scholarly journals In search of a method to assess dispositional behaviours: The case of Otago Virtual Hospital

2012 ◽  
Vol 28 (3) ◽  
Author(s):  
Swee-Kin Loke ◽  
Phil Blyth ◽  
Judith Swan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Experiential Learning ◽  
Conceptual Framework ◽  
Student Learning ◽  
Virtual Worlds ◽  
Virtual World ◽  
Junior Doctors ◽  
Assessment Of Student Learning ◽  
Clinical Cases

<span>While the potentials of virtual worlds to support experiential learning in medical education are well documented, assessment of student learning within these environments is relatively scarce and often incongruent. In this article, a conceptual framework is proposed for formatively assessing dispositional behaviours in scenario-based learning within a virtual world. The framework was devised for use with medical students playing the roles of junior doctors as they solve open-ended clinical cases within an environment called the </span><em>Otago Virtual Hospital</em><span>. Drawing upon Perkins, Jay and Tishman's (1993) dispositional theory of thinking, it is proposed that the assessment of dispositional behaviours in scenario-based activities can be carried out by measuring the number of times students either seize or miss an opportunity to engage in a particular dispositional behaviour. The approach can potentially also be used for assessing scenario-based learning in other disciplines (e.g. law, business, military).</span>

11 Filling the void: preparing future junior doctors for challenging conversations

2018 ◽  
Vol 8 (3) ◽  
pp. 363.3-364
Author(s):  
Hannah Costelloe ◽  
Alice Copley ◽  
Andrew Greenhalgh ◽  
Andrew Foster ◽  
Pratik Solanki
Keyword(s):  
Palliative Care ◽  
Medical Education ◽  
Medical Students ◽  
Small Group ◽  
End Of Life ◽  
Communication Skills ◽  
Skills Training ◽  
Junior Doctors ◽  
List Type ◽  
The Impact

Evidence demonstrates that medical students have limited experience in developing ‘higher-order communication skills’ (Kaufman et al. 2000). Anecdotally many do not feel confident in their ability to conduct difficult conversations often due to a lack of exposure to such scenarios in practice or a pervasive notion that these scenarios are inappropriate for students and beyond the scope of a junior doctor’s role and thus not a focus of curriculums (Noble et al. 2007). There is however a correlation between level of clinical experience and improved confidence for medical students (Morgan and Cleave-Hogg 2002).We surveyed a group of final year medical students to assess their confidence using a 10-point Likert scale in tackling common palliative and end of life care scenarios. Our intervention comprised a study day of 10 practical small-group teaching simulation and OSCE-style stations designed to provide exposure to common experiences in a controlled setting. We reassessed the confidence of students after delivery and objectively explored the impact of the day by asking participants to complete a validated assessment before and after the course. All results showed significant improvement on t-testing: confidence in end of life communication in an OSCE setting improved by 42.2% and assessment marks improved by 24.7% (p=0.039).Palliative care is an area in which students approaching the end of undergraduate training feel underprepared. Our findings demonstrate that small group sessions improve confidence by facilitating communication practice in a controlled environment and providing crucial exposure to common palliative care scenarios they will face as doctors.References. Kaufman D, Laidlaw T, Macleod H. Communication skills in medical school: Exposure confidence and performance. Academic Medicine [online] 2000;75(10):S90–S92. Available at https://journals.lww.com/academicmedicine/Fulltext/2000/10001/Communication_Skills_in_Medical_School__Exposure.29.aspx [Accessed: 30 May 2018]. Morgan P, Cleave-Hogg D. Comparison between medical students’ experience confidence and competence. Medical Education [online] 2002;36(6):534–539. Available at https://doi.org/10.1046/j.1365-2923.2002.01228.x [Accessed: 30 May 2018]. Noble L, Kubacki A, Martin J, Lloyd M. The effect of professional skills training on patient-centredness and confidence in communicating with patients. Medical Education [online] 2007;41(5):432–440. Available at https://doi.org/10.1111/j.1365-2929.2007.02704.x [Accessed: 30 May 2018]

scholarly journals Survey of junior doctors' perspective of serious incident reviews

