For physicians in training and their mentors, the process of learning and teaching clinical medicine has become challenging in the electronic medical record (EMR) era. Trainees and their mentors exist in a milieu of incessant box checking and laborious documentation that has no clinical educational value, limits the time for teaching and curtails clinical cognitive skill development. These unintended consequences of the EMR are juxtaposed against the EMR’s intended benefits of improved patient care and safety with reduced medical errors, improved clinical support systems, reduced potential for negligence with clinical data and metadata data supporting compliance with the standard of care. Although the mindset was technology would be the solution to many healthcare issues, there was not an appreciation of the cumulative impact of the non-educational workload on physician time and education.. To read the full article, log in using your NHS OpenAthens details.
Junior doctors have the highest rates of prescribing errors, yet no study has set out to understand the differences between completely novice prescribers (Foundation year one (FY1) doctors) and those who have gained some experience (Foundation year two (FY2) doctors). The objective of this study was to uncover the causes of prescribing errors made by FY2 doctors and compare them with previously collected data of the causes of errors made by FY1 doctors.. To read the full article, log in using your NHS OpenAthens details.
Open access. Workforce studies show a declining proportion of UK junior doctors proceeding directly to specialist training, with many taking career breaks. Doctors may be choosing to delay this important career decision.
BPS Blog post. Given a passage of text to study, many students repeatedly re-read it in the hope the information will eventually stick. Psychology research has shown the futility of this approach. Re-reading is a poor strategy, it’s too passive and it leads the mind to wander. Much better to test yourself on what you read, or explain it to yourself or someone else. Now a paper in Experimental Psychology suggests the same is true of lecture videos – immediately re-watching them doesn’t lead to any greater learning.
Open access. Medical education leaders are important for educational quality in postgraduate medical education. Their work tasks are complex and contain different components. However, factors that are influencing leaders´ effectiveness in completing these tasks are unexplored. Understanding and developing these factors is most likely essential to strengthen postgraduate medical education and to consequently improve the quality in health care delivery. This study explores the experiences of factors that influence effectiveness of clinical consultants responsible for postgraduate medical education at clinical departments. Effectiveness was defined as fulfillment of work tasks.
Open access. Understanding students’ learning styles, and modifying teaching styles and material accordingly, is an essential to delivering quality education. Knowing more about the learning styles of physiotherapy learners will assist educators’ planning and delivering of learning activities. The purpose of this scoping review was to explore what is published about physiotherapy learning styles.
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Whitfield and colleagues in a recent letter in this journal used survey and focus group data from internal medicine trainees to get their input into how supervision could be most helpful; they highlight the value of supervisors being approachable, maintaining regular contact with trainees to develop a more rounded view of the trainee, knowing more than just their names and avoiding a ‘tick box’ approach to supervision.1 In another study among internal medicine and emergency medicine resident physicians, supportive factors within the domain of interaction with attending physicians accounted for half of the modifiable items in the work environment felt to be most important to reduce burn-out.2. To read the full article, log in using your NHS OpenAthens details.
We will be hosting three webinars in January 2019 to walk employers through the introduction of medical associate profession (MAP) roles.
These webinars will highlight the value that MAPs roles can add to multi-disciplinary teams working in medical models of care.
Open access. The UK faces geographical variation in the recruitment of doctors. Understanding where medical graduates choose to go for training is important because doctors are more likely to consider practicing in areas where they completed postgraduate training. The wider literature also suggests that there is a relationship between origin and background, and where doctors wish to train/work. Thus, the purpose of this paper is to investigate the geographical mobility of UK medical graduates from different socio-economic groups in terms of where they wish to spend their first years of postgraduate training.
Open access. The prevalence of psychiatric disorders in children and young people is high but despite this, many doctors have difficulty identifying and managing psychiatric disorders presenting in this age group. The purpose of this study was to determine appropriate curriculum content in Child and Adolescent Psychiatry (CAP) for a Graduate Entry Medicine (GEM) course. Doctors with a background in primary care who were also involved in undergraduate teaching rated how necessary they considered a number of knowledge, skills and attitudes items were for inclusion in the CAP curriculum.
Open access. Medical student and resident participation in short-term international trips for trainees (STINTTs) has increased in the past few decades. However, there has been no systematic review of trainees’ actual ethical experiences. The authors sought to identify what ethical issues medical trainees encounter during STINTTs, as elicited by and reported in peer-reviewed, quantitative and qualitative research papers.
Blog zur bundesweiten Projektstudie LeHo. Wie verändern Digitalisierung und die Einführung von aktivierenden, team- und projektorientierten Lehrformaten die Lernräume und Seviceangebote an Universitäten und Hochschulen?
Meine Profile auf Research Gate Academia Google Scholar 2018 Deimann, M. Bildung und Netz. Forum Wissenschaft, 35(4), 27-29. [Kommentierbare Version] Deimann, M. Open Education. Auf dem Weg zu einer offenen Hochschulbildung. Bielefeld: transcript. ISBN: 978-3-8376-4496-8 Deimann, M. Lernen mit Open Educational Resources. In H. Niegemann & A. Weinberger (Hrsg.), Lernen mit Bildungstechnologien: Praxisorientiertes Handbuch zum intelligenten…
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M. Griselda. International Journal of Trend in Scientific Research and DevelopmentSpecial Issue (2nd International Congress of Engineering):
P26 - P32(October 2017)