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The article presents the importance of utilization of video recordings of objective structured clinical examinations (OSCEs) for training medical students.

In our teaching around consulting in primary care, we consider the broader context of why a patient presents at that particular moment in time, considering factors such as family dynamics, previous personal or family illness experience and individual work demands. Srivastava invites us to consider that "every patient is a person and illness occurs in the context of multi-faceted lives" [1]. Patients themselves confirm this; when asked what makes a doctor "caring", a patient replied, 'He knows everything about it [the illness] but he also knows about me'. [Extracted from the article]

Summary: Background: Newly qualified doctors feel unprepared to take responsibility for patients and work independently, lacking confidence in skills essential during on‐calls. We designed this study to assess the educational value of simulated on‐calls and to explore the characteristics of this approach that contribute to improving students' preparedness. Methods: A total of 38 final‐year medical students attended two sessions, each including a simulated on‐call followed by a one‐to‐one debriefing. Students' confidence and perceived preparedness before and after the programme were measured using questionnaires. Students' performance in two on‐call skills was also assessed during both sessions. Focus groups explored the challenges of preparing for on‐calls and how this approach enabled students to prepare. Results: Following the programme, students felt significantly more confident in six key skills and significantly more prepared for on‐calls (p < 0.001). There was also a significant improvement in students' assessed performance in on‐call skills (p < 0.001). All students found it more useful preparation for on‐calls than seminars and shadowing on‐call doctors. They appreciated the opportunity to work independently and take responsibility in a stressful but safe environment. Having a second session and receiving one‐to‐one debriefing with personalised feedback enabled students to maximise their learning. Discussion: Following the programme, students had better insight into on‐call work and felt that the programme should be a mandatory part of training. The opportunity for students to consolidate learning through personalised feedback and a second session maximised the value of the programme, making the significant time commitment from the facilitators worthwhile. Conclusions: This programme was feasible to run and its educational value supports its wider use. [ABSTRACT FROM AUTHOR]

The article offers information on simulated patients (SPs), discussing a several studies published in different periodicals. Topics discussed include the use of SPs in studying patient-doctor relationships, the focus on SP-based communication skills education in undergraduate and entry-level health professional education, and the analysis of learner outcomes.

The article offers information on the role played by technology in medical education. It mentions that mobile app based learning can complement the traditional approaches to anatomy education, especially given the decreasing use of cadaveric dissections in contemporary medical education. It also mentions that innovative approach to clinical education has the potential to augment the traditional structures already used throughout medical education.

Summary: Background: An understanding of human factors and ergonomics (HFE) is critical for optimal team performance, and is an important component of the postgraduate medical curriculum. This training is often delivered by senior clinicians with experience of using and teaching HFE concepts. A lack of availability of these experienced tutors can be a constraint on training provision. Context: A near‐peer tutor (NPT) approach was used to deliver a classroom‐based HFE course to postgraduate doctors, supported by a tutor handbook. We aimed to compare feedback from this course with a previous course taught by experienced tutors. Methods: Learners (n = 21) attending this course were divided into small groups, with one NPT per group. Each group viewed three video reconstructions of incidents from health care and other industries, followed by a structured discussion. Learners were encouraged to recognise concepts from HFE, and to develop changes to their own practice. The NPTs were guided through the session by a tutor handbook, which they received in advance. Human factors and ergonomics training is associated with a significant decrease in error Results: Initial and 2‐month feedback was extremely positive, with Likert scores of 5/5 for Organisation, Content, Teaching Methods and Overall Impression. This was significantly (p < 0.05) better than feedback from a previous HFE course with senior tutors. Median NPT confidence ratings before and after receiving the handbook were 4/10 and 8/10, respectively. Conclusions: These results support the use of NPTs in delivering HFE training to postgraduate doctors. Self‐reported confidence is increased by providing a handbook with discussion prompts. Training in HFE does not require senior tutors with significant clinical commitments, and can be provided to a high standard by NPTs. [ABSTRACT FROM AUTHOR]

Summary: Background: As health care costs rise, medical education must focus on high‐value clinical decision making. To teach and assess efficient resource use in rheumatology, online virtual interactive cases (VICs) were developed to simulate real patient encounters to increase price transparency and reinforce cost consciousness. To teach and assess efficient resource use in rheumatology, online virtual interactive cases (VICs) were developed Methods: The VIC modules were distributed to a sample of medical students and internal medicine residents, who were required to assess patients, order appropriate investigations, develop differential diagnoses and formulate management plans. Each action was associated with a time and price, with the totals compared against ideals. Trainees were evaluated not only on their diagnosis and patient management, but also on the total time, cost and value of their selected workup. Trainee responses were tracked anonymously, with opportunity to provide feedback at the end of each case. Results: Seventeen medical trainees completed a total of 48 VIC modules. On average, trainees spent CAN $227.52 and 68 virtual minutes on each case, which was lower than expected. This may have been the result of a low management score of 52.4%, although on average 92.0% of participants in each case achieved the correct diagnosis. In addition, 85.7% felt more comfortable working up similar cases, and 57.1% believed that the modules increased their ability to appropriately order cost‐conscious rheumatology investigations. Discussion: Our initial assessment of the VIC rheumatology modules was positive, supporting their role as an effective tool in teaching an approach to rheumatology patients, with an emphasis on resource stewardship. Future directions include the expansion of cases, based on feedback, wider dissemination and an evaluation of learning retention. [ABSTRACT FROM AUTHOR]

