scholarly journals Concerns that Linger: Medical School Perspectives on the UKMLA and Shared Assessment

2018 ◽  
Vol 2 (1) ◽  
pp. 73
Author(s):  
Margaret MacDougall
Keyword(s):  
Medical School ◽  
Online Survey ◽  
Medical Schools ◽  
System Response ◽  
Free Text ◽  
Medical Council ◽  
Curriculum Innovation ◽  
Consultation Process ◽  
Response Data ◽  
Free Text Response

The General Medical Council have closed their formal consultation process soliciting recommendations on how to develop a UK Medical Licensing Assessment (UKMLA). The output of this consultation goes a considerable way to identifying concerns about implementation of such an assessment. However, there is scope for more attention to detail in specifying concerns held by individual UK medical schools, even where these schools have indicated acceptance or approval of the UKMLA. There is therefore a need for increased transparency in identifying stakeholder viewpoints to ensure these lingering concerns can be addressed during the current development phase. The current study contributes to addressing this need through providing an overview of UK medical school views on introducing a UKMLA and relatedly, on shared assessment as a source of uniformity in competency across medical schools. Using a secure online survey system, response data were collected during 13-30 January, 2014 from recommended assessment specialists, representing their respective medical schools. Likert scale and free text response data were collected. Based on Likert sale data, more medical schools appeared accepting of these ideas than either those who expressed disapproval or those who expressed uncertainty.  Nevertheless, concerns still lingered. Areas of concern included stifling of curriculum innovation, supporting students who fail the UKMLA and quality and administration of assessment. Eleven recommendations have emerged for addressing respondent concerns. In presenting these recommendations arising specifically from participant feedback, I invite responses from all categories of stakeholder in order to promote open discussion beyond the formal consultation period. 

Quantifying empathy levels among UK undergraduate medical students: an online survey

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711293
Author(s):  
Sarah Garnett ◽  
Hajira Dambha-Miller ◽  
Beth Stuart
Keyword(s):  
Medical Students ◽  
Health Outcomes ◽  
Medical School ◽  
Curriculum Design ◽  
Online Survey ◽  
Mental Wellbeing ◽  
Reactivity Index ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Cross Sectional

BackgroundEmpathy is a key health care concept and refers to care that incorporates understanding of patient perspective’s, shared decision making, and consideration of the broader context in which illness is experience. Evidence suggests experiences of doctor empathy correlate with improved health outcomes and patient satisfaction. It has also been linked to job satisfaction, and mental wellbeing for doctors. To date, there is a paucity of evidence on empathy levels among medical students. This is critical to understand given that it is a key point at which perceptions and practices of empathy in the longer term might be formed.AimTo quantify the level of empathy among UK undergraduate medical studentsMethodAn anonymised cross-sectional online survey was distributed to medical students across three universities. The previously validated Davis’s Interpersonal Reactivity Index was used to quantify empathy. The survey also collected information on age, sex, ethnicity, year of medical school training and included a free-text box for ‘any other comments’.ResultsData analysis is currently underway with high response rates. Mean empathy scores by age, sex, year of study and ethnic group are presented. A correlation analysis will examine associations between age and year of study, and mean empathy sores.ConclusionThese data will help to provide a better understanding of empathy levels to inform the provision of future empathy training and medical school curriculum design. Given previous evidence linking experiences of empathy to better health outcomes, the findings may also be significant to future patient care

scholarly journals Medical school accreditation in Australia: Issues involved in assessing major changes and new programs

2011 ◽  
Vol 8 ◽  
pp. 6 ◽  
Author(s):  
Michael J. Field
Keyword(s):  
Medical School ◽  
Major Change ◽  
Medical Schools ◽  
Careful Consideration ◽  
Course Delivery ◽  
Medical Council ◽  
New Schools ◽  
Graduate Entry ◽  
School Programs ◽  
Postgraduate Training Program

