Archive for category General

Inaugural #ukhped chat…. what models of communication do we use?

At 9pm on Thursday 11th December Janet Foland, an occupational therapist, and myself (a GP) will be leading a chat about the different models of communication that we use in our professions. I’d initially suggested this because I thought that all health professions value communication and that it would therefore be interesting to see if we talked and taught about it in different ways. Straight away Janet replied with a tweet which straight away showed that this topic would work.

I asked Janet if she would co-lead the discussion with me.

As background in medical education, the Calgary-Cambridge model has been quite dominant in the last decade or so. And t looks as if it has spread into other professions. It is very instrumental compared to that Taylor’s Intentional relationship model which Janet linked to. in 2012 the Health Foundation published a wonderful paper on the need for a new model of the consultation. It’s a great read if you can find the time.

Later we will start by asking three questions-

1. What models of communication are common in your profession?

2. How are these taught and discussed with learners?

3. What can we learn from other professions about communication?

Please do join us if you can and make history!

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Perceptions of General Practice in #UKMedEd

ukmededGPchat4Dec14

General practitioners are often presented with greater scrutiny by the media. Classically referred to as the ‘Gatekeepers of the NHS,’ GPs are undoubtedly the face of healthcare to the general public and yet general practice is often not taken as seriously as hospital-based specialties throughout medical education.

Pursuing a career in general practice within the medical school culture is sometimes thought of as an ‘easier’ career path in terms of challenges or opportunities. In reality, GPs face daily challenges as the first port-of-call for health complaints and, often, social issues.

How can a career in General Practice be made more attractive?

Educational Processes:

General Practitioners are one of the most aptly named specialties, as true generalists not just in medical specialty, but also in responsibilities to patients. Systems block teaching processes encourage system-based thinking, and could inevitably reduce the prospects of generalism in diagnostic thinking.

What can medical educators and GPs do to encourage generalism and system integration?

We’ll be discussing all of this in this week’s #UKMedEd chat on Thursday 4 December at 4pm.  Leading the chat will be John Fyffe and Mei Lin Lee who are both undertaking an intercalated BMSc Teaching in Medicine at Dundee.   They’ve put forward this week’s topic based on their experience of the Dundee MBChB curriculum which incorporates General Practice and Primary Care (GPPC) as an integral, ongoing portion of the undergraduate course culminating in a weekly three hour session organised by the GPPC coordinators.  These sessions are often held in city and suburban practices and include tasks for General Practice education, but are subject to interpretation by the tutors themselves.

In contrast ward teaching, however, is integral to system-based blocks that run from years 1-3, involving students in Ward rounds and discussions at the time of the block.  Regardless, 40% of Dundee students follow into general practice.

With General Practice becoming a less and less popular career choice (Svirko, Goldacre, & Lambert, 2013), could a bottom-up approach changing the education help?  One of the questions they’ll be posing is what curriculum design changes could improve General Practice teaching?

We hope you can join us!
References:

Svirko, E., Goldacre, M. J., & Lambert, T. (2013). Career choices of the United Kingdom medical graduates of 2005, 2008 and 2009: questionnaire surveys. Medical Teacher, 35(5), 365–75. doi:10.3109/0142159X.2012.746450

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Time for #ukhped ??

NHSHD_25Jan_091  Photography by Paul Clarke for NHS Hack Day Cardiff

NHSHD_25Jan_091
Photography by Paul Clarke for NHS Hack Day Cardiff

We’ve been doing the #ukmeded chats off and on for the last few years. Everyone is welcome to participate in the chats- medical students, doctors teaching students, doctors not teaching students, patients, public, other health professions. We encourage this. But maybe it is time to use a new hashtag which everyone can use to signify that they are sharing or talking about something that will be of interest to many health professionals, students, patients. Tonight at 9pm we’re going to try and use the #ukhped tag to see if people think that there is a need for a tag like this and how it might be used. Please join us!

PS I used the NHS Hack Day pic because it is all about different people learning together. Oh and you can come to the next one in Cardiff in January!

