Автор неизвестен - Mededworld and amee 2013 conference connect - страница 95

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Simulation based Inter-Professional Obstetrics and Gynaecology Education

A Kumar (Monash University, Deparment of Obstetrics and Gynaecology, Melbourne, Australia)

Background: Simulation is an established tool for team based learning. The aim of these workshops was to: (1) Assess students' confidence in performing core clinical examination skills (2) Assess students' attitude towards inter-professional group learning (3) Assess student satisfaction in learning the described skills. Summary of work: The innovation introduced consisted of teaching interprofessional groups of students, procedural skills together using simulated models. The training skill modules taught included speculum

examination, bimanual examination, pap smear, vaginal examination in labour and normal vaginal birth with estimation of blood loss. There were 8 workshops over the year with 40-45 students in each workshop. All students completed an evaluation form with 30 items graded on a 5 point Likert scale. Summary of results: 237 medical and 57 midwifery students attended the workshop and filled the feedback questionnaire. 186 (78.4%) medical and 56 (98.2%) midwifery students felt it was beneficial to attend these workshops in an inter-professional setting. 97.6% medical and 87% midwifery students felt that the content of each component of the workshop was relevant to their course. 97% medical and 85.9% midwifery students felt that the teaching was pitched at an appropriate level for their knowledge and skill. 95.9% students felt that these topics were taught well with the use of these models. 93.9% medical and 80.7% midwifery students felt that their confidence in examination skills was significantly improved. Conclusions: Overall improvement of confidence in Obstetric and Gynaecology skills was demonstrated in both medical and midwifery students. Students training to be health professionals find it beneficial to be taught together as a team.

Take-home messages: Simulation is a powerful tool for inter-professional learning in medical and midwifery education. The innovation in this study was the use of part task trainers in specific modules designed to cover important aspects of O& G teaching.

8M Short Communications: Student as

Resource Developer Location: Club D, PCC

8M/1

Development of educational videos for clinical skills training

Ana Paula Quilici (Anhembi Morumbi University,

Medical School, Rua Aimbere, 909, ap 41, Rua Aimbere,

909, Sao Paulo 05018011, Brazil)

Karen Cristine Abrao (Anhembi Morumbi University,

Medical School, Sao Paulo, Brazil)

Allan Danek (Anhembi Morumbi University, Medical

School, Sao Paulo, Brazil)

Felipe Teles Arruda (Anhembi Morumbi University, Medical School, Sao Paulo, Brazil)

Background: Clinical simulation provides a safe and monitored learning environment for training and development of basic medical skills, consistent with what is expected in the training necessary to meet the demands of modern health.

Summary of work: We report a project developed by medical students of creating educational videos for teaching clinical skills and some medical procedures in order to improve learning and strengthen the basis of these theoretical and practical skills. Summary of results: Twenty three videos, approaching each clinical examination skill were developed by medical students, using checklists provided by teachers for training these skills in the simulation lab, a simple video camera. The students themselves acted in the videos and edited them. The videos are now being used by teachers to improve classes in simulation, using the "watch then practice technique" and for out of class individual study.

Conclusions: Students and teachers were satisfied with the inclusion of the videos during classes of clinical examination and the availability of the videos for the out of class study. This low cost material was of significant relevance to the practice of clinical skills. Take-home messages: Students can contribute to the development of relevant educational material.

8M/2

Problem Based Learning (PBL) and storyboarding: a vehicle for medical students as co-creators of their own learning

Frederic Pender (University of Edinburgh, Centre for Medical Education, College of Medicine and Veterinary Medicine , 49 Little France Crescent, Edinburgh EH16 4SB, United Kingdom)

Charlotte Wright (University of Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom) Sharon Eddie (University of Edinburgh, Centre for Medical Education, Edinburgh, United Kingdom)

Background: Storytelling is a powerful learning tool. PBL scenarios are often presented to the learner as

ABSTRACT BOOK: SESSION 8 TUESDAY 27 AUGUST: 1400-1530

narrative. These narratives typically include an account of phenomenological events, woven together by text to form a story. Storyboarding is a technique used in film and animation and is being used increasingly in the design of educational packages. A storyboard is an illustrated way of telling a story; it is descriptive, visually-rich in information, easily understood (and thereby remembered) and engaging. Cells or frames are arranged to tell the story in a logical flow of information as a 'comic strip'. The frames contain visual material; the text is added by the students exploring the story as they learn.

Summary of work: As an impetus for students to become co-creators in their own learning, a new case scenario was developed by a focus group of medical students using a storyboarding template. The novel scenario was presented to student class groups as part of the second year PBL student experience. Summary of results: Evaluations (facilitators and students) confirm that use of the storyboard contributes to greater contextual engagement and enhances the learning process.

