Archive for category #meded chat

The Health of Medical Students – #UKMedEd Chat 29.11.12

This week’s #ukmeded chat is on the health of medical students and we’re delighted to have Dr Mhairi Hepburn (@DundeePsych) helping to lead the discussion.

Mhairi would like to leave the discussion as open as possible, but has posted a few questions to get you thinking:

Do medical students have different healthcare needs to other students?

How have your health problems affected your studies/work/approach to life?

What do you think medical schools can do to help students with health problems?

We hope you can join us at 9pm on Thursday 29 November.


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30 June #meded chat transcript: Portfolios

This week’s #meded chat was on portfolios and competency.  The discussion started online ahead of the twitter chat and you can see the comments generated on Anne Marie’s post that posed some questions to get the debate going.  There are clearly some strong views on the portfolio and these also came out in the Twitter chat with the focus more on the use of portfolios post qualification than in the undergraduate curriculum.

You can catch up with the discussion in the transcript embedded below and leave a comment if you want to put in your tuppence worth into the mix.  We haven’t decided on next week’s #meded chat topic yet, if you’ve got any suggestions tweet me @nlafferty or @amcunningham with your suggestions.

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23 June #meded chat transcript: Interprofessional education

Another lively #meded UK/EU time zone chat this week on interprofessional education (IPE).  Good again to see some new people joining the chat and to have contributions from nursing and pharmacy.  There was a bit of a feeling that tribalism can stand in the way of  effective IPE and some got very little out of it as a result of this.  Some also thought that IPE was more effective at postgraduate level than undergraduate.  Not everyone remembered having IPE as an undergraduate, those that had tended to enjoy it but hadn’t found it particularly useful.  Generally the feeling was that IPE was most successful when used in simulation settings.

@DrPlumEu has provided some helpful links on IPE which you might find interesting:

A literature review on IPE  by Jill Thistethwaite & Monica Moran,Learning outcomes for interprofessional education (IPE): Literature review and synthesis

The University of Western Ontario Office of Interprofessional Health Education & Research

Two Australian sites – ACT Health Values Exchange and ACT Government Health Information

London Deanery – resources on IPE and medical education generally

Thanks to everyone for contributing to the chat.  Next week we’ll be chatting about portfolios and competency.






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16 June #meded chat transcript: Communication skills

It was great to see some new medical and health care educators tweeters join this week’s UK/EU #meded chat on communication skills teaching.  Good too, to see medical students continuing to join in and give their perspectives.  The students highlighted that it was helpful to have communication skills sessions videoed, but for these to be effective there needed to be structured and detailed feedback. Perhaps not surprisingly, they reported that feedback is often lacking or of poor quality. @DrPlumEU tweeted a link to Pendeleton’s rules, which he uses to help build a positive learning environment and provide structured feedback.  There was one group that students singled out as providing valuable feedback and this was simulated patients, they find their feedback particularly useful.

You can catch up with all of this week’s chat in the transcript below.

The topic for next week’s chat is interprofessional education.



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Twitter Inclusivity – A Case For Separate MedEd Hashtags

One of the wonders of Twitter is it’s inclusivity. In medicine for example, you might find a medical student from the UK asking questions to a surgeon in Australia, twitter allows debate across international boundaries and without the restriction of hierarchy, which is often present in real-life. For me this is what twitter is about, connecting people and providing a forum for the exchange of ideas on a global scale.

Why then am I proposing that the medical education hashtag (#MedEd) be divided up by location, will this not exclude a potentially wide range of people and ideas?

I suggest that we adopt location based hashtags such as #MedEdUK or #MedEdEU and #MedEdUS. This would allow more focussed and relevant discussion to occur. Take for example the recent UK/EU #MedEd chat on clinical placements, the participants of which were almost all European. There was confusion with discussion of a different topic in the US, the next morning I searched for #MedEd only to discover hundreds of tweets on a topic that had been discussed overnight, largely by a US audience. Early, accurate
archiving could be one solution to this but it becomes very difficult to separate tweets from different discussions, particularly when there are increasing numbers of participants. Not only would separate hashtags make discussions easier to follow in real-time but it would make archiving much easier and more useful.

I would argue that there is a significant difference between how medical education is delivered in different countries, and that the sharing of these ideas, whilst interesting, is not realistically useful when considering local practice. Where there is a topic that is potentially relevant to all, we could go back to the all-inclusive #MedEd or even #MedEdGlobal.

What about using two hashtags per post? Another possible solution but with an already restricted number of characters, it would limit discussion even more.

Whilst separate hashtags might mean losing some of the inclusivity that twitter provides, it would make discussions much clearer, easier to follow, more focused and potentially more useful.



9 June #meded transcript: Clinical placements

The second #meded UK/EU twitter chat focussed on clinical placements (clinical clerkships) and the conversation carried on well past the scheduled hour.  It was great to see so many students again on the chat and to hear about their experiences of clinical attachments and ward based teaching.

Some of the themes that came through the conversation were

  • the need to make students feel more involved in the health care team and introduce them to team members
  • provide information on the team, key staff, telephone extensions and bleeps etc
  • doctors need to be more aware of the curriculum and what students have already covered in teaching
  • patient contact and whether it was appropriate for students to break bad news to patients.

There were suggestions of how to improve placements but it was also great to see students sharing some positive experiences too and enthusiastically taking advantage of some great learning opportunities that others haven’t been interested in.

You can read the full transcript of this week’s chat below. If you’d like to contribute to the conversation on clinical placements please join in and leave a comment.

Next week’s chat will look at communication skills teaching and we hope you can join us at the usual time 9pm for some more lively #meded chat!


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2nd June #meded chat transcript

Last night saw the first medical education twitter chats running under the #meded twitter hashtag.   Anne Marie Cunningham gives some helpful background to the first meded twitter chat over on her blog Wishful thinking in medical education.

Here’s the transcript of the first of the meded chats which ran between 21.00 and 22.00 hrs BST.  We weren’t sure how much interest there would be and we thought given the time we would largely attract tweeters from Europe.  In the event we had a great turn out for the first chat and whilst there was a large UK contingent we also had the Netherlands and Spain represented and a fair number from the US.  It was also great to see a good number of medical students engaging in the chat and expressing their views on lectures.

The main themes running through the chat session were

  • the use of Twitter in lectures for asking questions
  • do many students use laptops in lectures for note taking
  • do students use the discussion boards in Blackboard
  • what makes a good lecture.
The US and Canada had another meded chat at 02.00hrs BST, when us Europeans were tucked in bed.  Our colleagues across the Atlantic also had an interesting discussion and you catch up with their tweets in this googledoc.
There will be another meded chat on Twitter next Thursday at 21.00 hrs BST (20.00 GMT).  If you have suggestions of topics for future chats do leave a comment.  Look forward to chatting next week!

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