030 Training the next generation of clinical rheumatology researchers: evaluation of a graduate allied health professional and nurse internship programme

Abstract

mean 5.7, teacher mean 6.0), large group lectures (student mean 5.0, teacher mean 5.5), private textbook work (student mean 4.7, teacher mean 5.7) or listening to podcasts (student mean 3.6, teacher mean 5.6). Individual sessions should ideally be 30-60 minutes (65.5% of students, 80% of teachers) or 1-2 hours (32.5% of students, 20% of teachers) in duration. Willingness to attend sessions out of hours varied with 33% of students and 5% of teachers stating ''probably'', 31% of students and 55% of teachers stating ''probably not'' and 21% of students, 30% of teachers ''unsure''. Conclusion: This study shows a correlation between the views of students and teachers with regard to undergraduate rheumatology, particularly in relation to preferred teaching methods. Patient-centred teaching in hospitals scored highly. Students showed greater willingness to attend sessions out of hours than teachers. Shorter session durations were preferred, which concurs with the basic physiological needs described by Maslow. Medical students are a diverse group, have multiple learning styles and prefer information to be provided in a variety of ways. Consequently, educators should aim to prioritise the preferred teaching methods identified in this study and avoid or look for ways to improve methods that are felt to be less useful.

Mentoring in palliative medicine in the time of covid-19: a systematic scoping review

“…CNEP and IPT provide timely, well-resourced, and high-quality [ 85 – 87 ] research [ 88 – 90 ], academic [ 91 – 94 ] and pastoral support [ 95 – 97 ] facilitated by a formal mentoring structure overseen by the host organization [ 98 – 100 ]. The motivation for most host organizations in supporting CNEP and IPT is to improve patient care and safety [ 98 – 100 ] by structuring mentoring programs and establishing guidelines, codes of conduct and standards of practice [ 101 – 106 ].…”

“…The post-mentoring stage involves assessments of the mentoring process [ 20 , 123 , 124 ], the mentoring relationship [ 100 , 123 , 145 ], whether the host organisation has fulfilled its roles and responsibilities [ 110 ], and if the mentoring goals were achieved [ 88 , 124 , 146 ]. Such evaluations help direct future improvements to mentoring programs [ 97 , 147 , 148 ] and may occur longitudinally [ 112 , 146 , 149 ].…”

“… [ 7 , 24 , 26 – 30 , 100 , 108 , 109 , 113 , 122 , 125 , 130 , 131 , 136 , 146 , 151 , 153 , 159 ] 3.2 Conduct post-mentoring evaluation. [ 20 , 24 , 26 – 30 , 85 , 88 , 95 – 100 , 107 , 108 , 110 – 112 , 115 , 122 – 131 , 134 – 136 , 144 – 146 , 149 , 151 – 153 , 156 – 159 , 163 , 164 ] …”