Conclusions: Greater emphasis should be placed on the potential of the story to facilitate learning and the extent to which students become engaged with the scenario. A properly developed and presented story assists the learner to engage with processes of mental construction of a sequence of events; learning becomes more enjoyable and memorable. Take-home messages: Students are a rich, and often underutilised resource in the creation of new learning materials.

8M/3

Involving students in Medicine to develop a tool to help refugees newly arrived in Quebec City, Canada

Suzanne Gagnon (Universite Laval, Family Medicine Department, 2400 D'Estimauville, Quebec G1E 7G9, Canada)

Mathilde Chamula (Universite Laval, Student in Medicine, Quebec, Canada) Iskra Pirija (Universite Laval, Student in Medicine, Quebec, Canada)

Background: As a physician working at the Healthcare Refugee clinic in Quebec City, Canada, I notice than few tools were available to help this population. Summary of work: Objective: To develop a practical tool for the refugees newly arrived in Canada we see at the clinic to help them in the first months after their arrival. This tool could be used by a large proportion of the refugees even those who are illiterate. To conscientize students in medicine about the difficulties encountered by these people in the first months after their arrival in Canada Method: Involving undergraduate students I receive at the clinic for rotations, we have conducted a survey with the health professionals of the Healthcare Refugee clinic and the professionals of the community organism partner in this program. According to the opinion of these professionals the choice of the tool to

be developed was made. The tool was developed and tested upon refugees to evaluate the usefulness and the clarity of the tool.

Summary of results: Different documents to help them to find the way to go to the health establishments in the Quebec City area, the bus to take to do so and the documents to bring with them to the consultation was developed. These tools were tested with some refugees, the opinion of the professionals, the bus conductors was also asked. After that the format of the tool was modified and tested again to a final format. Conclusions: It is possible to develop tools to help newcomers, even illiterate. Involving undergraduate students in this kind of project is interesting for them and gives them an opportunity to be useful for this population.

Take-home messages: Involving undergraduate students in developing practical tools for patients is interesting for them, useful and helpful for the health team.

8M/4

Student created MCQs - high quality, satisfying -towering over faculty produced ones

Leonie Hildebrand (Charite-Universitatsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Germany) Jonas Kath (Charite-Universitatsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Germany) Stephanie Lorenz (Charite-Universitatsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Germany) Andia Mirbagheri (Charite-Universitatsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Germany) Lennard Ostendorf (Charite-Universitatsmedizin Berlin, Dieter Scheffner Fachzentrum, Berlin, Germany) Jorg Pelz (Charite-Universitatsmedizin Berlin, Dieter Scheffner Fachzentrum, Chariteplatz 1, Berlin 10117, Germany)

Background: Students' success in every module in the reformed curriculum (Modellstudiengang) of the Charite has to be controlled due to legal regulations. For the knowledge part this is regularly done using MCQs. The faculty has problems with the production of fair and qualitatively high questions. That is why a student group followed the call of a faculty member to produce good questions on their own.

Summary of work: 7 students (2nd semester) produced for two of the modules of the 2nd semester over a period of 8 weeks one MCQ per day - 35 MCQs per week - 280 over the whole period. The first half of these questions was presented to their fellow students as a test exercise. The peers not only tried to give the correct answer but in addition ranked every question according to difficulty and appropriateness for the educational objectives.

Summary of results: Student constructed MCQs not only had a high quality but showed an appropriate covering of the educational objectives and an adequate level of difficulty. They were highly welcomed by their peers.

ABSTRACT BOOK: SESSION 8 TUESDAY 27 AUGUST: 1400-1530

Conclusions: Students are more capable than faculty to produce adequate MCQs for the assessment of their peers.

Take-home messages: "Do your own thing - your reward will be doing it, your punishment having done

it."

8M/5

Peer Generation of Multiple Choice Questions: Student Engagement and Experiences

Susan M Rhind (University of Edinburgh, Veterinary Medical Education Division, Royal (Dick) School of Veterinary Studies, Roslin, Midlothian EH25 9RG, United Kingdom)

Graham W Pettigrew (University of Edinburgh, Edinburgh, United Kingdom)

Background: The aim of this study was to evaluate student engagement and experiences in generating multiple choice questions (MCQs) for their peers. Summary of work: A freely available on-line system for generating MCQs (PeerWise) was implemented in 3 courses of a veterinary programme. Participation was awarded a mark in two courses and was optional in the third. Students were asked to author, answer and rate each other's questions. Student engagement was correlated with exam performance. Student experiences were explored using an on-line survey. Qualitative and quantitative methodologies were used to analyse survey data.