The Australian Medical Council (AMC) is an independent company for quality assurance and quality improvement in medical education in Australia and New Zealand. Accreditation procedures for the 20 medical schools in these two countries are somewhat different for three different circumstances or stages of school development: existing medical schools, established courses undergoing major changes, and new schools. This paper will outline some issues involved in major changes to existing courses, and new medical school programs. Major changes have included change from a 6 year undergraduate course to a 5 year undergraduate course or 4 year graduate-entry course, introduction of a lateral graduate-entry stream, new domestic site of course delivery, offshore course delivery, joint program between two universities, and major change to curriculum. In the case of a major change assessment, accreditation of the new or revised course may be granted for a period up to two years after the full course has been implemented. In the assessment of proposals for introduction of new medical courses, six issues needing careful consideration have arisen: forward planning, academic staffing, adequate clinical experience, acceptable research program, adequacy of resources, postgraduate training program and employment.

scholarly journals Preparing future doctors for palliative care: views of course organisers

2017 ◽  
Vol 8 (3) ◽  
pp. 299-306 ◽  
Author(s):  
Steven Walker ◽  
Jane Gibbins ◽  
Paul Paes ◽  
Stephen Barclay ◽  
Astrid Adams ◽  
...  
Keyword(s):  
Palliative Care ◽  
Medical School ◽  
End Of Life Care ◽  
General Medical Council ◽  
Medical Schools ◽  
Medical Council ◽  
Limited Capacity ◽  
Web Based ◽  
Effective Training

BackgroundEffective training at medical school is essential to prepare new doctors to safely manage patients with palliative care (PC) and end of life care (EOLC) needs. The contribution of undergraduate PC course organisers is central but their collective views regarding role are unknown.ObjectiveTo survey attitudes of PC course organisers regarding their course, organisation, the adequacy of training provided and level of personal satisfaction.MethodsAn anonymised, multifactorial, web-based questionnaire was devised, tested, modified and then sent to lead PC course organisers at all UK medical schools.ResultsData were obtained from all 30 UK medical schools. Organisers agreed/strongly agreed (=agreed) that their PC course was highly rated by students (26, 87%). 25 (83%) agreed their course ‘enabled misconceptions and fears about PC, death, dying and bereavement to be addressed’, ‘delivered quality PC training’ (23, 77%), ‘fulfilled General Medical Council requirements’ (19, 63%), ‘prepared students well to care for patients with PC/EOLC needs’ (18, 60%) and ‘enabled students to visit a hospice and see the role of doctors in caring for the dying’ (17, 57%). Concerns were limited capacity to accommodate students (agreed 20, 66%) and variability in teaching according to location (15, 50%). Most agreed their institution recognised PC training as important (22, 73%), they felt supported by colleagues (21, 70%) and experienced cooperation between stakeholders (20, 67%). All agreed that PC training was essential for undergraduates, while 29 (97%) supported inclusion of a hospice visit in the curriculum. 27 agreed that their role was satisfying (90%), 3 disagreed (10%).ConclusionsApproximately two-thirds of organisers were generally positive about their PC course, institution and role. A minority expressed concerns; these may reflect suboptimal PC training at their medical school and poor preparation of new doctors.

scholarly journals Radiology and the medical student: do increased hours of teaching translate to more radiologists?

BJR|Open ◽  
2021 ◽  
Author(s):  
Cindy Chew ◽  
Patrick J O'Dwyer ◽  
David Young
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Medical Council ◽  
Medical Schools ◽  
Medical Council ◽  
Chi Square ◽  
Medical Graduates ◽  
Increasing Demand ◽  
Radiology Teaching ◽  
The Uk

