Автор неизвестен - Mededworld and amee 2013 conference connect - страница 81

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Conclusions: MOTS is a successful course for providing clinical teaching and exam preparation to final-year medical students. Arrangements are in place to carry this project forward to subsequent student cohorts. Take-home messages: This project supports the literature that near-peer teaching is useful in preparing medical students for practical exams. Teaching programmes can be created by junior doctors at district general hospitals. Our results highlight a further role in developing presentation ability.

7Z/7

A near-peer teaching programme developed and delivered by recent medical graduates

Shaine Mehta (Basildon Hospital, Foundation Year 1 Doctor, Nethermayne, Essex SS16 5NL, United Kingdom) Nilanka Mannakarra (Basildon Hospital, Foundation Year 1 Doctor, United Kingdom)

ABSTRACT BOOK: SESSION 7 TUESDAY 27 AUGUST: 1045-1230

Background: The General Medical Council recommends teaching as a requirement for all doctors, and there is an emphasis on teaching in the Foundation Year 1 (FY1) curriculum. However, FY1s are normally only involved with adhoc ward-based teaching of medical students, with more formal teaching delivered by more senior trainees. We aimed to develop a structured teaching programme for final year medical students and evaluate its efficacy.

Summary of work: We devised a "twilight" programme, enabling FY1s to teach final year students within a scheduled programme providing 7 hours of weekly teaching over 16 weeks. Over 50% of teaching involved small groups (< 8 ), with most sessions scheduled after 5pm. Students provided feedback after each session, and completed an exit questionnaire. An FY1-led committee organised the programme, with focus on areas that FY1s found difficult as students and on OSCE

skills.

Summary of results: Students found find near-peer teaching useful and effective. Teaching by junior doctors was considered more useful for exam preparation and students felt more at ease with FY1s. FY1 volunteers were plentiful, with only one teaching session cancelled. However, FY1s were often delayed on the ward, resulting in late starts and larger teaching groups than planned.

Conclusions: FY1s can successfully design and deliver teaching programmes for medical students. Twilight teaching enables uninterrupted bleep-free teaching. Teaching committees ensure shared responsibility and aids sustainability as teaching programmes can be handed over and improved yearly. Take-home messages: FY1s can provide a structured teaching programme - recent graduates may be better placed to provide exam-focussed teaching and a teaching committee can facilitate this.

7Z/8

Supervision of medical students in Preparatory Vocational Training by junior doctors - a follow up study

Jakob Nyhlen (Medicine, Public Health and Community

Medicine/Sahlgrenska University Hospital, AT-kansliet,

Torggatan 1a Molndal 43135, Sweden

Bojan M Tubic (Medicine, Public Health and Community

Medicine/Sahlgrenska Academy/Sahlgrenska University

Hospital, Gothenburg, Sweden)

Daniel S Olsson (Medicine, Sahlgrenska University

Hospital, Gothenburg, Sweden)

Caterina Finizia (Otolaryngology, Sahlgrenska University Hospital, Gothenburg, Sweden)

Background: Junior doctors undergoing medical internship at the Sahlgrenska University Hospital frequently supervise medical students. During the first two years of Medical School a course in Preparatory Vocational Training is offered, recently including junior doctors as supervisors. The first evaluation spring 2012 showed very positive results from both students and junior doctors and our study is a follow up.

Summary of work: A supervisor and four students meet during three interactive sessions in a clinical setting, focusing on personal and professional development through feedback and reflection. At the end of the course a questionnaire was used to evaluate the experiences of both the students and the supervisors. Summary of results: All medical students recommended that junior doctors should continue to supervise medical students and were also very satisfied, reporting a mean value of 4,7 (fall 2012) compared to 4,0 (spring 2012) (scale 0-5, worst - best). The students also reported increasing mean values in fulfillment of the course aims during 2012, e.g. "I was introduced to patient centered care", from 3,9 (spring) to 4,5 (fall). The supervising junior doctors expressed that supervision helped them in their own professional development and made them reflect over their role as doctors. Conclusions: Becoming a clinical supervisor early in the career ensures that supervision becomes a natural part of the clinical work. This study strengthens the fact that despite limited clinical experience it is possible to facilitate professional development in both students and junior doctors without forsaking to fulfil the course aims.