GLO:1C4K/01jun20:tct13183-fig-0001.jpg PHOTO (COLOR): . gl I am recovering from a state of shock at what is happening with the COVID-19 crisis and how clinical education is undergoing rapid change. I am one of the leadership group delivering the first year of a new graduate-entry Doctor of Medicine (MD) curriculum, whilst also continuing with the previous MD programme. Such assessments have been shown to lead to higher levels of competence when compared with single-event examinations and are a better fit for work-integrated learning.[9] None of us individually has a magic solution as to what medical educators should do in this crisis. [Extracted from the article]

The article offers information on topics related to international medical graduates (IMGs). Topics mentioned include the importance of IMG, the support of the National Health Service (NHS) Trust in the project that aims to help IMG, and the services for the IMGs. Also mentioned are the assessment for medical personnel, the physician training, and the importance of medical personnel retention rates.

Summary: This paper, on using theory in health professions education research, is the second in a series that aims to support novice researchers within clinical education, particularly those undertaking their first qualitative study. Diving into the world of education theory can be challenging and uncomfortable for clinician‐educators. Nonetheless, theory is an essential ingredient in high‐quality research, shaping everything from research questions to study design, analysis and, ultimately, the interpretation of findings. We hope that this paper, introducing different levels of theory and examples of how to use theory, will shed light on how theory can be used in research, and that it will help you in getting to grips with using theory in your own work. It will help you in getting to grips with using theory in your own work [ABSTRACT FROM AUTHOR]

Background : Peer-assisted learning (PAL) and mock examinations have been credited as effective teaching tools; however, there is a lack of research into their effectiveness in PACES (practical assessment of clinical examination skills). This study demonstrates an effective model and the benefits of PAL after its implementation in a mock PACES at Imperial College London. Methods : A mock PACES was designed for fifth-year medical students. Examiners were recruited from the final year and from the foundation year doctor (intern) cohort. A Likert scale (1, strongly disagree; 5, strongly agree) questionnaire given before and after the exam was used to investigate its effectiveness. Results : A total of 41 pre-mock exam surveys (57% completion rate) and 57 post-mock exam surveys (79% completion rate) were completed. Students felt significantly more confident after the mock PACES (mean 3.54 post-mock exam versus 2.68 pre-mock exam), with 90.64 per cent of students agreeing that this mock PACES was more useful than a lecturebased format, bedside teaching and small group teaching in order to prepare for this exam. Twenty-eight tutor surveys were completed (87.5% completion rate). Tutors agreed that the mock PACES had improved their confidence in their teaching ability (mean 4.07) and enhanced their clinical knowledge (mean 4.18). Discussion : The mock PACES demonstrated benefits to confidence levels and knowledge both for tutees and tutors. The results demonstrate an effective model in examination preparation for PACES . This reinforces the holistic positive attributes gained from the use of PAL and mock examinations, whilst encouraging its use within the undergraduate syllabus. [ABSTRACT FROM AUTHOR]

Summary: Background: The focus of this concise article is how best to support students to achieve success at medical school. Our aim is not to provide a guide to remediating under‐performance in medical students. This, in our view, implies an approach that fundamentally is about quick fixes for addressing individual student deficits, such as intensive coaching of clinical skills to help a student scrape through a resit examination. Instead, we believe that student success is not solely the result of individual factors but rather relies on a complex range of factors, including the provision of a supportive environment. Methods: We drew on our knowledge of a wide range of literature related to remediation and other medical education structures and functions. Our aim was to take a different perspective on the different dimensions of ‘remediation’ – the structural, curricular, ideological and individual – to consider how best to provide a supportive environment for all learners to progress towards the required outcomes. Conclusion: Medical students are becoming increasingly diverse and medical curricula must create learning environments that support all students to thrive. Effective remediation should not be about intensive ‘teaching to test’ after examination failure. Rather, both the context and the individual have a role to play in ensuring the selection, teaching, assessment and feedback practices support the learning journeys of individuals. We provide guidance for faculty member development and engaging with students to help achieve this goal. Effective remediation should not be about intensive ‘teaching to test’ after examination failure [ABSTRACT FROM AUTHOR]

An introduction is presented which discusses empathy, communication between physiotherapy students and patients, and medication adherence.