Summary of results: In the courses where participation in the activity was awarded a mark, there was a significant positive correlation between questions answered and examination performance. Students were positive about the experience and wanted to use the system again in future courses. Thematic analysis highlighted students' views that engaging with the resource increased breadth and depth of knowledge and understanding and was very useful for revision purposes. There was a statistically significant difference between students in 2nd and 3rd year on whether students felt it was necessary for academic staff to be involved in the question review process. Conclusions: Students recognise question authoring as useful for generating a revision resource; increasing depth and breadth of knowledge and also that it can be an enjoyable process.

Take-home messages: This study highlights the benefits of peer activity around question generation and proposes that such activities are an efficient and effective means to support student learning.

8M/6

Written assessment revised: case presentation on starting small, going large scale

Breda Pecovnik Balon (University of Maribor, Faculty of Medicine, Department of Internal Medicine, Slomskov trg 15, Maribor 2000, Slovenia)

Radovan Hojs (University Medical Center Maribor, Clinic for Internal Medicine, Nephrology Department, Maribor, Slovenia)

Robert Ekart (University Medical Center Maribor, Clinic for Internal Medicine, Nephrology Department, Maribor, Slovenia)

Benjamin Dvorsak (University Medical Center Maribor, Clinic for Internal Medicine, Nephrology Department, Maribor)

Marko Zdravkovic (University of Maribor, Faculty of Medicine, Center for Medical Education, Maribor, Slovenia)

Background: Our Year-3 medical students take interim multiple choice question (MCQ) assessments on six major organ systems at Internal medicine subject. We have been using true/false type MCQs. Having high retake rates, teachers mostly believe that students do not learn enough. On the other hand, students dislike such questions due to reliability and validity issues, and their negative perception can lead to under-motivation for learning. Therefore, we decided to prepare an action research on MCQ transformation process leading to single best answer (SBA) MCQs in nephrology. Based on increased reliability and validity of the new testing format, we hypothesised: 1. Students' perception of assessment quality will improve. 2. Retake rates will decrease. 3. More teachers will start using SBA MCQs. Summary of work: A team of four nephrology specialists and a recent medical graduate was formed (November 2012). Until now, MCQ development process included: blueprinting and common rules formation, question writing, team question review. Currently, the following actions are planned: papers' standards determination (content and question difficulty ratios), three 40-question papers preparation, papers piloting, informing students, students' and teachers' pre/post-testing perception evaluation. Students will sit the papers in May 2013.

Summary of results: So far, five people spent around 300 hours of pro-bono MCQ development. Overall action process, examples of our questions, exam performance data, teachers' and students' perception will be presented. Final impact, feasibility and sustainability of MCQ development in the subject will be addressed.

Conclusions: Due to mutual stakeholders' dissatisfaction, first steps to large scale written assessment improvement were made.

8N: Meet the Expert: David Eisenberg

Location: Meeting Room 2.1, PCC

David Eisenberg (Harvard School of Public Health, Boston, USA)

David's particular interests are aspects of nutrition and lifestyle education and their importance in the training of future generations of health care professionals. The majority of his academic work has been in the area of complementary and integrative medicine therapies and issues pertaining to the safety, efficacy, effectiveness, cost effectiveness (or lack thereof) of these practices individually. He has been a lifelong student of Chinese Medicine and is happy to talk about its interface with modern Western Medicine. Come to meet David if you would like to discuss these issues or anything else he talked about in his plenary presentation.

80 Workshop: Writing MCQs in challenging content areas

Location: Meeting Room 3.5, PCC

Kathleen Holtzman (NBME, Assessment Programs, 3750 Market Street, Philadelphia 19104, United States) David Swanson (NBME, International Programs, Philadelphia, United States)

Background: Even the best item writers often find it difficult to construct MCQs focused on professionalism and ethics; systems-based practice and patient safety; and interpretation of the medical literature and evidence based medicine. Questions often turn out to ask for definitions rather than assessing whether examinees can apply their knowledge in these areas to decisions related to patient care. This workshop focuses on writing MCQs in challenging areas that require examinees to apply their knowledge in these areas. Intended outcomes: At the conclusion of the workshop, participants will be able to: Effectively structure scenarios that will assess application of knowledge rather than recall of facts Develop item stems/option lists that assess these hard-to-measure competencies Participate effectively in group review of MCQs Structure of workshop: The workshop will be run in an interactive, seminar-style format as delineated below: Goals and issues related to writing MCQs to assess professionalism and other hard-to-measure competencies;

Review of sample well-written items in each area; Revision of poorly written items in interdisciplinary small groups;

Full group review of newly rewritten items; General discussion of issues in assessment of hard-to-measure competencies.

Attendees will receive a copy of Case & Swanson's Constructing Written Test Questions for the Basic and Clinical Sciences (can be downloaded in PDF format in English, Spanish and Russian).