Take-home messages: Junior doctors are excellent as supervisors for medical students, and it also helps them in their own professional development.

7Z/9

A feedback-centered medical education elective curriculum for residents

Alison Walzak (University of Calgary, Department of Medicine, 203-518 33rdSt NW, Calgary T2N 2W4, Canada)

Stacey Hall (University of Calgary, Department of Medicine, Calgary, Canada) Ben Wilson (University of Alberta, Department of Medicine, Edmonton, Canada)

Jeffrey Schaefer (University of Calgary, Department of Medicine, Calgary, Canada)

Kevin McLaughlin (University of Calgary, Department of Medicine, Calgary, Canada) Marcy Mintz (University of Calgary, Department of Medicine, Calgary, Canada)

Background: Residents play a strong role in educating their colleagues, yet few residency programs have incorporated formal teaching programs into their curricula. Current programs range from one to fifteen hours, employ a variety of instructional methods, and lack an objective means of evaluation. To date, there has been no report of a comprehensive, feedback-driven, resident teaching curriculum. Summary of work: We aim to develop and evaluate a four-week curriculum providing a foundation in medical education theory and a variety of teaching experiences. The elective resident will be assigned a preceptor, identified as an expert in medical education. The resident will complete one week of preparation and readings on pertinent education theory, followed by three weeks of directly observed teaching activities,

ABSTRACT BOOK: SESSION 7 TUESDAY 27 AUGUST: 1045-1230

including undergraduate small group case-based sessions, communication skills and physical exam teaching, procedural skills teaching, and morning report. Summary of results: The resident will receive verbal feedback from the preceptor following each teaching session, and paper-based feedback by both the preceptor (mid-way and final evaluation) and the students (at the end of each session). Likert-based surveys will be completed by the resident, preceptor, and small group students at the beginning and end of the three weeks to obtain an objective measure of perceived resident teaching efficacy. Conclusions: We have obtained approval from both our residency planning committee and undergraduate medical education program. We plan to pilot this project and begin data collection in June 2013. Take-home messages: A structured, four-week elective in medical education theory and application may enhance resident teaching skills, promote medical education, and improve learner satisfaction.

7Z/10

Peer teaching benefits teachers as well as students: A qualitative study of teachers' feedback in a teaching programme for new anaesthetic trainees

James Houston (Chelsea & Westminster Hospital, Accident and Emergency, London, United Kingdom) Amardeep Riyat (Moorfields Eye Hospital, Anaesthesia, 162 City Road, London EC1V 2PD, United Kingdom) Seth Galton (Chelsea & Westminster Hospital, Anaesthesia, London, United Kingdom)

Background: Despite benefits to teachers and learners (Ten Cate & Durning, 2007) there is little evidence that peer teaching benefits trainee anaesthetists. We delivered a teaching course, over 3 months, where registrars volunteered to teach areas of the core curriculum to novices. Our evaluation focussed on the registrar-teachers to include 1) reasons for volunteering 2) the execution of each session 3) the perceived benefits gained from teaching and 4) the place of teaching skills within the anaesthetic curriculum. Summary of work: Each registrar-teacher (n=3) was sent a questionnaire via email after completing his/her teaching session. The response rate was 100%. Two independent researchers using thematic analysis interpreted the responses.