Background Bedside teaching is recognised as a valuable tool in medical education by both students and faculty members. Bedside teaching is frequently delivered by consultants; however, junior doctors are increasingly engaging in this form of clinical teaching, and their value in this respect is becoming more widely recognised. The aim of this study was to supplement work completed by previous authors who have begun to explore students' satisfaction with bedside teaching, and their perceptions of the relationship with the clinical teachers. Specifically, we aimed to identify how students perceive bedside teaching delivered by junior doctors compared with consultants. Methods A questionnaire was distributed to all third-year medical students at Keele University via e-mail. Responses were submitted anonymously. Results Forty-six students responded (37.4%), 73.3 per cent of whom said that they felt more comfortable having bedside teaching delivered by junior doctors than by consultants. Consultants were perceived as more challenging by 60 per cent of respondents. Students appeared to value feedback on their performance, trust the validity of taught information, and to value the overall educational experience equally, regardless of the clinical grade of the teacher. Discussion Student preference does not equate to the value that they place on their bedside teaching. Junior doctors are perceived as being more in touch with students and the curriculum, whereas consultants are perceived as having higher expectations and as being both stricter and more knowledgeable. The clinical teacher's approachable manner and enthusiasm for teaching are more important than clinical grade, as is the ability to deliver well-structured constructive feedback. [ABSTRACT FROM AUTHOR]

The article discusses various factors to be considered by students or trainees who are planning to organize conferences for their fellow colleagues. According to the author, planning the overall budget and seeking sponsorship early, deciding an appropriate venue for the conference and properly advertising the conference are things to be taken care of by students before organizing a conference. The author encourages medical students to find the educational effect of their conference.

Background The transition from senior medical student to working safely and effectively as a new junior doctor is one of the biggest challenges that a new graduate will face. In 2014 the General Medical Council published The state of medical education and practice in the UK, reporting that some new doctors continue to struggle with increased responsibilities. We classify these instances as a 'performance gap', describing occasions in clinical practice where an individual exceeds their performance capacity. The Medical Mentorship Programme addressed identified performance gaps through a structured curriculum of simulation-based education and facilitated clinical practice. Methods Programme content was based on the experiences of the authors and their peers in graduating from their undergraduate training programme and becoming junior doctors. A questionnaire was disseminated to junior doctors in their first clinical rotation. The questionnaire asked doctors to describe instances where they experienced a performance gap. These data informed the development of the Medical Mentorship Programme. The effect of this programme was then evaluated via focus group discussion. Results The Medical Mentorship Programme has been shown to be an effective conduit for supporting the transfer of learning needed to address performance gaps in students. The programme increased the confidence of students in preparation for clinical practice and allowed junior doctors to reflect on their professional development. The programme combined complementary teaching techniques - mentorship, simulation and direct clinical experience - to aid the professional development of both students and mentors. [ABSTRACT FROM AUTHOR]

As a final-year medical student who has spent a significant length of time with acutely unwell patients, I have begun to realise the major role that human factors have to play when managing a deteriorating patient. The STOPP method emphasises readiness for an emerging situation (Figure).[4] Another method uses the catchy phrase: "Beat the Stress Fool!" With only 15.8% of graduating medical students in the UK understanding human factors,[6] this is clearly an area of patient safety and clinician well-being that needs to be improved. [Extracted from the article]

The article offers information related to the transition of a peer-assisted learning (PAL) tutor to junior doctor teacher as per the requirement of the medical education in Great Britain. It mentions that Great Britain's General Medical Council (GMC) has concern about the importance for students to develop teaching skills. It informs that as a medical student, there are no courses in the undergraduate curriculum on how to be a teacher in the country.

The article focuses on the study of A. Howe and colleagues on the role of resilience in medical education. It says that the authors assess the different perspectives for resilience including the ability to manage stress while staying well and whether resilience can be measured in the selection of medical school. The authors highlight the grade and supported exposure to difficult clinical environment provided by clinical teacher in judging resilience of a learner.

The article reports on the study which found that graduates of problem-based learning (PBL) courses report greater concurrency between their training and their clinical practice than their peers on non-PBL courses in Great Britain. In the study, graduates were asked to rate the quality of their medical school training and preparation for practice, and concurrency between training and practice.

The article reports on the achievement of researchers at McMaster University in Canada on the introduction of new method of assessing medical school applicants at interview. Studies have shown that there is a high degree of inter-rater variability and that factors such as interviewers' personal background and expectations had a significant impact on the scoring of the personal interview.

Background Medical students lack confidence in recognising, assessing and managing unwell patients, particularly children. Our aim was to evaluate the impact of a 1-day novel paediatric simulation course on medical students' ability to recognise and assess sick children, and to evaluate medical students' views on the use of simulation in child health teaching. Methods We conducted a cluster-randomised trial with a mixed-methods design. Students were cluster randomised into the intervention (simulation) group or control group (standard paediatric attachment). Students in the intervention group attended a 1-day simulation course during the last week of their attachment. The primary outcome measure was students' self-reported ability and confidence in recognising, assessing and managing sick children. Results There were 61 students in the study: 32 in the intervention group and 29 in the control group. Self-assessed confidence in recognising, assessing and managing a sick child was higher after the simulation course, compared with controls (p < 0.001). Six key themes were identified, including: increased confidence in emergency situations; the value of learning through participation in 'real-life' realistic scenarios in a safe environment; and an appreciation of the importance of human factors. Students found the simulation useful and wanted it offered to all undergraduates during child health attachments. Discussion A 1-day simulation course improves medical students' confidence in assessing and managing unwell children, and is highly valued by students. It could be used to complement undergraduate teaching on the management of sick children. Further studies are needed to evaluate its impact on real-life clinical performance and confidence over time. [ABSTRACT FROM AUTHOR]

