louw (University of Stellenbosch, Centre for Health Professions Education, Cape Town, South Africa)

ABSTRACT BOOK: SESSION 4 MONDAY 26 AUGUST: 1400-1530

Background: Health Sciences Faculties have a moral and social obligation to produce committed and healthy professionals enabling them to fulfill societal commitments and participate in quality service delivery. Students selected into South African health science programs hail from a diverse socio-cultural background with its attendant educational and related complexities. Additionally there are growing concerns internationally of the demands placed on educators to understand the generational evolution impacting on education of the undergraduate student. The question arises whether there are formal or informal informed student support structures at the various health science faculties. Student Support staff often work in isolation, and are sometimes perceived to be a threat by either faculty or students.

Summary of work: To forge a relationship with interested colleagues at other health sciences faculties to form a network of student supporters, and to generate colloquy on student support at undergraduate level. Methodology: A workshop was held at a national conference. It consisted of discussion of a series of case studies selected from the database of students utilizing student support at one university. The outcomes of the workshop were analysed.

Summary of results: Health science educators from a diverse background and representative of various health science institutions attended the workshop. A range of support strategies targeting at either student or organizational levels of intervention were identified from the feedback.

Take-home messages: A workshop to bring together people from different institutions with a common interest in student support, can be used to generate rich discussion within the topic and serve as a platform to build useful networks.

4Z/10

Student perceptions of an accompanying program experience

Maria Ines Romero (Universidad San Sebastian, Medicina, Santiago, Chile)

Diego Munoz (Universidad San Sebastian, Medicina, Lota 2465 Providencia, Santiago 7510157, Chile) Juan Luis Silva (Universidad San Sebastian, Medicina, Santiago, Chile)

Marcos Santibanez (Universidad San Sebastian, Medicina, Santiago, Chile) Mariana Rosemblatt (Universidad San Sebastian, Medicina, Santiago, Chile)

Luis Roman (Universidad San Sebastian, Medicina, Santiago, Chile)

Background: Chilean medical students are at risk of stress, anxiety and depression, given the immediate transition from high school and self-imposed demands for high academic performance. Summary of work: We developed an accompanying program using portfolios for the recording of significant events. 36 students, having completed two to four semesters, were included. Through personal interviews

at the end of each semester, students shared their significant events and their reflections. Feedback was obtained from a survey. Teachers were trained in accompaniment skills.

Summary of results: All students reported that it was a positive experience, helpful for their personal growth, useful to develop reflection habits and self-assessment. Regarding teachers, students highlighted the creation of bonds of trust in a safe environment, being heard, and recognized the concern for their welfare. Conclusions: We show that an accompanying program for medical students can be widely accepted and perceived as a useful and helpful reflection activity and be highly valued by them, mainly because it is not a formal assessment instance. We also show that the training of teachers for a non-directive and non-judgmental approach is fundamental for the development of the safe and confidential environment required for this experience. Take-home messages: Students highly value being accompanied by their teachers through medical school.

4Z/11

Student support initiatives in the Department of Internal Medicine

JMM Koning (University of the Free State, Department of internal Medicine, Faculty of Health Sciences (G 73), PO Box 339, Bloemfontein 9300, South Africa)

Background: The undergraduate students perceive the fifth year Internal Medicine module as extremely difficult. Over the last few years three challenges were identified which contribute to this perception, namely a negative attitude towards the module, underlying emotional challenges and surface learning. Utilizing the process of transformative reflection, a variety of student support initiatives has been introduced by the Department to try and change these perceptions. Summary of work: An audit of all student support initiatives taking place in the undergraduate programme of the Department of Internal Medicine was undertaken in 2011. The results of the audit will be described. Summary of results: A departmental Education committee drives these initiatives. All the staff of the Department give their input at an annual strategic planning meeting, which focuses on teaching and learning. The Internal Medicine module has a year group tutoring system in which the tutor will have weekly meetings with the students. Staff are encouraged to get to know students. Extensive feed-back is sought from students and taken into consideration when planning any changes. Students with attitude or emotional problems are seen by the year group tutors. These students are referred to Kovsie counseling or a private psychologist. Since 2011 Internal Medicine is also part of the University's NATP programme. Conclusions: As a result of these initiatives the general attitude of students towards Internal Medicine has improved. The support rendered contributed to the academic success of a number of students with

ABSTRACT BOOK: SESSION 4 MONDAY 26 AUGUST: 1400-1530

emotional challenges. From January 2012 the support programme has expanded.

Take-home messages: Having a structured student support programme in a clinical department is extremely beneficial.

4Z/12

Medical Students in Need: An Audit of Student Support Services at King's College London

Akashdeep Nijjar (King's College London, School of

Medicine, London, United Kingdom)

Aranghan Lingham (King's College London, School of

Medicine, London, United Kingdom)

Jessica Tan (King's College London, School of Medicine,

London, United Kingdom)

Uzma Ayub (King's College London, School of Medicine, London, United Kingdom)

Imane Bekri (King's College London, School of Medicine, Hodgkin Building, Guy's Campus, London SE1 1UL, United Kingdom)

Stuart Knight (King's College London, School of Medicine, London, United Kingdom)

Background: King's College London (KCL) provides a variety of student support services. Medical students are divided into pre-clinical and clinical years. Students in the clinical years spend time on placements away from university campuses where support services are offered. This project aims to evaluate access and quality of support services.

