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!
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.
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. https://delicious.com/wishfulthinker/medstudentagreement/search?p=agreement
Looking forward to hearing your views!
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.
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?
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.
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)