Objectives: The UK has a shortage of Radiologists to meet the increasing demand for radiologic examinations. To encourage more medical students to consider Radiology as a career, increased exposure at undergraduate level has been advocated. The aim of this study was to evaluate if formal Radiology teaching hours at medical school had any association with the number of qualified Radiologists joining the General Medical Council Specialist Register. Methods: Total number of doctors joining the GMC Specialist Register as Clinical Radiologists, and those with a primary medical qualifications awarded in Scotland, was obtained from the GMC (2010–2020). Graduate numbers from all 4 Scottish Medical Schools (2000–2011) were also obtained. Hours of Radiology teaching for medical schools in Scotland were obtained from validated AToMS study. Results: Two hundred and twenty three (6.6%) of 3347 Radiologists added to the GMC Specialist Register between 2010 and 2020 received their primary medical qualification (PMQ) from Scottish Universities. The number of Radiologists from Scottish Universities joining the GMC specialist register was 2.6% of the total number of Scottish Medical Graduates. There was no association between the number of hours (Range 1–30) Radiology was taught to medical students and the number that joined the specialist register as Radiologists (p = 0.54 chi square trend). Conclusion: Increased exposure to Radiology teaching does not influence medical students’ decision to take up Radiology as a career. While continued Radiology exposure remains important, other strategies are required in both the short and long term to ensure radiology services are maintained without detriment to patients. Advances in knowledge: Increased hours of Radiology teaching in medical school was not associated with increased radiologists joining the profession.

scholarly journals Introducing complementary medicine into the medical curriculum

1997 ◽  
Vol 90 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Hagen Rampes ◽  
Fiona Sharples ◽  
Sarah Maragh ◽  
Peter Fisher
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Complementary Medicine ◽  
Medical Curriculum ◽  
Great Increase ◽  
General Medical Council ◽  
Undergraduate Curriculum ◽  
Medical Schools ◽  
Medical Council ◽  
Medical Undergraduate

We surveyed the deans of British medical schools to determine the provision of complementary medicine in the undergraduate curriculum. We also sampled medical students at one British medical school to determine their knowledge of, and views on instruction in, complementary medicine. There is little education in complementary medicine at British medical schools, but it is an area of active curriculum development. Students' levels of knowledge vary widely between different therapies. Most medical students would like to learn about acupuncture, hypnosis, homoeopathy and osteopathy. We conclude that complementary medicine should be included in the medical undergraduate curriculum. This could be done without a great increase in teaching of facts, and could serve as a vehicle to introduce broader issues, as recommended by the General Medical Council.

scholarly journals Medical School Education on Myalgic Encephalomyelitis

Medicina ◽  
2021 ◽  
Vol 57 (6) ◽  
pp. 542
Author(s):  
Nina Muirhead ◽  
John Muirhead ◽  
Grace Lavery ◽  
Ben Marsh
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Medical Schools ◽  
School Education ◽  
Myalgic Encephalomyelitis ◽  
Medical Council ◽  
Medical Specialties ◽  
Medical School Education ◽  
Teaching Aids ◽  
School Teaching

Background and objectives: Myalgic Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS) is a complex multi-system disease with a significant impact on the quality of life of patients and their families, yet the majority of ME/CFS patients go unrecognised or undiagnosed. For two decades, the medical education establishment in the UK has been challenged to remedy these failings, but little has changed. Meanwhile, there has been an exponential increase in biomedical research and an international paradigm shift in the literature, which defines ME/CFS as a multisystem disease, replacing the psychogenic narrative. This study was designed to explore the current UK medical school education on ME/CFS and to identify challenges and opportunities relating to future ME/CFS medical education. Materials and methods: A questionnaire, developed under the guidance of the Medical Schools Council, was sent to all 34 UK medical schools to collect data for the academic year 2018–2019. Results: Responses were provided by 22 out of a total of 34 medical schools (65%); of these 13/22 (59%) taught ME/CFS, and teaching was led by lecturers from ten medical specialties. Teaching delivery was usually by lecture; discussion, case studies and e-learning were also used. Questions on ME/CFS were included by seven schools in their examinations and three schools reported likely clinical exposure to ME/CFS patients. Two-thirds of respondents were interested in receiving further teaching aids in ME/CFS. None of the schools shared details of their teaching syllabus, so it was not possible to ascertain what the students were being taught. Conclusions: This exploratory study reveals inadequacies in medical school teaching on ME/CFS. Many medical schools (64% of respondents) acknowledge the need to update ME/CFS education by expressing an appetite for further educational materials. The General Medical Council (GMC) and Medical Schools Council (MSC) are called upon to use their considerable influence to bring about the appropriate changes to medical school curricula so future doctors can recognise, diagnose and treat ME/CFS. The GMC is urged to consider creating a registered specialty encompassing ME/CFS, post-viral fatigue and long Covid.