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S151-S151
Author(s):  
Olusegun Popoola ◽  
Kuben Naidoo ◽  
Amrith Shetty
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Experiential Learning ◽  
Junior Doctors ◽  
Formal Support ◽  
The Past ◽  
Incident Investigation ◽  
Survey Monkey

AimsSerious incidents according to NHS England (2015) are incidents where the consequences to patients, families and carers, staff or organisations are so significant or potential for learning are so great that a heightened response is justified. There is anectoctal evidence that this process is potentially difficult for junior doctors and the primary purpose of learning may be lost due to the stress involved.Our aim was to evaluate junior doctors perspective of serious incident reviews. A secondary aim was to organise local and regional workshops based on the outcome of our findings to address misconceptions around serious incident investigations.MethodA survey was developed using survey monkey and distributed to all trainees across the Mersey region through the Medical Education teams.The junior doctors range from core trainees to higher trainees. The survey encouraged the use of free texting if necessary.Results from the survey were then analysedResult18 junior doctors across the 3 mental health Trusts in the Mersey region responded.12 respondents have been involved in a serious incident investigation in the past and 9 of the respondents stated that they did not recieve any support during the process. Out of the 3 that were supported, one rated the support as poor and frightening.55.56% af all respondents found the process of serious incident reviews hard to understand.66% of all respondents admitted that they are aware that the purpose of the review is for learning purposes.100% of respondents agreed that a workshop to discuss the purpose and process of serious incidents investigation to aid their understanding would be useful.ConclusionFrom the survey, we concluded that junior doctors do have some understanding of incident reviews process but they still do not feel comfortable with the idea of being under ‘investigation'.It is also important that formal support is made available during the process.We organised a workshop in one of the 3 Trusts which was well attended and junior doctors asked if they could sit on review panels for experiential learning. This is to be presented to govenance teams across the mental health trusts in the region.Further workshop across the 2 remaining Trusts could not be organised due to COVID-19 pandemic.

Signs and Guideposts

2011 ◽  
pp. 86-99 ◽  
Author(s):  
Keysha I. Gamor
Keyword(s):  
Experiential Learning ◽  
Virtual Worlds ◽  
Virtual World ◽  
Learning Experience ◽  
Real Life ◽  
Deep Understanding ◽  
Collaborative Environments ◽  
Web Based ◽  
Traditional Courses ◽  
Technological Tools

Experiential learning has long been touted as critical to deep understanding, learning, and ownership of knowledge. Technology has ushered in many new ways for people to interact; a virtual world is one such category of technological tools that enhance engagement in a learning experience. Using a virtual world for instruction does not and should not be an ‘all or nothing’ proposition. Virtual worlds are flexible, rich, collaborative environments which can be used in a variety of ways to augment a traditional, instructor-led course, Web-based courses, and other types of courseware, in addition to serving as a ‘stand-alone’ solution. Grounded in experiential learning and constructivist theory, this chapter explores ways in which one may exploit the flexibility of a virtual world to meet the real-life demands of traditional courses.

Real Experiences with Virtual Worlds

2012 ◽  
pp. 41-56 ◽  
Author(s):  
Andrew Cram ◽  
John G. Hedberg
Keyword(s):  
Conceptual Framework ◽  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Role Play ◽  
Educational Opportunities ◽  
Design Parameters ◽  
Design Task ◽  
Design And Implementation ◽  
Role Play Simulation

The virtual world provides a useful experimental space in which learners can experience the design parameters of a real world task. The importance of the simulated space is that it enables the learner to explore their solution to a design task. This chapter explores some educational opportunities offered by virtual world simulations, and presents a conceptual framework to guide their design and implementation. The framework is illustrated by exploring three contrasting simulation examples. In particular, the examples explain how simulations within virtual worlds can be linked to real world performances and provide an efficient way of developing difficult concepts. The examples outline different types of simulations: an exploratory simulation for learning socio-scientific inquiry; a role play simulation involving an ethically toned situation; and a design simulation in which learners test and refine their ideas for subsequent creation using concrete materials.