Summary of results: Registrars volunteered for their own gains (3/3). Despite previous training in teaching skills (3/3), few conducted an evaluation nor delivered any feedback (1/3). Self-perceived benefits gained were teaching techniques & presentation skills (2/3), revision of knowledge (3/3), an increase in confidence (as a teacher (2/3) and senior doctor (1/3)) and communication skills ((2/3) related to increasing the learner's understanding of knowledge). Most registrars stated training-to-teach had not been included in their specialty training (2/3), but felt that it should (2/3). Conclusions: The study suggests near-peer teaching within anaesthesia has benefits which are in keeping

with previous studies. Despite previous training in teaching skills, key areas of educational methodology seem to be omitted. The inclusion of medical education within the anaesthetic curriculum therefore needs addressing.

Take-home messages: Near-peer teaching may have a positive role in the professional development of registrars. Training in medical education should be part of specialty training for anaesthetists.

7Z/11

Faculty Development Through Social Enterprise: Coaching and Peer-Assisted Learning Course for Membership Examination Revision Within Obstetrics and Gynaecology

Samiksha Patel (London Deanery, London Specialty School of Obstetrics and Gynaecology, 32 Stewart House, Russell Square, London WC1B 5DN, United Kingdom Alexandra Tillett (London Deanery, London Specialty School of Obstetrics and Gynaecology, London, United Kingdom)

Greg Ward (London Deanery, London Specialty School of Obstetrics and Gynaecology, London, United Kingdom)

Background: With the introduction of competency based, time-limited training in both clinical and academic areas, there is a risk that trainees may lose their training number if competences are not achieved within curriculum defined time frames. It has been made explicit that Deaneries are expected to facilitate learning for all components of the curriculum using a diversity of methods.

Summary of work: With significant numbers of trainees struggling to pass membership, the London Specialty School of Obstetrics and Gynaecology (LSSOG) has developed and run successful Part 1 and Part 2 MRCOG Revision Courses since 2009. Summary of results: These peer-assisted courses promote the development of a 'community of practice' where teaching is viewed as a 'social practice' and learning occurs through participation rather than acquisition. Over the past four years, no candidate has been removed from the training programme for failing to pass Part 2 with the number of previous attempts ranging from 2 to in excess of 5. Only one candidate has left the programme for failing to pass Part 1. Conclusions: Feedback from course evaluation shows that the teaching and learning practices used address both the needs of the 'trainee in difficulty' and promote faculty development. Former delegates graduate to teaching on the programme thus facilitating the development of sustainable teaching and learning methods as well as adopting and implementing the NHS ethos of 'shared leadership'.

Take-home messages: With the introduction of peer-assisted learning, we have been able to support those London Deanery trainees in difficulty whilst enabling a community of practice to develop and promote faculty development.

ABSTRACT BOOK: SESSION 7 TUESDAY 27 AUGUST: 1045-1230

7Z/12

Teaching on the Emergency Department Shop Floor (TEDS) Course - A novel approach to developing the clinical teacher

Rachel Parish (Royal Derby Hospital, Emergency

Department, Derby, United Kingdom)

Andrew Tabner (Royal Derby Hospital, Emergency

Department, Uttoxeter Road, Derby DE22 3NE, United

Kingdom)

Peter Cull (Royal Derby Hospital, Emergency Department, Derby, United Kingdom)

Background: Current options for the doctor looking to improve their teaching skills are limited; TIPS (Teaching Improvement Programme System) and TACS (Teaching and Assessing Clinical Skills) are widely available but usually aimed at foundation trainees. Masters level qualifications in medical education are geared towards those with a long-term career focus on education and require a substantial commitment. Emergency Physicians (EP) looking to improve teaching abilities whilst undertaking clinical duties have previously had limited speciality or situation specific educational opportunities available to them. Summary of work: The TEDS course is unique in its scope to fulfil the educational needs of the practicing EP. It is focussed on providing vital knowledge and skills to improve clinicians' abilities to teach within the hectic shop-floor environment of the modern Emergency Department (ED). It combines educational theory with the practical application of teaching skills and provides various simulated environments in which these skills can be practiced. The course ran at the Royal Derby Hospital in November 2012 and was delivered to an enthusiastic cohort of 12 attendees; it combined interactive lectures with skills stations providing an opportunity for the practical application of acquired knowledge with immediate feedback.

