Ethics ward rounds: a conduit to finding meaning and value in medical school

Lisa Parker; Lisa Watts

doi:10.1111/jep.12029

234 Remote Surgical Teaching During COVID-19: Early Feedback from Students and Teachers

British Journal of Surgery ◽

10.1093/bjs/znab134.126 ◽

2021 ◽

Vol 108 (Supplement_2) ◽

Author(s):

H Harris ◽

G Khera ◽

A r Alanbuki ◽

K Ray ◽

W Yusuf ◽

...

Keyword(s):

Medical School ◽

Blended Learning ◽

Practical Skills ◽

Small Group Teaching ◽

Surgical Ward ◽

School Teaching ◽

Surgical Teaching ◽

The Government ◽

Ward Rounds ◽

Online Feedback

Abstract Background On the 23rd March 2020 the government issued a nationwide lockdown in response to COVID-19. Using Microsoft Teams software, Brighton and Sussex Medical School transitioned to remote surgical teaching. We discuss the early feedback from students and tutors. Method All students (N = 40) and tutors (N = 7) were invited to complete an online feedback survey. Results Twenty students responded. Nine preferred remote teaching. The teaching was described as either good (10/20) or excellent (10/20). Small group teaching, lectures and student lead seminar sessions all received positive feedback. Students preferred sessions that were interactive. One hour was optimal (17/20). There was no consensus over class size. 15/20 (75%) would like remote teaching to continue after the pandemic. All tutors responded. There was a preference towards shorter sessions: 45 minutes (2/7) one hour (5/7). Tutors found virtual sessions less interactive (6/7). All tutors would like remote teaching to continue after the pandemic. Three suggested extending teaching to remote surgical ward rounds. Concern was raised by both students and tutors regarding the absence of practical skills. Conclusions The value of remote teaching has been highlighted by COVID-19. Our feedback recommends a transition towards blended learning; using the convenience of remote teaching to help augment traditional medical school teaching.

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Finding meaning in medical school

Canadian Medical Association Journal ◽

10.1503/cmaj.100314 ◽

2010 ◽

Vol 182 (7) ◽

pp. E300-E300

Author(s):

D. Sum

Keyword(s):

Medical School ◽

Finding Meaning

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685 Implementation of Education Fellows on General Surgery Medical School Rotations Facilitates Student Learning and Improves Learning Experience

British Journal of Surgery ◽

10.1093/bjs/znab259.863 ◽

2021 ◽

Vol 108 (Supplement_6) ◽

Author(s):

S J K Chong ◽

L Mortimer ◽

C Quick ◽

L West ◽

G Khera

Keyword(s):

Medical Students ◽

Medical School ◽

Student Learning ◽

General Surgery ◽

Learning Experience ◽

Student Feedback ◽

Bedside Teaching ◽

Medical Licensing ◽

Ward Rounds ◽

Surgery Department

Abstract Aim A UK teaching hospital expanded their established education fellow programme to the General Surgery department to assist with departmental teaching of third-year medical students from the affiliated medical school on clinical placement. Teaching on ward rounds, bedside teaching and clinical tutorials were three areas identified as requiring improvement based on previous student feedback. Observation of Upper and Lower Gastrointestinal (GI) malignancy multi-disciplinary meetings (MDMs) via Microsoft Teams was also introduced as a new teaching initiative. Method Four post-foundation training education fellows were allocated on alternating weeks to supervise third-year medical students on upper and lower GI ward rounds and during GI MDM observation, conduct bedside teaching and facilitate blended-learning clinical tutorials in accordance with the 2020 GMC Medical Licensing Assessment curriculum. A mixed-methods survey was sent to students after surgical placement and the results compared to student feedback from previous years. Results 31 out of 52 students (60%) on placement responded. 100% rated the fellow-led clinical tutorials as “excellent”. 87% of respondents rated the upper and lower GI ward rounds as either “excellent” (52%) or “good” (35%). All respondents rated the implementation of education fellows as either “very helpful” (94%) or “helpful” (6%) for their learning. Most students rated the MDM observation initiative as “good” (36%) or “average” (36%). Conclusions Implementation of education fellows on third-year medical student placements in General Surgery facilitates self-reported student learning and is associated with a drastically improved student learning experience. More work is required to develop GI MDM-based teaching to improve student learning experiences from MDMs.

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