scholarly journals Development of a Survey Instrument to Explore the Characteristics of Australian Private Physiotherapy Practitioners’ Interprofessional Interactions

2020 ◽  
Author(s):  
Jack Seaton ◽  
Anne Jones ◽  
Catherine Johnston ◽  
Karen Francis
Keyword(s):  
Research Team ◽  
Online Survey ◽  
Interprofessional Collaboration ◽  
Survey Instrument ◽  
Future Research ◽  
Free Text ◽  
Pilot Testing ◽  
Response Options ◽  
Free Text Response ◽  
Health Practitioners

Background: Interprofessional collaboration is a complex process defined by the relationships and interactions between health practitioners from diverse professional backgrounds. Although the benefits of a collaborative health workforce are widely acknowledged, it is currently poorly understood to what extent private physiotherapy practitioners engage in interprofessional collaboration as a part of their clinical practice, and whether they consider to be adequately trained in this area. Information regarding the frequency, modes of communication, and perceived level of satisfaction associated with private physiotherapy practitioners’ interprofessional interactions is also limited. Purpose: The aim of this paper is to describe the development of a survey instrument that can be used to explore the characteristics of Australian private physiotherapy practitioners’ interprofessional interactions. Methods: A multiphase process was used to develop the survey instrument. The research team conducted a literature search which resulted in the generation of 34 individual survey items. After the initial pool of survey items was developed, three experienced physiotherapists were invited to review the items. The draft survey instrument was then subject to online testing with private physiotherapy practitioners to evaluate the utility of the instrument. Results: All three physiotherapists invited to review the initial pool of survey items provided written feedback to the research team. Following revision, five private physiotherapy practitioners participated in pilot testing the survey instrument. Pilot testing revealed that approximately 10 minutes was required to complete the online survey. Conclusions: The final survey instrument has 29 questions in six sections with categorical, Likert and free text response options and can be used to explore the characteristics of Australian private physiotherapy practitioners’ interprofessional interactions. Information obtained from future research projects utilising this survey may guide the development of effective interventions aimed at enhancing the nature and quality of clinical interactions between private physiotherapy practitioners and other health practitioners working in Australia.

scholarly journals A Cross-sectional Study of Undergraduate Teaching of Trauma and Orthopaedics in the UK and the Relationship between Medical Schools and Interest in Trauma and Orthopaedics as a Career.

2021 ◽  
Author(s):  
Sarah Choi ◽  
Setthasorn Ooi ◽  
Eleanor Carpenter
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Medical Council ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
National Average ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Cross Sectional ◽  
The Uk

Abstract Aims: Adequate exposure and teaching of Trauma and Orthopaedics (T&O) to medical students is fundamental in order to obtain sufficient knowledge and sustain their interest in T&O as a career. The primary aim is to assess the exposure and delivery of T&O at all medical schools in the UK. The secondary aim is to determine whether there are any associations between attending a particular medical school and having a strong interest in pursuing a career in T&O. Methods: To explore the primary aim, all 33 UK medical schools were investigated in the study, by means of a questionnaire distributed to medical students. This did not include ‘new’ medical schools, defined as those established from 2014 onwards. To investigate the secondary aim of exploring associations between students’ and alumni’s medical schools and their interest in T&O as a career, British Orthopaedic Training Association (BOTA) members were reviewed, using the General Medical Council register to identify the universities from which members had graduated. The authors have made the assumption that membership of BOTA signified an interest in T&O as a career. Results: Results were obtained for all 33 medical schools. The mean total teaching time specifically for T&O throughout medical school was 18 days, ranging from 3 to 60 days in total. 118 BOTA members were reviewed. No member of BOTA in the study had attended medical school in Keele, Liverpool, Plymouth or Lancashire. These universities taught below the national average number of days in T&O. Conclusions: There is a large national variance in the number of compulsory teaching days provided for T&O. The authors advocate medical schools to aim for at least the national average in duration of T&O of 18 days.