Who should attend: Faculty involved in writing MCQ-based exams, including directors of basic science courses, clerkships, and postgraduate training, members of Royal Colleges and specialty boards. Attendees should be familiar with guidelines for writing single-best-answer questions. Level: Advanced

ABSTRACT BOOK: SESSION 8 TUESDAY 27 AUGUST: 1400-1530

8P Workshop: MedEdWorld Interactive Demonstration

Location: Meeting Room 4.1, PCC

Catherine Kennedy (AMEE, Tay Park House, 484 Perth Road, Dundee DD2 1LR, United Kingdom) Sheghley Ogivlie (AMEE, Tay Park House, 484 Perth Road, Dundee DD2 1LR, United Kingdom)

8Q Workshop: Different approaches to simulation for clinical practice

Location: Meeting Room 4.2, PCC

Rita Baumgartner (Red Cross University College, Nursing Training and Assessment, Eugeniahemmet T4:02, Karolinska University Hospital, Stockholm 171 76, Sweden)

Lena Stevens (Red Cross University College, Nursing Training and Assessment, Stockholm, Sweden) Gunilla Bolinder (Karolinska University Hospital, Clinical Skills and Simulation Center, Stockholm, Sweden) Marie Sunnerby (Karolinska University Hospital, Clinical Skills and Simulation Center, Huddinge, Sweden) Samuel Edelbring (Karolinska Institutet, LIME, Stockholm, Sweden)

Background: Health profession institutions are often changing or amending their curricula to adapt to the fast-paced technological progress and economic and societal developments. Simulation-based learning and training is posed to transform both undergraduate and workplace-based learning to meet these challenges. Simulation learning can be superior to real-life learning since it can reduce time and remove extraneous details, optimizing the learning opportunity. Simulation allows exploring, repeatedly applying and assessing a trainee's acquired knowledge, making simulation a versatile form of learning in a safe and controlled environment and a useful method of both instruction and assessment. Intended outcomes: The aim is to identify and differentiate between simulation functions supporting health professions students to prepare for clinical practice by integrating clinical skills and knowledge. Participants will be able to evaluate models of simulation for different purposes of learning and assessment. The hands-on experience gained through the workshop can then be translated by the participants to practical implications to use in their own education programs.

Structure of workshop: Participants will be guided in the why, how and when the use of simulation for learning and assessment in clinical education. A series of short videos will exemplify progressive learning opportunities through simulation training in nursing at the Karolinska University Hospital's Clinical Skills and Simulation Center and developed at the Red Cross University College in Stockholm, Sweden. The participants will be facilitated in small-group discussions about simulation models adapted for different purposes. Issues of previous knowledge of learners, reflection, assessment, and check list grading will be discussed in relation to simulation.

Who should attend: Clinical educators, simulation instructors and people interested in assessing health professions students' competences. Level: Intermediate

8R Workshop: GMC Trainer

Accreditation: Opportunity or Challenge?

Location: Meeting Room 2.2, PCC

K Nathavitharana (NACT UK, Education and Training, Norfolk House East, 499 Silbury Boulevard, Milton Keynes MK9 2AH, United Kingdom) E Spencer (NACT UK, Education and Training, Milton Keynes, United Kingdom)

M Clapham (NACT UK, Education and Training, Milton Keynes, United Kingdom)

A Thomson (NACT UK, Education and Training, Milton Keynes, United Kingdom)

Background: By 2016, those overseeing medical students, named educational and clinical supervisors for trainee doctors will have to be formally accredited by the General Medical Council (GMC).   The GMC trainer accreditation standards include: (1) Safe and effective patient care through training; (2) Establishing and maintaining an environment for learning; (3) Teaching and facilitating learning; (4) Enhancing learning through assessment; (5) Supporting and monitoring educational progress; (6) Guiding personal and professional development; (7) Continuing professional development as an educator. Standards (5) and (6) apply only to educational supervisors. Intended outcomes: A cogent workplace based interpretation of GMC standards, facilitation of their implementation and consequent enhancement of effective support for trainers, are the anticipated outcomes. The workshop will provide a forum for debating wider international application of the generic standards.

Structure of workshop: This NACT UK workshop will be delivered by a faculty with broad experience of management and delivery of postgraduate medical education. A series of interactive sessions will compare the GMC trainer accreditation standards to international criteria and so define and develop some clear descriptors. These requirements have resulted in a wide variety of Training the Trainer courses causing debate about the need for some benchmarking and credentialing. Educational portfolios, including multisource feedback for trainers, peer evaluation and appraisal will be explored.

Who should attend: This workshop will be relevant to those with responsibility for the management, supervision and delivery of medical education and those involved in faculty development programmes. Level: Intermediate

8S Workshop: Supporting Struggling and Failing Trainees

Location: Meeting Room 3.1, PCC

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