Background In undergraduate dental or medical programmes clinical time with exposure to patients is limited. A priority for all those involved in the delivery of a clinical programme is to ensure that this time is used effectively and to maximum potential. Patient non-attendance is a reality, and developing organised activities to provide alternative learning opportunities is important. Methods We have developed a range of close-contact teaching and learning activities ( CCTLs) for dental students to productively use patient non-attendance time. CCTLs are short, skills-based tasks that are directly observed and have structured assessment criteria. Used formatively, they are performed in the clinical environment utilising the materials, equipment and clinical staff usually available during the clinical session. Findings The CCTLs have proved particularly useful for early-stage clinical students, by developing understanding and skills, reinforcing protocols and promoting the role of the wider dental team in teaching. Students have welcomed these activities and engagement has been high. In addition to improving skills, they have proved helpful in familiarising students with direct observation, and have inspired peer collaboration and feedback. Discussion The CCTLs have promoted opportunities for students to receive direct feedback, which may be difficult to deliver if a patient were present. Empowering students to lead on their own learning requirements also promotes the ethos of lifelong learning that will be fundamental to future professional development. Investment of resources to develop these activities has proved worthwhile, as we have found that CCTLs can complement and maximise the potential of clinical attachments. [ABSTRACT FROM AUTHOR]

The article discusses the core principles of a patient safety curriculum, focusing on the challenges faced by medical schools in implementing the curriculum. It mentions the key aspects of the curricula which include professionalism, an understanding on the basic science and disease processes, and good clinical and communication skills. The article also mentioned that the curriculum was based on the guidelines set by the World Health Organization (WHO).

Background The modern medical school curriculum highlights the importance of good communication skills, although some clinicians still remain sceptical about the reduction of core science teaching in favour of these so-called softer skills. Previous studies into these topics are few and contradictory, with a heavy dependence on methodology and geographical source. Methods A semi-structured interview was conducted using the question 'I am about to qualify as a doctor in less than a year's time. As a patient, what advice would you give me? What kind of doctor would you like me to be if you came to me with an illness?' Responses were recorded anonymously on paper, verbatim. The responses were grouped into four broad classifications: personal qualities; communication skills; knowledge and intelligence; and manual skills. Results Data were collected from 51 patients. In total 118 attributes were identified and categorised. Discussion This education evaluation indicates that the patients we talked with in the UK counties of Shropshire and Staffordshire overwhelmingly sought doctors with good personal qualities and communication skills. Of the attributes recorded, 92 per cent were related to such qualities, with only 8 per cent emphasising knowledge and intelligence, and with no comments on manual skills. The results support the current emphasis in UK medical schools on communication skills and professionalism, and the development of personal qualities through the promotion of humanities teaching. [ABSTRACT FROM AUTHOR]

Background Bedside teaching ( BT) is a valuable learning experience for medical students. In 2010, the BT curriculum at the University of Dundee was revised so that clinical specialist doctors facilitated these sessions. The aim of this study was to compare student opinion of BT delivered by specialist and non-specialist doctors. Methods A retrospective survey was sent to two medical student year groups who received teaching delivered by either specialist or non-specialist doctors during year 2. Results The response rate was 24.5 per cent, of which 49.4 per cent were taught by specialists. Responses indicated that specialist doctors improved communication skills (p = 0.034), were less intimidating (p = 0.01) and gave greater opportunity to ask questions (p = 0.028) than their non-specialist counterparts. Overall, students taught by specialty doctors rated BT as more valuable (p < 0.001). A positive correlation was noted between the frequency of patient interaction and the overall value of BT (p < 0.0121); however, there was no significant association between the main teaching location and the overall value of BT. Discussion Findings indicate that specialist doctors provide students with a better understanding of disease processes. Several students from the specialist group noted that their tutors linked theory to practice. No significant difference was found between the two groups regarding whether teaching was at an appropriate level. Specialist doctors therefore allow a number of improvements over the use of non-specialist doctors for BT. [ABSTRACT FROM AUTHOR]

The article focuses on reform towards accreditation of medical education in Iraq. Topics discussed include impact of conflict on medical education in Iraq, rules implementation, accreditation supervision across medical colleges by the National Council for Accreditation of Medical Colleges (NCAMC) and improvement in facilities and infrastructure for teaching.