scholarly journals Career intentions and perceptions of general practice on entry to medical school: baseline findings of a longitudinal survey at three UK universities

BJGP Open ◽  
2021 ◽  
pp. BJGPO.2021.0120
Author(s):  
Richard Darnton ◽  
Efthalia Massou ◽  
James Brimicombe ◽  
John Kinnear ◽  
Roger Tisi ◽  
...  
Keyword(s):  
General Practice ◽  
Medical School ◽  
Influencing Factors ◽  
Online Survey ◽  
Working Hours ◽  
Medical Schools ◽  
First Year ◽  
East Anglia ◽  
Career Intention ◽  
Medical Graduates

BackgroundMedical graduates from the universities of Oxford and Cambridge have a lower intention to become general practitioners compared to other UK medical graduates. It is not clear to what extent this difference is present on admission to medical school.AimTo compare the career intention and influencing factors of students on admission to different medical schools.Design & settingFirst year of a six year prospective cohort study of medical students admitted to the three East of England medical schools in Autumn 2020: University of East Anglia(UEA), University of Cambridge (UOC) and Anglia Ruskin University (ARU).MethodAn online survey instrument was administered at the start of the first year. This measured self-reported career interests and various influencing factors including perceptions of general practice.ResultsUOC students declared a lower intention to become a doctor, a higher likelihood of choosing careers in pathology and public health and a much lower likelihood of becoming a GP (all at P<0.001). In all three schools, the phrases least associated with general practice were “opportunities for creativity/innovation” and “research/academic opportunities” while the phrases most associated with general practice were “favourable working hours” and “flexibility”. However, research/academic opportunities were far more important, and favourable working hours far less important, to UOC students (P<0.001 for both).ConclusionsUOC students’ lower intention to become a GP appears to be present on entry to medical school. This may be explained in part by these students placing a higher importance on research/academic opportunities combined with the widely held perception that GP careers lack these opportunities.

scholarly journals A Cross-Sectional Study of Undergraduate Teaching of Trauma and Orthopaedics in the UK and the Relationship Between Medical Schools and Interest in Trauma and Orthopaedics as a Career

2022 ◽  
Vol 9 ◽  
pp. 238212052110727
Author(s):  
Sarah Choi ◽  
Setthasorn Ooi ◽  
Eleanor Carpenter
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Medical Council ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
National Average ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Cross Sectional ◽  
The Uk

INTRODUCTION Adequate exposure and teaching of Trauma and Orthopaedics (T&O) to medical students is fundamental in order to obtain sufficient knowledge and sustain their interest in T&O as a career. The primary aim is to assess the exposure and delivery of T&O at all medical schools in the UK. The secondary aim is to determine whether there are any associations between attending a particular medical school and having a strong interest in pursuing a career in T&O. METHODS To explore the primary aim, all 33 UK medical schools were investigated in the study, by means of a questionnaire distributed to medical students. This did not include ‘new’ medical schools, defined as those established from 2014 onwards. To investigate the secondary aim of exploring associations between students’ and alumni's medical schools and their interest in T&O as a career, British Orthopaedic Training Association (BOTA) members were reviewed, using the General Medical Council register to identify the universities from which members had graduated. The authors have made the assumption that membership of BOTA signified an interest in T&O as a career. RESULTS Results were obtained for all 33 medical schools. The mean total teaching time specifically for T&O throughout medical school was 18 days, ranging from 3 to 60 days in total. 118 BOTA members were reviewed. No member of BOTA in the study had attended medical school in Keele, Liverpool, Plymouth or Lancashire. These universities taught below the national average number of days in T&O. DISUCSSION There is a large national variance in the number of compulsory teaching days provided for T&O. The authors advocate medical schools to aim for at least the national average in duration of T&O of 18 days.

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