How we implemented a classroom-based educational intervention for ward-based diabetes care

Abstract

Classroom-based training can impact clinically delivered care. Achieving this goal requires well-thought-out content design and evaluation.

Ethnographies of Higher Education and Modes of Existence: Using Latour’s Philosophical Anthropology to Construct Faithful Accounts of Higher Education Practice

“…Through the assessment process that surrounds such patient simulationwriting reflective essays, checklist-mediated observations -a simulation of a 'real world' medical environment is constructed and assessed (Young et al, 2016). In this way, it is argued, it is possible to encourage students-becoming-junior-doctors' facilitation of the transfer of skills and knowledge to clinical practice (Maggio et al, 2015;Taylor et al, 2015). Indeed, even if we acknowledge the gap between the learning context and places of clinical practice, the provision of authentic training environments, and/or of particular pedagogical strategies such as problem-based learning (PBL) are positioned as a way to bridge such a gap (Collard et al, 2016;Mausz and Tavares, 2017).…”

Towards an inpatient diabetes curriculum: medical student‐generated aims, objectives and methods for ward‐based learning of non‐critical, non‐perioperative inpatient diabetes care

“…The researchers theorized that a ward‐based approach would offer higher cognitive levels of learning: analysis, synthesis and evaluation. These opportunities are not to be taken lightly as critical thinking is often needed in diabetes management decision‐making and attempts are usually taken during face‐to‐face and online teaching to replicate them . We used a four‐stage approach and embedded in the second stage was the creation by students of aims, objectives and ward‐based methods to support learning during the delivery of the next stage (Fig.…”