Background The objective of this project was to study whether a standardised patient clinical encounter learning exercise improved an Obstetrics and Gynaecology ( OBGYN) resident's ability to perform patient advocacy, a systems-based practice skill. Methods Case-control study: each of the 12 residents functioned as their own control. Additionally, aggregate data from the programme was reviewed. Results Twelve residents from a mid-sized OBGYN residency programme performed a standardised patient clinical encounter exercise in March of 2014. As demonstrated by the Assessment for Professional Behavior ( APB) 360° evaluation, the overall total scores for the programme on patient advocacy improved, with statistical significance, when analysed by the signed ranked test. Additionally, the residents' self-identified capability to perform advocacy improved after the programme, with statistical significance, when analysed by the signed rank test. Conclusions A standardised patient clinical encounter, used as a learning exercise, can demonstrate meaningful improvement in the advocacy skills of a resident doctor. [ABSTRACT FROM AUTHOR]

Background Junior doctors have limited experience in psychiatry before starting their training placements. The out-of-hours setting offers specific challenges, and trainees are expected to cope despite being underprepared. We hyphothesised that simulation-based training would increase trainees' competence and confidence in approaching high-risk out-of-hours scenarios. Methods A pilot study focused upon the first cohort of psychiatry trainees joining the North East London NHS Foundation Trust in 2012. During their induction (and prior to any clinical duties) each trainee took part in five high-risk clinical scenarios, assessed by a senior psychiatrist and service-user representative. The trainees were required to complete a survey exploring their confidence across nine core psychiatric clinical domains, both before and after the simulation training. Results The simulation training increased trainee confidence in all nine clinical domains. Before the simulation training, over half of the nine trainees self-rated themselves as having 'no confidence' in six of the nine clinical competencies. After the training, confidence levels had significantly increased, with only two of the competencies scoring any 'no confidence' ratings. There were mixed feelings by trainees on the use of service-user representatives in the training of doctors. Discussion We found that high-fidelity simulation training is a useful tool to prepare junior trainees in psychiatry to familiarise themselves with some of the high-risk scenarios that they are likely to encounter during out-of-hour on-call duties. We showed that this intervention increased trainees' confidence across a range of core psychiatric skills. This has significant implications in the provision of safe and effective patient care. [ABSTRACT FROM AUTHOR]

Background Several workplace-based formative assessment ( WFA) tools exist; however, text-based feedback is minimal but valuable because residents have difficulty extracting meaning from numerical scores or rankings. Our programme lacked a formal WFA programme, so we aimed to develop and assess a primarily text-based tool, named formative assessment of skills in training ( FAST), using action research. Methods Action research ( AR) methods, including iterative plan-act-observe-reflect cycles that included the FAST tool and our clinical context. Thirteen residents and 11 faculty members performed 133 assessments during three study cycles, and responded to post-use surveys. Results Overall, 83 per cent of participants indicated that FAST should be added to the resident curriculum. Time was perceived to be a barrier; however, time studies found that it did not prolong resident wait or patient visits. Changes were made to increase space for comments on the FAST form, and subsequently comment specificity and length increased. Discussion The FAST facilitates WFA in our programme and allows for specific written feedback with a copy retained by the resident. On average, it adds about 3 minutes to a clinic visit. The AR method facilitated WFA use, stakeholder buy-in, and FAST tool improvements. [ABSTRACT FROM AUTHOR]

Background: Those setting objective structured clinical exams (OSCEs) are likely to encounter candidates who dispute the examiners' scores and feedback. At our own institution, candidates have requested video recording to aid in later academic appeals. Before ceding to such requests, we wished to be certain that the marking of recorded OSCEs would give comparable results to live marking, and that technical challenges could be met within reasonable cost., Methods: We adopted a mixed-methods approach to explore the use of video recording OSCEs. Following an initial literature review, we surveyed and interviewed the assessment leads of UK medical schools and postgraduate institutions setting high stakes OSCEs to explore their views and experience in using recordings as part of summative OSCE assessments., Results: Results from our literature review reveal inconsistent findings about the comparability of marks awarded from video marking and those awarded by examiner in-station marking, with suggestions that video marking generates lower scores. The majority of UK medical education institutions were neither videoing OSCEs nor considering doing so. Many logistical and assessor-related drawbacks to video review were identified, with significant concerns raised about how such a process could be feasibly managed., Discussion: Although the videoing of OSCEs may superficially appear an easy solution to provide defensibility of the process, the potential use is beset with challenge, going beyond purely logistical and technical difficulties. The use of videoing for the purpose of OSCE appeals is not currently supported by the literature, nor by the majority of UK undergraduate and postgraduate medical education institutions delivering high-stakes summative OSCEs., (© 2019 John Wiley & Sons Ltd and The Association for the Study of Medical Education.)

