To establish a middle‐range theory of organizational learning in hospitals.. To read the full article, log in using your NHS Athens details. To access full-text: click “Log in/Register” (top right hand side). Click ‘Institutional Login’ then select 'OpenAthens Federation', then ‘NHS England’. Enter your Athens details to view the article.
To identify, describe, and summarise evidence from quantitative, qualitative, and mixed‐method studies conducted to prepare nurses and nursing students to lead on and/or deliver compassionate care. . To read the full article, log in using your NHS Athens details. To access full-text: click “Log in/Register” (top right hand side). Click ‘Institutional Login’ then select 'OpenAthens Federation', then ‘NHS England’. Enter your Athens details to view the article.
Many people, including educators, believe learning styles are set at birth and predict both academic and career success even though there is no scientific evidence to support this common myth, according to new research published by the American Psychological Association.
In two online experiments with 668 participants, more than 90 percent of them believed people learn better if they are taught in their predominant learning style, whether that is visual, auditory or tactile. But those who believed in learning styles split evenly into an “essentialist” group, with more strongly held beliefs, and a “nonessentialist” group, with more flexible beliefs about learning styles, said lead researcher Shaylene Nancekivell, PhD, a visiting scholar at the University of Michigan.
As part of the prevention and management of alcohol-related harms, health professionals need to be competent to assess the level of alcohol use in patients. In this study, we explored how medical students’ own alcohol consumption impacts on their familiarity with alcohol brands, strengths and alcohol-related harms.. Please contact the library to request a copy of this article - http://bit.ly/2HjNDf3
Knowledge and application of non-technical skills (NTS) may represent the greatest challenge facing medical education today. For centuries, medical education focused on developing individual clinical knowledge and technical skills. But, the modern complexities of healthcare delivery and rapid expansion of medical knowledge necessitate a high-functioning team approach, which requires human factors engineering and NTS to operate effectively.
Other complex high-risk industries—like aviation, oil drilling, nuclear power and the military—have aligned their educational systems to match.1–3 While certain healthcare disciplines have developed frameworks to ensure the acquisition and maintenance of clinical and technical skills, no standard framework for NTS exists. With the increasing computational support for clinical and technical skills—decision aids, predictive algorithms, robotic surgery and image interpretation—the true added value of human clinicians may lie with their mastery of NTS.. To read the full article, log in using your NHS OpenAthens details.
The article discusses changes to the way the module was taught that can enhance student learning within the NMP module and facilitate wider success and confidence among community nurse prescribers. The move from Nursing and Midwifery Council standards for prescribing to a single competency framework from the Royal Pharmaceutical Society (RPS) has encouraged academics to revisit teaching strategies and consider an approach that offers wider student participation in learning. The use of technology-enhanced learning (TEL) in HEIs is part of national recommendations to improve the student experience and increase success. To read the full article, log in using your MPFT NHS OpenAthens details.
Free access. Every registered doctor in the United Kingdom has to have an annual appraisal. This involves completing an extensive online form with reflections on the activity of the previous year, including details of continuing professional development (CPD), quality improvement projects, significant events, feedback from colleagues and patients, and any complaints and compliments received.1 The most important part of the exercise takes place a couple of weeks after this, in a one-to-one meeting with a colleague to review the completed form.......
Open access. The RCPsych curriculum for core trainees is currently undergoing review and revision. The Person-Centred Training and Curriculum Scoping Group, which fed into the revision, reported in 2018. This paper shares key findings from the report and offers suggestions on implementing person-centred care in postgraduate psychiatric training and assessment. The scoping group recommended that training and the curriculum should be explicitly person-centred. Among its other recommendations was that skills relating to person-centred practice should be assessed, and the planning, development and delivery of local MRCPsych courses should be co-produced alongside people with lived experience of mental health conditions.
To identify and analyse variations in self-reported decision-making strategies between medical professionals of different specialty and grade.. To read the full article, log in using your NHS OpenAthens details.
The report highlights that we have:
Recruited and inducted “a cohort of highly capable and committed practitioners into mental health social work”.
Developed and implemented an effective model for training them and provided “a robust preparation” for the practice environment.
Ensured that they stay in the workforce as “highly valued” practitioners.
Open access. Objectively structured clinical examinations (OSCEs) are a stressful experience for many health care students and professionals in training. Mock OSCEs have been shown to be beneficial for student OSCE preparation. However, due to their expense and administrative burden students may only get a few opportunities to partake in these. To address this gap in student preparation a series of regularly run totally peer led multi-role practice OSCEs (PrOSCEs) was developed.
Open access. The ward round is a key element in everyday hospital inpatient care irrespective of the medical speciality. The underperformance in conducting ward rounds of junior clinicians has already been described. Therefore, necessary skills and competences of clinicians need to be defined, taught and delivered for curricular instruction. In addition to published data on ward round competences in internal medicine this study aims to determine the common competences for surgical and psychiatric ward rounds in order to find differences depending on the speciality.
A growing body of work suggests that medical students may be particularly at risk of mental ill health, suicidal ideation and behaviour, resulting in recent calls to develop interventions to prevent these outcomes. However, few reviews have synthesised the current evidence base regarding the effectiveness of these interventions and provided guidance to improve future intervention efforts.. To read the full article, log in using your MPFT NHS OpenAthens details.
Open access. In order to foster positive student experiences in the clinical learning environment, we wanted to better understand which teaching practices they regard highly.
A growing body of work suggests that medical students may be particularly at risk of mental ill health, suicidal ideation and behaviour, resulting in recent calls to develop interventions to prevent these outcomes. However, few reviews have synthesised the current evidence base regarding the effectiveness of these interventions and provided guidance to improve future intervention efforts.. To read the full article, log in using your NHS OpenAthens details.
Open access. Negative comments from senior colleagues about specialties, such as general practice and psychiatry, are known to influence trainees’ career choice, but little is known about the extent of this influence or the mechanism by which it works. There have been calls to ban these disparaging comments, also known as ‘banter’. This study explored how recently qualified doctors make sense of banter in the context of other experiences and information.
Open access. In this research paper we report on the quality of feedback provided in the logbooks of pre-clinical undergraduate students based on a model of ‘actionable feedback’. Feedback to clinical learners about their performance is crucial to their learning, which ultimately impacts on their development into competent clinicians. Due to students’ concerns regarding the inconsistency and quality of feedback provided by clinicians, a structured feedback improvement strategy to move feedback forward was added to the clinical skills logbook. The instrument was also extended for peer assessment. This study aims to assess the quality of feedback using the deliberate practice framework.
Open access. Being medical students, and having experienced different learning approaches ourselves, here, we discuss and critically analyse the importance of the deep learning approach that Chonkar et al. have presented, alongside emphasizing Case Based Learning, and their roles in life long medical learning.