960 Is the Increase in Laparoscopy Leaving Medical Students Behind?

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
S Schaffer ◽  
P O'Neill ◽  
M C Thomas
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Experiential Learning ◽  
Medical School ◽  
Simulation Training ◽  
Current Medical ◽  
Laparoscopic Training ◽  
Further Training ◽  
Laparoscopic Skills ◽  
Feasible Option

Abstract Introduction Laparoscopy use is exponentially increasing, rapidly becoming the gold standard for many procedures. It is technically demanding, requiring specialised training which is not accessible in early medical education. Studies have shown that interest can be stimulated by experiential learning. Our study evaluates current medical students’ interest and exposure to laparoscopy. Method Multiple-choice questionnaires were sent to London medical students assessing their interest and exposure to laparoscopic training in medical school. Results 231 medical students (86 pre-clinical, 145 clinical students) participated. 174 (75.3%) students reported receiving no laparoscopic training during their medical education. 32 (13.9%) students reported less than one hour of training, 21 (9.1%) students reported two to three hours of training, and 4 (1.7%) students reported receiving three to ten hours of training. 100% of students were interested in receiving further laparoscopic simulation training. Conclusions There is insufficient training and exposure of laparoscopy during medical school. The majority of current medical students receive minimal exposure to laparoscopy, despite wanting further training. Teaching basic laparoscopic skills to medical students may provide a feasible option of engaging students in laparoscopy.

scholarly journals Non-traditional skills in undergraduate medical education – the development of a teaching programme

2018 ◽  
Vol 63 (3) ◽  
pp. 80-81
Author(s):  
Chevonne Brady ◽  
Mark Zarb
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Healthcare System ◽  
Undergraduate Medical Education ◽  
Junior Doctor ◽  
Junior Doctors ◽  
Leadership And Management ◽  
Undergraduate Level ◽  
Teaching Programme ◽  
Management Leadership

As a junior doctor in what is an increasingly struggling healthcare system, I am concerned to see that many of my junior and senior colleagues have opted not to continue onto the next stage of training. Whilst entrepreneurship, leadership and management are now accepted as important skills for doctors to be exposed to, this is clearly not filtering through to medical education at the undergraduate level. We have surveyed final year medical students regarding this and used these results to develop a national teaching programme which aims to provide junior doctors with skills such as management, leadership and enterprise which they would otherwise not be exposed to.

Virtual world global collaboration: an educational quest

2017 ◽  
Vol 118 (9/10) ◽  
pp. 547-565 ◽  
Author(s):  
Valerie Hill ◽  
K. Brant Knutzen
Keyword(s):  
Experiential Learning ◽  
Virtual Worlds ◽  
Digital Literacy ◽  
Virtual World ◽  
Mediated Learning ◽  
Participatory Action ◽  
Skill Levels ◽  
Content Type ◽  
Field Notes

Purpose This research case study shares the partnership between librarians and educators to create a live digital literacy experience at The Quest (Camelot Project), a virtual world medieval simulation. The purpose of the partnership was to gain understanding of the learning elements addressed with a group of participants from across the globe, working at various skill levels and interacting with an immersive virtual world simulation. Design/methodology/approach Using field notes, machinima and interviews (participatory action research), the study identifies learning elements within three contexts: technological, pedagogical and content. Learners cycle toward intended learning outcomes in a virtual-world treasure hunt game from the perspective of both designers and participants. Findings Findings of the case study illustrate the value of collaboration in a digital game-based learning (DGBL) environment through scaffolding of knowledge and skills in a virtual world. Findings exemplify the experiential learning cycle within a virtual world for constructing learning, and support a proposed new theoretical framework of technology-mediated learning which may help educators in both design and implementation. Originality/value As virtual worlds and immersive learning opportunities continue to expand for learners and educators, this study shares the value of experiential learning from the perspective of both the teacher and the learner. Socially constructing knowledge and acquiring skills across distance with a team of librarians and educators are innovative examples of DGBL in an alternative reality setting.