Background Many students feel unprepared for clinical practice after completing their medical school training. There is evidence that a brief shadowing period improves student confidence and patient safety, but there is currently little evidence on the impact of a longer shadowing period. A 10-week student assistantship ( SA) for final-year students was implemented for Year 5 undergraduates at the University of Bristol in 2011. This study investigated the impact of the SA on student confidence. Methods All final-year medical students at the University of Bristol in the academic year 2012-13 ( n = 248) were contacted with an online questionnaire at the start of the SA. They were asked about confidence in a range of domains. Further questionnaires were sent at the end of the SA, and again once the students had qualified as foundation doctors. Descriptive statistical analysis was performed. Results A total of 37 students responded to the pre-assistantship questionnaire, 62 to the post-assistantship questionnaire, and 13 to the questionnaire sent once students had qualified. Self-assessed confidence improved in all areas when the pre- and post-assistantship scores were compared, in particular prescribing, assessing and managing unwell patients, and aspects of death and dying. Discussion Our findings suggest that a prolonged assistantship period improves knowledge and skills in a range of domains relevant to becoming a junior doctor, and could be considered within medical schools as a way to address established areas of poor confidence in new graduates. Larger studies are needed to provide more robust evidence for these initial findings. [ABSTRACT FROM AUTHOR]

Background Medical error is common, and frequently results from a failure in non-technical skills. Simulated ward rounds are an innovative new trend in undergraduate medical education. They are increasingly used to recreate the challenges of the real clinical environment to foster appropriate non-technical skills. The objective of this study is to assess whether stressful simulated ward experiences that prepare students for practice are acceptable to undergraduate participants. Methods A 30-minute simulated ward round experience with a focus on medical error and distraction was constructed and its pedagogical development described. Twenty-eight final-year medical students volunteered to take part in two simulated ward exercises, with a lag time of 1 month between each. Students were asked to complete an anonymised electronic questionnaire to evaluate their experiences. A thematic analysis of qualitative responses was undertaken. Results The response rate was 96.4 per cent, with 27 of 28 students completing the evaluation questionnaires. The simulated ward round experience, although acknowledged as being stressful, helped students to reflect on positive behavioural changes for safe future practice, built confidence and was deemed to be of high fidelity. All students felt that mandatory curricular integration was important. Discussion With growing evidence on acceptability, coupled with research showing simulated ward rounds to improve undergraduate patient safety behaviours, there is a compelling argument for curricular integration. Improving the cost-effectiveness of simulation is important in realising this aim. Solutions to potentiate feasibility that also address student critique are discussed. Conclusion Simulated ward rounds offer medical schools an innovative and acceptable approach to meeting the World Health Organisation's Patient Safety Curriculum. [ABSTRACT FROM AUTHOR]

Background Peer teaching has been used informally throughout the history of medical education. Formal studies within the medical student and allied health care professional communities have found it to be a popular, and highly effective, method of teaching. Context Newly qualified doctors are currently an underused resource in terms of teaching one another. Innovation A committee, made up of newly qualified doctors and postgraduate education staff, was established. Using only a few resources, this committee organised regular, peer-led tutorials and used educational needs assessment tools, such as questionnaires, to make improvements to early postgraduate training. Implication A realistic and well-received intervention to improve the teaching of newly qualified doctors, which is feasible in the modern, busy health care setting. Other institutions may find this method and its resources valuable. [ABSTRACT FROM AUTHOR]

The article discusses the rationale behind and the methods of standard setting in medical practice. The author talks about the importance of standard settings and their theoritical basis of its methods and their variations. He offers guidelines for agreeing on defensible pass scores to guide decisions about learner progression. The description of a number of common standard-setting methods is also offered.

Background During peer assessment activities, students are often required to provide feedback to their peers. The quality of such feedback can be perceived by recipients to be superior, and better received, than feedback given by academic staff. The aim of this study was to investigate students' views on receiving verbal feedback from their peers during their formative long case examination. Methods During 2013, year-4 students ( n = 48) were assessed on their formative long case presentation and discussion by a student examiner, alongside an academic co-examiner. The student examinee was then provided with verbal feedback by both the student examiner and the academic co-examiner. To gain insight into students' views on receiving feedback from their peers, two focus groups were held. Results Of the 48 participants, 35 per cent (17/48) attended focus groups. Students did not like receiving peer feedback during the scheduled examination time, in the presence of the academic co-examiner. They did value peer feedback, but preferred to receive this in a relaxed environment, after the examination. Conclusion In the formative examination, students perceived the feedback given by their peer co-examiner to be less constructive, less accurate and less helpful than the feedback given by the academic co-examiner. These findings may have implications for the feedback process for future iterations of the formative long case examination. [ABSTRACT FROM AUTHOR]

Background Prescribing is an error-prone process for all doctors, from those who are newly qualified through to those at consultant level. Newly qualified doctors write the majority of in-patient prescriptions and therefore represent an opportunity for safety improvement. Attention to prescribing as a patient-safety issue and potential educational interventions to help improve the situation have been published, but offer little to inform educators why and how any interventions may succeed. In order to identify areas of good practice, and to provide evidence of areas requiring further investigation and innovation, we aimed to ascertain the full range of prescribing practices for final-year medical students and newly qualified doctors across a large geopolitical region of the UK. Methods A questionnaire methodology was used. One questionnaire was sent to those responsible for final-year education, and a further, different questionnaire was sent to those responsible for the training of newly qualified doctors, asking about prescribing education in their locality. Questionnaires were sent to 15 hospitals in total. Results Twelve hospitals contributed to final-year medical student data: a response rate of 80 per cent. A variety of methods, including student assistantship, pharmacist-led skills sessions and practical assessment, were offered to varying degrees. Free-text responses identified opportunities for different prescribing education and support. All 15 hospitals provided data on doctors' education, with interventions including e-learning, assessment and support from ward-based pharmacists. Discussion Current education focuses on the technical and knowledge-based paradigm of prescribing. Human factors and the impact of electronic prescribing should play a part in future developments in prescribing education. [ABSTRACT FROM AUTHOR]