Summary of work: A questionnaire was distributed to 1847 KCL medical students during February 2013. Summary of results: We achieved a response rate of 26% (n=475). 64% of students reported needing support in 2012 whilst 32% accessed support services. The majority who accessed support (70%) reported the service they received was satisfactory. The main perceived barriers to access were time constraints (39%) and a lack of awareness of available services (31%). Clinical students were significantly more likely to report time constraints as a barrier than non-clinical students

(44% vs. 32% respectively p<0.01). Additionally, 25% of

students believe seeking support could possibly negatively impact their career or academic standing. Conclusions: Although students who accessed support were satisfied with it, only half of students who reported needing support accessed it. Time constraints were the most common barrier for clinical students likely due to travelling from distant placements. Negative academic/career consequences of seeking support are a concern of many students, which could be eased by clarification from support services. Improvements in awareness and access to services are necessary to provide a high quality student support system. Take-home messages: Due to the unique needs of medical students, substantial effort must be put into minimising barriers to access to student support services.

Acknowledgement: Yexin Feng

4Z/13

"Everything went downhill from there": Identity and perceptions of control in university transition

Wendy McMillan (University of the Western Cape, Dental Education, Faculty of Dentistry, Tygerberg Campus, Cape Town 7505, South Africa)

Background: Most students struggle with university transition. First-generation students are most vulnerable for failure. During first year, health sciences students are inducted into what it means to be a university student and health professional. Students must master both identities. People enter transitions with 'fastened' identities. Identity is 'unfastened' during engagement with new experiences. New ways of being and doing are incorporated into 'refastened' identities. Perceptions of control affect this process.

Summary of work: This qualitative pilot study examines how identity and perceptions of control affect performance. One-on-one interviews were conducted with 17 second-year dentistry students. All had participated in focus-group interviews the previous year. Questions probed student identity, perceptions of school/university differences, and the meaning of being a dentist. Interviews were transcribed. Analysis coded for 'fastening', 'unfastening', 'refastening', and perceptions of control. First year marks were accessed. Summary of results: Students from university-orientated backgrounds (n=10) had aspects of university identity embedded within their school identity. They 'incorporated' new ways of being and doing, rather than 'unfastening'. Poor academic performance was associated with perceptions of lack of control (n=4). First-generation students (n=7) experienced dissonance between school and university ways of being and doing. Those who associated control with skills, abilities and effort (n=2) recognised this dissonance and experienced 'unfastening/refastening'. Their academic performance was better than that of students who attributed their failure to task difficulty or luck (n=5). Quotations illustrate these processes.

Conclusions: Academic preparation is not an adequate indicator of performance. Perceptions of control contribute to performance.

Take-home messages: Helping students perceive control over transition experiences might improve academic performance.

4Z/14

FIFE S.T.A.R.S (Students Taking Academic Review Sessions): A Novel Way to Enhance Clinical Skills

Emeka Nzekwu (University of Alberta, Medicine and Dentistry, 11131 82nd Ave Edmonton T6G 2X7, Canada) Laurie Mereu (University of Alberta, Medicine and Dentistry, Edmonton, Canada)

Background: Providing preclinical medical education with adequate opportunities to practice patient interviews and physical examinations is of great importance to medical educators whilst remaining costly

ABSTRACT BOOK: SESSION 4 MONDAY 26 AUGUST: 1400-1530

to medical schools. The University of Alberta (UofA) is piloting the FIFE S.T.A.R.S program, a novel student-run faculty reviewed peer-to-peer clinical learning exercise. Summary of work: Student volunteers shadow local clinicians to generate case scenarios. The scenarios are then reviewed by faculty and used by the patients during sessions described by the following steps: (1) Groups of three students rotate through three roles; medical student, patient, and observer. (2) The medical student performs the patient interview and/or mock physical examination followed by an interactive patient follow-up exercise. (3) Oral feedback is supplied by both the patient and the observer, with the latter completing an online evaluation and grading form specific to the case scenario.

Summary of results: A survey of first year medical students showed that 72% (48/67) felt they needed more time to practice the patient interview and physical examination. Following the inaugural year of FIFE S.T.A.R.S, 97% of respondents (65/67) felt that FIFE S.T.A.R.S was a useful and effective method of integrating academic knowledge and clinical skills. Conclusions: The input and output of preclinical and clinical education requires integration to ensure the effective transition of medical students into the workforce. Such integration has proven costly under traditional methods and FIFE S.T.A.R.S is a proven student-run faculty reviewed solution. Take-home messages: By implementing and enhancing FIFE S.T.A.R.S, academic tutelage can be integrated with clinical skills, providing students consistent opportunities to improve their skills.

4Z/15

Teaching Clinical Examinations: What do students want?

Douglas Maslin (University of Cambridge, General Medicine, Great Shelford, Cambridge, United Kingdom) Gary Cross (University of Cambridge, General Medicine, Cambridge, United Kingdom)

Liam Foster (University of Cambridge, General Medicine, Cambridge, United Kingdom)

Background: It is essential that all doctors have confidence in their ability to perform clinical examinations. Many educational resources exist to assist in teaching these skills. Despite this, many newly qualified doctors lack confidence in performing a number of examinations.

Summary of work: (1) A survey of penultimate- and final-year medical students was undertaken to assess confidence in performing examination routines and the preferred teaching mediums for learning these skills (2) Based on these preferences, eLearning resources were developed and published online for student use. (3) We reflect on the ability of students and junior doctors to influence the undergraduate teaching programme. Summary of results: (1) Confidence is high in performing cardiovascular (95%), respiratory (93%), and abdominal (94%) examinations. Confidence is lowest in performing examinations of the peripheral vascular system (36%),

spine (42%), and shoulder (43%). (2) Students preferred learning materials in the form of image collections (88%) and explanatory videos (75%) in favour of more prescriptive OSCE-style videos (30%) or written documents for each examination routine (12%). (3) Students report teaching from junior doctors and practicing on patients as the most effective intervention to increase confidence in their ability to perform clinical examinations.

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