We’re extremely pleased to be launching the first in a new series of pop-up symposiums on Tuesday 8th January in collaboration with Skills for Health, Skills for Justice, SFJ Awards and The National Skills Academy for Health. The first of its kind with a focus on apprenticeship readiness, aimed at organisations from the health, justice and community safety sectors who are employing or thinking of employing apprentices.
Open access. Medical training occurs during peak childbearing years. However, the intense workload, long work hours, and limited financial compensation are potential barriers to having children during this time. Here, we aimed to identify gender-based differences in beliefs and experiences of having children during graduate medical education. We hypothesized that both genders face significant challenges, but women are more likely to experience stressors related to work-family conflicts.
Professor Mark Brown is Director of the National Institute for Digital Learning (NIDL) based at Dublin City University (DCU) interviewed by LACE project's Maren Scheffel at EC-TEL conference in Toledo, Spain, September 2015
he Design Initiatives team collaborates with partner school districts and community organizations, as well as with Mary Lou Fulton Teachers College students, faculty and staff, to develop innovative solutions to the “wicked” problems in education. To
achieve this, we use an intentional, collaborative, open-ended design process that values local context, diverse perspectives, intrapreneurial thinking and iterative testing of solutions.
“Everyone designs who devises courses of action aimed at changing existing situations into preferred ones.” — Herbert Simon
Open access. There are a few studies of alignment between different knowledge-indices for evidence-based medicine (EBM). The aim of this study was to investigate whether the type of test used to assess knowledge of EBM affects the estimation of this knowledge in medical students.
Letter. We were delighted to read the recent Postgraduate Medical Journal article by Gillen et al 1 describing their explorative findings in relation to Kate Granger’s #hellomynameis campaign.2 Introducing oneself by name, along with an explanation of one’s role, is key to a positive introduction by healthcare professionals to patients, but this is often omitted.2 The ‘#hellomynameis…’ campaign was founded by Dr Kate Granger, following her experiences as a patient. She found that healthcare professionals rarely introduced themselves to her, leading Kate to feel that this missing ‘basic step in communication’ was ‘incredibly wrong’.2 Gillen and his colleagues in Ireland1 point out that there has been little research to examine how doctors (or other healthcare professionals) introduce themselves to patients. Our approach was slightly different: volunteer medical students ….... To read the full article, log in using your NHS OpenAthens details.
In this new case study, we find out how University Hospitals of Derby and Burton NHS Foundation Trust built a positive culture around exception reporting.
Exception reporting benefits both junior doctors and employers. The process enables any issues to be highlighted, giving employers the chance to address them early in the placement. This means a safer working environment and a better educational experience for junior doctors.
NHS Employers has developed an infographic that sets out the key changes to the nursing standards of proficiency and education and training, following an update and review by the Nursing and Midwifery Council.
Open access. Understanding students’ learning styles, and modifying teaching styles and material accordingly, is an essential to delivering quality education. Knowing more about the learning styles of physiotherapy learners will assist educators’ planning and delivering of learning activities. The purpose of this scoping review was to explore what is published about physiotherapy learning styles.
Letter. We thank Dr Ayton and Dr Ibrahim for publishing their insightful research into the current issues of the UK medical curriculum in the article, ‘Does UK medical education provide doctors with sufficient skills and knowledge to manage patients with eating disorders safely?’.1
We are two UK medical students who have undergone what we consider to be extensive and valuable training in eating disorders as part of our undergraduate curriculum. It is because of our personal experiences that we were disappointed to read the average time dedicated to eating disorder teaching in medical schools was under 2 hours.1 We feel that by sharing our experiences of education on eating disorders and nutrition, we will be able to support those involved with designing medical curricula.. To read the full article, log in using your NHS OpenAthens details.
The interpersonal dynamics between patient and doctor remain a daily challenge for clinicians, and reflective practice is a tool that allows them better understanding of how patients engage with treatment. The interpersonal dynamics consultation is a form of group-based reflective practice for patients with difficult relational (interpersonal) styles. It includes the whole multidisciplinary team in a systematic consultation in order to arrive at new understanding and management plans for these patients. Interpersonal dynamics consultations have been used successfully for many years in mental healthcare, and this article has arisen from a project exploring their application in physical healthcare settings. The project works to promote effective working at the interface of physical and mental healthcare and facilitates the important translational work of making psychiatry and psychotherapeutic ideas applicable in a broader context. This article outlines the interpersonal dynamics consultation model and illustrates its use in three fictitious cases from different medical specialties.. To read the full article, log in using your MPFT NHS OpenAthens details.
Open access. Clinical teaching plays a crucial role in the transition of medical students into the world of professional practice. Faculty development initiatives contribute to strengthening clinicians’ approach to teaching. In order to inform the design of such initiatives, we thought that it would be useful to discover how senior medical students’ experience of clinical teaching may impact on how learning during clinical training might be strengthened.
Open access. Negative comments from senior colleagues about specialties, such as general practice and psychiatry, are known to influence trainees’ career choice, but little is known about the extent of this influence or the mechanism by which it works. There have been calls to ban these disparaging comments, also known as ‘banter’. This study explored how recently qualified doctors make sense of banter in the context of other experiences and information.