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Responsible electives – #ukmeded Twitter chat Thurs 9 Oct at 9pm

This evening’s UKmeded Twitter chat is looking at electives. All agree electives can be fantastic – great learning, adventure, eye opening. But we also know they can be risky and sometimes dodgy on many levels. There is a move to try and improve them, especially for those in resource poor settings. Dundee Medical School is building a system of responsible electives and we are interested in views from the UKMedEd community about this. We have been granted an award that is being used to offer £500 bursaries to students from UK/Eire who wish to support this cause.  More details are on the website but 2 are available this month. The questions we’ll be asking/answering during the chat will emanate from the theme Electives in Resource Poor settings. Specific questions we’ll look at will include:

  • Should electives in resource poor be about more than clinical skills, and maybe specifically include promoting a sense of responsibility to help tackle health inequalities.
  • If so, how can educators help change students mind-set.
  • How can students prepare better for their elective, especially when planning to go to developing countries
  • Can electives nurture a commitment for students and (academics) to engage more in global health activities
  • Can Electives in resource poor settings be managed in a Fair Trade¹ way, perhaps?

Look forward to discussing these issues in tonight chat at 9.00pm UK time.

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15th May – #ukmeded chat with Anya de Iongh

Thursday 15th May 2014

9pm #ukmeded with Anya de Iongh (@anyadei)

It is great to have the opportunity to co-create a Twitter chat with the #ukmeded team combining my two passions – medical education and patient involvement!

The theme for this #ukmeded chat is patient involvement – an opportunity for patients, professionals and students to explore together the potential of patients within medical and healthcare education.

The value of patients as teachers has been long known (Osler mentions it in 1904: “For the junior student in medicine and surgery, it is a safe rule to have no teaching without a patient for a text, and the best teaching is that taught by the patient himself.”)

But the potential of patients in education extends beyond teaching, and even the role of patients in teaching can be modernised and further developed.

Some questions to think about….

What are the different roles that patients could have in education?

What does good patient involvement mean for patients, professionals and students?

What are the main barriers to good involvement, and how can these be overcome?

What do we (patients, professionals and students) need to do to promote and fulfil this potential of patient involvement?

As pre-reading, my recent blog on the ‘who, what, why, when, how, where?’ of PPI in meded might help warm you up for this chat… http://thepatientpatient2011.blogspot.co.uk/2014/04/the-who-what-why-when-where-and-how-of.html

Looking forward to tweeting with you on Thursday!

Anya de Iongh

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Interprofessional Education/Learning… what works?

In June 2011 we had a great #ukmeded chat about interprofessional education and learning. I thought it would be a good time to look at this topic again. So I’m hoping that you will join me, and two BSc in Medical Education students, @cjjefferies and @camillekostov tonight at 9pm to discuss:

– what has been your experience of IPE?

-what has worked well?

-what could we do in the future? can online IPE work?

See you then!

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The paperless medical student – #UKmeded chat 16 January

The #ukmeded Twitter chats start off again this Thursday 16 January at 9pm UK time with Iona Campbell a 3rd year medical student from Dundee Medical School guest hosting the discussion on the idea of paperless medical students/schools.  Iona (@sepiaxtoned) sets the scene for the chat below.

UK medical schools are in varying states of paperless teaching and education, indeed system teaching can vary in adoption of paperless alternatives within one medical school.  For those unacquainted with the idea of ‘going paperless’ there’s an excellent article here:> PAPERLESS MEDICAL STUDENT < from Warwick medical student Joshua Harding.

Medical students are prone to information overload, with a barrage of lecture notes, seminar notes, clinical skills teaching, patient histories etc. a daily battle to organise and keep track of for the annual exams and medical school finals (#endofschoolquiz). With mobile and tablet based technology now commonplace in everyday life many students are using these at university. The wealth of mobile apps capable of creating, managing and storing data is well documented and reviewed. But how can medical schools further support this and encourage students who want to make the switch and go paperless.

Much like Joshua I’m a paperless medical student, I turn to paper and pen for exams and the final week-before-cram but to manage the vast information I’ve collected, synthesised and analyzed throughout the year I utilize a range of apps and programmes to keep track of things and maintain order in what can easily become a paper bomb that takes weeks to sift through.

Like many other paperless students I find frustrating issues easily resolved. For example, Dundee post lectures before the day in power point format, which I convert to plain background files and save as pdf format. I know many other students do the same and I wonder if perhaps medical schools ought to be catering for the paperless student as well as the laptop student.

Iona  will be leading the discussion on the following points

1. Should medical schools go paperless?

2. Should medical students expect medical schools to support paperless teaching/learning over traditional methods? (paper based study guides, OHP’s for small group work etc.)

3. What are the perceived challenges of going paperless?

4. What benefits does going paperless have?

We hope that you can join us and Iona on Thursday at 9pm and take part in the discussion.

You can read the transcript for this chat over on SYMPLUR

Also take a look at Iona’s reflections on the chat on her blog.

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