Background Medical student involvement in curriculum development is important; however, little is known about why medical students become engaged in this activity. The aim of this study was to understand what motivates medical students at one university to participate in the process of curriculum development and gain a wider perspective on student engagement in medical education. Methods Grounded theory methodology was the foundation of this study. We conducted semi-structured interviews with seven medical students from the University of Tokyo who developed and participated in a group whose aim was to actively contribute towards improving their medical education. The data from the interviews were analysed by thematic synthesis, with triangulation. Results Three themes emerged as potential explanations for motivating student behaviour: (1) extracurricular interaction with faculty members; (2) engaging with highly motivated peers; and (3) student values for serving the public. Conclusions Students working to improve educational processes at their medical schools had the opportunity to communicate more with faculty members, enjoyed opportunities for networking with other highly motivated peers and enhanced aspects of their developing professionalism. [ABSTRACT FROM AUTHOR]

Background Hand hygiene is an important component of patient-safety education. The World Health Organization recommends the use of hand hygiene measures at five clinical moments. While previous studies have treated hand hygiene as a single entity, we investigated whether and how the compliance of students may vary across the five clinical moments. We also studied their reasons for non-compliance with a view to inform teaching. Method A voluntary self-administered questionnaire survey was conducted on a convenient sample of 339 medical and nursing students. The five clinical moments studied were: before touching a patient (moment 1); before a clean/aseptic procedure (moment 2); after body fluid exposure risk (moment 3); after touching a patient (moment 4); and after touching the patient's surroundings (moment 5). Results The overall reported compliance rate was 83.0 per cent. The compliance rates were significantly lower at moments 1 and 5. Nursing students reported better overall compliance (p = 0.01), and at moments 2 (p = 0.0001) and 3 (p = 0.0001), than medical students. Medical students fared better at moment 4 (p = 0.009). The most common reason reported for non-compliance was 'forgetfulness'. Discussion We identified differences in compliance rates across the five clinical moments of hand hygiene. Education programmes should not treat the hand hygiene process as a single entity, but should adopt a moment-specific approach to promote recall, with particular emphases on moments 1 and 5. Nursing and medical students may require different education strategies. Future studies on hand hygiene may also adopt a moment-specific approach. [ABSTRACT FROM AUTHOR]

The article discusses a study which investigates how biomedical science knowledge and clinical cognition helped diagnostic students develop their diagnostic skills.

The article discusses a study on the selection process for medical students, which is composed of cognitive test and video-based situational judgement tests (SJTs) to evaluate non-cognitive skills of students.

Background The West Yorkshire Mentoring Scheme ( WYMS) was created to provide a framework for clinical supervision, teaching and support by foundation year ( FY) doctors for final-year medical students. Although established literature highlights the benefits of near-peer teaching, the accompanying mentoring role has little been explored. This study explored the impact of the WYMS for FY doctors and final-year medical students. Method FY1 mentors were individually paired with fifth-year medical students from the University of Leeds. The scheme aims to provide support, teaching and skills development for both mentors and mentees, as students rotate through clinical placements and assistantships. At the end of each academic year, FY1s and medical students are invited to complete an online questionnaire to highlight their experiences. These data were used to explore the impact of the scheme, and thematic analysis was employed to determine the results. Results Forty-nine medical students and 122 FY1s responded: 98 per cent of mentors and 100 per cent of mentees would recommend the scheme to their peers. Thematic analysis demonstrated that the scheme proved useful in skills development, teaching supervision and increasing preparedness for work. Discussion WYMS is well received, beneficial and an excellent, local adjunct to clinical placements. It is of significant value to final-year students and their FY mentors, assisting in the development of student assistantships and clinical placement design. For FY doctors, it is a rewarding scheme that develops essential attributes of time management, communication and leadership for mentors and for the junior doctors who organise the scheme. [ABSTRACT FROM AUTHOR]