Summary of results: Candidate feedback was overwhelmingly positive. It focussed on two areas; the unique nature of the course and the learning need it fulfils, and the provision of volunteer medical students on whom candidates could hone their teaching skills. Take-home messages: The course is scheduled to take place again in May 2013, and further dates will be made available as demand dictates.

7Z/13

The Associate Unit Tutor (AUT) one year on: Evaluation of an innovative programme for trainees to develop as educators

Nicola Taylor (Avon and Wiltshire Mental Health Partnership Trust, Medical Education, Woodland View, Brentry Lane, Westbury-On-Trym, Bristol BS10 6NB, United Kingdom)

Kate Seddon (North Bristol NHS Trust, Neuropsychiatry, Bristol, United Kingdom)

Geoff van der Linden (Avon and Wiltshire Mental Health Partnership Trust, Medical Education, Bristol, United Kingdom)

Background: Developing teaching and supervision skills is an essential part of medical training. Although trainees have always taught, opportunities to take on formal educational roles have been limited. In AWP undergraduate psychiatry teaching is delivered across 6 sites, each with a Consultant psychiatrist Unit tutor. We developed the Associate Unit Tutor: a formal, extended role, aligned to recognised educational standards, which senior trainees apply for through a competitive process. They share the Unit tutor's responsibilities, with a focus on developing new learning approaches and opportunities.

Summary of work: After one year, we sought to evaluate the role using medical student feedback, and a qualitative, free text questionnaire given to all site tutors, and AUT post holders. We also reviewed whether the role had turned out as envisioned, along with each AUT's educational achievements. Summary of results: All site tutors have found the role to be extremely helpful, even if initially sceptical. The AUTs found the support and structure of the role invaluable, and all agreed they felt more confident in medical education and delivery of teaching after the experience. Using medical student feedback processes already in place, AUTs were more likely to be mentioned as exceptional educators than any other professional group. All stakeholders agreed the posts should continue.

Conclusions: The associate unit tutor role is valued by post holders, unit tutors and medical students. It should continue to be developed and supported. Take-home messages: A formalised education role is a great way to improve teaching, and to support trainees in developing as educators.

7Z/14

Expansion of graduate medical education networks for young doctors in Japan through the initiative of Young Doctors' Federation in Kansai

(Kan-fed)

Ryuichi Sada (Department of General Internal Medicine,

200, Mishima-cho, Tenri 632-8552, Japan)

Taro Shimizu (Nerima Hikarigaoka Hospital, Department

of General Internal Medicine, Tokyo, Japan)

Yoshiro Hadano (Rakuwakai Otowa hospital,

Department of General Internal Medicine / Division of

Infectious Diseases, Kyoto, Japan)

Background: A new network of graduate medical education (GME) is needed to fill a considerable quality gap in training among residency programmes in teaching hospitals.

Summary of work: A small group comprising 10 core members established an academic network among young doctors in Kansai area. Our mission was to provide stimulating, non-sponsored, multicenter clinical conferences for medical residents. We have provided

ABSTRACT BOOK: SESSION 7 TUESDAY 27 AUGUST: 1045-1230

regular conferences containing workshops and presentations since 2008. The conferences covered a great variety of content, including the following; History-taking, Physical examination, Google medicine, ER simulation, Cessation of smoking, Communication skills, and Work-life balance. The presentation movies are freely accessible on our website. Furthermore, we have supported holding of new conferences in response to requests from young doctors in other regions. Outcomes; a) The number of the participants; b) Participants' satisfaction; c) The number of visits to the presentations on the website; d) The details of the support.