scholarly journals COVID-19 AND MEDICAL EDUCATION IN GHANA: ASSESSING THE IMPACT

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Edward Asumanu ◽  
Linda Tsevi
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Medical Students ◽  
Student Learning ◽  
Clinical Training ◽  
Clinical Stage ◽  
Student Assessment ◽  
Education Institution ◽  
Education In Ghana ◽  
The Impact

<p>Medical education in Ghana has been affected in many ways by the onslaught of the COVID-19 pandemic. Though the pandemic has affected both preclinical and clinical segments of medical education, the effect has been felt more at the clinical stage. Medical students on vacation who started their clinical training abroad could not return to their destination of study to complete their programmes because of COVID-19 linked travel restrictions. This qualitative study examined how COVID-19 impacted on teaching and learning at a public higher education institution offering clinical medical education in Ghana for over 200 medical students. These medical students were from three different higher education institutions with varied curriculum outcomes. Thus, for them to be considered as a single group required innovativeness on the part of administrators. Open-ended interviews were held with administrators and the outcome indicated that salient aspects of the clinical training process had been impacted. These included administration of clinical education, curriculum, student learning, student assessment and code of practice. As a result of the pandemic, student learning shifted from traditional face to face interaction to online learning at the beginning. Some of the administrative challenges that ensued included the need for reduced number of students per tutor and introduction of afternoon sessions with a limited budget. The paper concludes that COVID-19 has been disruptive to traditional medical education in Ghana. However, the novel learning processes may provide opportunities to increase access to medical education using a phased system of learning. The findings from this study should have implications for policy and contribute to the discourse on blended learning in medical education in Ghana while ensuring that quality is maintained in all instances.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

scholarly journals COVID-19 and Medical Education in Ghana: Assessing the Impact

2021 ◽  
Author(s):  
Edward Asumanu ◽  
Linda Tsevi
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Medical Students ◽  
Student Learning ◽  
Clinical Training ◽  
Clinical Stage ◽  
Student Assessment ◽  
Education Institution ◽  
Education In Ghana ◽  
The Impact

ABSTRACTMedical education in Ghana has been affected in many ways by the onslaught of the COVID-19 pandemic. Though the pandemic has affected both preclinical and clinical segments of medical education, the effect has been felt more at the clinical stage. Medical students on vacation who started their clinical training abroad could not return to their destination of study to complete their programme because of COVID-19 linked travel restrictions. This qualitative study examined how COVID-19 impacted on teaching and learning at a public higher education institution offering clinical medical education in Ghana for over 200 medical students. These medical students were from three different higher education institutions with varied curriculum outcomes. Thus, for them to be considered as a single group required innovativeness on the part of administrators. Open-ended interviews were held with administrators and the outcome indicated that salient aspects of the clinical training process had been impacted. These included administration of clinical education, curriculum, student learning, student assessment and code of practice. As a result of the pandemic, student learning shifted from traditional face to face interaction to online learning at the beginning. Some of the administrative challenges that ensued included the need for reduced number of students per tutor and introduction of afternoon sessions with a limited budget. The paper concludes that COVID-19 has been disruptive to traditional medical education in Ghana. However, the novel learning processes may provide opportunities to increase access to medical education using a phased system of learning. The findings from this study should have implications for policy and contribute to the discourse on blended learning in medical education in Ghana while ensuring that quality is maintained in all instances.

Sign in / Sign up

Export Citation Format

Share Document