Background: Previous studies have shown peer-assisted learning (PAL) to be an effective method of teaching, with benefits to students and tutors; however, the effect of PAL in paediatrics has not been evaluated in the literature. This study aimed to evaluate a student-led paediatrics revision course for students preparing for examinations in medical specialties. Methods: Students in their specialties year were invited to undergo a 1-day revision course consisting of a lecture and small group teaching, with a supplemental revision booklet. Tutors were recruited from the final-year cohort to facilitate the teaching. Questionnaires containing Likert-scale questions (1, strongly disagree; 5, strongly agree) were distributed before and after the course to assess its effectiveness. Results: In all, 62 per cent (87/140) of students who attended the course responded to the study. Students felt significantly more prepared for their exam after the course (mean 3.47 post-course versus 2.16 pre-course), and significantly more prepared to manage children in clinical practice (mean 3.49 post-course versus 2.53 pre-course). Students rated the course as good (4.35/5), with the small group sessions deemed to be the most useful aspect. Tutors agreed that participating had improved their teaching in general (4.0/5), their confidence (4.1/5), their clinical knowledge (3.6/5) and their oral presentation skills (3.8/5). Discussion: The results demonstrate an effective model for students and tutors in building vital skills in paediatrics and exam preparation. This reinforces the holistic positive attributes attainable from peer-assisted learning, and such schemes should be incorporated into undergraduate medical curricula for paediatrics to increase student confidence and potentially increase recruitment to paediatrics. [ABSTRACT FROM AUTHOR]

Background: Ward rounds are complex clinical activities, and are an integral part of hospital life. Failures in care can have a direct consequence on patient safety. Recently, simulation ward rounds have allowed medical students and junior doctors to practise their skills in a safe environment, yet there is no commonly accepted and taught framework on how to conduct a ward round. Context: After the success of the WHO Surgical Safety checklist in reducing patient morbidity and mortality, Dr Gordon Caldwell designed a Considerative Checklist for his ward rounds to ensure a comprehensive patient review. Although it does not ensure that the clinical decision-making is adequate, it does ensure that various hospital protocols have been adhered to, for example assessing patient venous thromboembolism (VTE) risk and prescribing prophylaxis. I spent 8 weeks as a part of Dr Caldwell's medical team, and during this time I was assigned the role of 'checker'. This role allowed me to actively participate in the ward rounds, and gave me a framework for the ward round that was easy to learn and follow. Implications: Clinical checklists have become integral to improving patient outcomes, and Dr Caldwell's checklist could be used to improve patient safety while they are in-patients. The Considerative Checklist could be a vital tool in teaching this skill to students and junior doctors, but further qualitative and quantitative research is required to investigate whether using the checklist improves student performance, learning and engagement on the wards, and whether this improves patient outcomes. [ABSTRACT FROM AUTHOR]

Background: After qualifying from medical school, doctors are expected to present on a regular basis in formal settings. It is important to acquire presenting skills early, so that students can practise and improve this skill prior to graduating. Context: Many medical students at Manchester University wanted more emphasis on presenting formally to give them experience prior to qualifying. There were other problems during the Psychiatry block that included non-attendance of students and clinicians for teaching sessions, and difficulty covering all aspects of the syllabus within a 4-week block. Innovation: Several presentation topics were devised on mental health based on the syllabus, for a pair of medical students to present to their peers within the Psychiatry block. A presentations skills training session was delivered at the start of each block. Students presented in pairs, chaired by a senior clinician. This was often the first time they had presented formally with formative, structured feedback. Clinical implications: This new addition to the available teaching was well received, and benefitted presenters, learners and facilitators alike: the presenters felt that they had obtained a deeper understanding of their chosen topic (all taken from the syllabus, and so relevant to their needs); the peer group wanted to listen to their colleagues present, thereby improving attendance rates; and busy clinicians were more likely to facilitate, as they did not have to prepare presentations and could practise their chairing and feedback skills. It represented an easy, reproducible and effective way of delivering teaching in a non-threatening environment that could be replicated in other specialties. [ABSTRACT FROM AUTHOR]

Introduction: Many advantages to community-oriented medical education have already been described. Responding to reforms in undergraduate medical education policy, our medical school reconfigured its clinical curriculum to include a module with a broad community focus, based in primary and secondary care. We describe our initial experience developing, implementing and evaluating this module. Methods: The aim of the module was to provide students with an understanding of medicine as practised, and health care as delivered, in the community. The 6-week module is delivered four times annually in the final stage of the medical degree programme, with 40-50 students attending each time. Learning experiences encompass clinical attachments, lectures, workshops, seminars and group presentations, with multifaceted assessment and formal student feedback at the end of the module (Ramsden's Module/Course Experience Questionnaire, and student self-assessment of specified learning objectives, using a five-point Likert scale). Results of student feedback: A total of 104 out of 181 (57.5%) students completed the evaluation. Of these, 69.3 per cent were satisfied with the course (with a mean Likert score of 3.7). More than 75 per cent of the students agreed or strongly agreed that they had attained 12 of 13 specified learning objectives, and 64.6 per cent (95% CI 55.0-74.2%) agreed that they could use common diagnostic/therapeutic equipment. The mean Likert scores for Ramsden questionnaire subscales were: good teaching, 3.5; clarity of goals, 3.1; appropriate assessment, 3.6; appropriate workload, 3.7; and generic skills development, 3.4. The most positive scores were attained for teachers' ability to explain (3.95; 77.5% agreed or strongly agreed) and effort at making subjects interesting (3.83; 73.5% agreed or strongly agreed). Conclusion: Our experience shows a community-based module with a strong combined primary care and elderly care focus is feasible, and enables the achievement of valuable learning objectives. [ABSTRACT FROM AUTHOR]