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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Medical student agreements- How do they help?

This is a video about a ‘white coat ceremony’. Leeds has introduced it’s own version although most UK medical student see patients well before 3rd year.

Many medical schools are now introducing agreements (or charters) which students may be asked to sign which lay out their responsibilities as a developing professional. Asking about these on Twitter shows that many students don’t remember what they have signed or don’t feel that the exercise had any value. What do you think? What is the benefit of these agreements? How do they help?

Here are some of the agreements which I have found.

Looking forward to hearing your views!

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What motivates you? How can we motivate others?

What do you think motivates people in medical education? What motivates doctors?
How might medical education reduce motivation?Might this be a downside of some of our assessments?

Watch Dan Pink. Tonight at 9pm we will try and answer some of these questions.


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National exit exam: yes or no?



Study by DAEllis

In advance of  tonight’s #ukmeded chat a great post has been written by @mintygreenmedic and her friends. You can find it here.  They have had a lot of discussion already and I am pretty certain that there will be a lot of interesting tweets on this topic.

The blog links to several very useful resources. A survey in 2007  showed that the majority of students didn’t want a national exit exam. And the UK Medical Schools Council sets out their position here. In 2008 at least they were not in support of it because they thought that there was no desire for it, and it would cost a lot of money and take a lot of effort. They were also against increased competiveness between medical schools, through the ranking of schools that an exam might lead to. They cite the McManus paper which shows that the biggest predictor of how students do in postgrad exams is the Alevels they got. We discussed this paper a few years ago in Twitter journal club and a very interesting discussion it was too!

It’s also interesting to look across to the US where USMLE is a national exit exam and is used to rank students for entry to specialty programmes. I’m told that there was talk of moving to a pass/fail exam and using other ways to select for specialties. Interestingly, a survey of students shows that the majority did want a numerical score and did want this to be used for selection to training as they thought it was fairer.

So what do you think?


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Feedback in Medical Education – #ukmeded Twitter chat 14-2-2013

No matter what we do or where we work we get feedback on our actions and behaviour. In (medical) education the feedback can make the difference between a successful career and failure to achieve our goals.

So this week we will share thoughts about feedback.  What works well. What does not work well. And how we learn the difference.

How feedback can be improved

I found three helpful links. One above from University of Edinburgh.  The second is a slideshow from University of Texas Paediatric department on Feedback and evaluation in medicine delivered in 2012. 2012-03-02 Providing and Receiving Feedback in Medicine (Glen Medellin, MD, Jean Petershack, MD)

The third is from JAMA in 1983 Feedback in Clinical Medicine

David Lewis

GP  Hertfordshire UK

Feb 2013

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Should we be using social media in medical education?

The #UKmeded chat tonight, 31 January 2013, will look at whether we should be using social media in medical education.

On the #UKmeded GDoc asking for suggestions for chat topics Anne Marie Cunningham has written:

I see lots of talk about this on Twitter, but I’m not sure how other students feel about this. Would it feel like a deluge? My past experiments to get students to engage in social media have not had a very big take-up so I think that often we need to get staff on board first. And we have to talk to people realistically about time management because for many the biggest worry is getting swamped with information.

Undergraduate students in most medical schools form their own Facebook groups but they see this very much as their own social space, even though they might share information about clinical attachments and share revision tips and resources etc around exam time.  Surveys I’ve read and conversations with students at my own school would seem to indicate that there’s generally a 50-50 split between students who don’t want medical schools interacting with them on Facebook and those that think we should because they dont like the VLE.

So are there other social media channels we should be using to support medical education at undergraduate and postgraduate level?  There are those, who are perhaps still relatively early adopters, using the likes of Twitter to support medical education but we are still in the minority.  Some staff are wary of using social media channels because of concerns about digital professionalism.  Also the assumption that all students are already making good use of technology and social media to support their learning is misplaced.  Yet those in engaging with social media and the whole free open access medical education #FOAMed movement recognise the potential for social media to support life long learning.

With all this in mind here are a few things to think about and stimulate discussion for tonight’s chat:

  • Should we be using social media to support medical education?
  • Do we need to be embedding the use of social media in the curriculum so that students are introduced to the benefits of social media and can see how these tools can be used to support learning as well as raise awareness of individuals’ digital footprints and professionalism?
  • Does using social media just add to the expectation that students expect instant responses to questions etc and make it more difficult for staff to switch off from work and add further blur to the work – personal divide?
  • How would medical students and trainees like to see social media used to support their learning?

Join the discussion at 9.