Summary of results: We arranged 13 conferences from August 2008 to December 2012. The total number of participants was 620, including young doctors and medical students in 114 facilities from around Japan. Mean score of satisfaction was 4.68 (SD=0.60). The total count on the website was 16941. Additionally, we supported three other networks in Hiroshima, Tohoku and Ehime. In each area, subsequent conferences have been held without our help. Conclusions: We voluntarily established a unique network for GME in Kansai. In addition, we successfully supported three other medical networks. Take-home messages: We have founded non-sponsored and coordinated educational network, which is steadily expanding throughout Japan.

7Z/15

Teaching Residents to Teach - An Evaluation study

Charlotte Rhodes (University of Manitoba, Medical Education, Winnipeg, Canada) Joanne Hamilton (University of Manitoba, Medical Education, S204-750 Bannatyne Avenue, Winnipeg R3E 0W2, Canada)

Jose Francois (University of Manitoba, Continuing Professional Development, Winnipeg, Canada)

Background: Effective teaching is essential to medical education, however, many residents teach during residency without instruction on how to teach. Studies reveal that up to 25% of residents' time is spent teaching students. In Canada, accreditation standards dictate that residents should be prepared for their roles as teachers. Thus, a teaching skills curriculum should be an element of all residency programs. Summary of work: We developed a two, half-day workshop program for resident teaching skills training (RTDP), incorporated into the core curriculum at the University of Manitoba. These workshops replaced 'Teaching Improvement Projects (TIPs) that was introduced in 1997. We evaluated the effectiveness of RTDP using surveys combined with more objective student teaching evaluations.

Summary of results: Our analyses comparing residents' opinion towards teaching before and after the training workshop revealed significant differences in attitudes related to understanding their role as a teacher and planning their teaching encounters. We contrasted

attitudes from experienced residents to those in primary residency and discovered that more senior residents had a significantly clearer understanding of the process of providing learners feedback. A comparison between the RTDP and TIPS validated RTDP as comparable to TIPs for teaching effectiveness, a significant improvement as RTDP utilized fewer contact hours. Conclusions: Teaching residents to teach is an essential skill that can be efficiently delivered over a two-half day period to produce confident, skilled mentors for medical students.

Take-home messages: Residents should be provided with effective teaching skills to become proficient educators and skilled mentors for medical students.

7Z/16

Learning through work: clinical shadowing of junior doctors by first year medical students

Kazuya Iwata (UCL Medical School, Academic Centre for Medical Education, Holborn Union Building Level 4, Archway Campus, 2-10 Highgate Hill, London N19 5LW, United Kingdom)

Deborah Gill (UCL Medical School, Academic Centre for Medical Education, London, United Kingdom)

Background: Early clinical contact (ECC) is a key feature of undergraduate programmes, yet they are usually limited to intermittent contacts with patients in the community. Our aim was to explore the potential of an ECC activity focussing on the clinical environment and the working lives of a junior doctor for first year medical students.

Summary of work: For two academic years, all first year medical students at UCL Medical School shadowed a Foundation Year (FY) doctor for a four-hour shift to experience and understand the work of junior doctors. Feedback from students and FY doctors was gathered and analysed.

Summary of results: The students found the FY doctors to be good near-peer tutors and enjoyed exploring the clinical environment, but felt that the unstructured learning environment was difficult to cope. The FY doctors felt that learning in and about the clinical environment was an important learning outcome for the students, although they found supervising junior medical students in a shadowing context difficult. Conclusions: Shadowing FY doctors early in the curriculum provided medical students an opportunity to effectively explore and integrate, albeit briefly, with the medical culture. FY doctors, as their immediate role models, were an effective and under-utilised resource in introducing novices to the role of a medical professional in the clinical environment.

Take-home messages: Early clinical contact does not necessarily have to be limited to patient contact or placements, and a short shadowing experience with junior clinicians can have a significant impact on students.

7AA Posters: Community Oriented Medical Education/Public Health

Location: Terrace 2

7AA/1

The general practice and family medicine rotation - how involved are students in patient consultation?

Gertrude Duncan (Marburg University, Department of General Practice/Family Medicine, Karl-von-Frisch-Str. 4, Marburg D-35043, Germany)

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