Teaching and learning in medical education

Kauffman, David; Mann, Karen

doi:10.1002/9781118472361.ch2

Cited by 30 publications

(12 citation statements)

References 65 publications

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“…Experiential learning theory (Kolb & Kolb 2005) has strong implications for practice in medical (Kauffman & Mann 2014) and surgical education (Fry 2011). The statements above suggest that participants value a ‘behaviourally orientated’ learning environment, as one that favours ‘activities designed to have the learner apply knowledge and skills to solve real life problems as a professional would’ in a self-directed way (Fry & Kolb 1979: p79).…”

Section: Resultsmentioning

confidence: 99%

Professional transition and identity formation of surgical care practitioners: a phenomenological interpretation of their lived experiences

Britton

Napoli

2019

Journal of Perioperative Practice

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Surgical care practitioners are non-medical members of the surgical team, who provide direct surgical care to patients, delegated by consultant surgeons. The surgical care practitioners’ professional role is within the new non-medical or nursing workstream, practising under the medical model of care in response to staff shortages and the rising expectations that are affecting the National Health Service. This article seeks to contribute to a better understanding of the phenomenon of the emergent professional identity of surgical care practitioners. Six surgical care practitioners were purposively sampled for in-depth, semi-structured interviews whereupon their concepts of professional transition and professional identity formation from their individual points of view were explored using a phenomenological approach. Transcripts and reflective texts were subject to repeated interpretation in a hermeneutic circle of understanding. Interpretation of the results in context allowed for a discussion informed by self-interpreted constructions and revolved around eight cluster themes that emerged explicating how surgical care practitioners experienced professional transition and professional identity formation. In addition, a notion of ‘journey’ in the development of professional identity (narratives about professional identity formation: the hero’s journey) was embedded in the reflections of the participants and their narratives produced rich accounts of the phenomenon under investigation.

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Section: Resultsmentioning

confidence: 99%

Professional transition and identity formation of surgical care practitioners: a phenomenological interpretation of their lived experiences

Britton

Napoli

2019

Journal of Perioperative Practice

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“…Teaching focused on ensuring the learners could comprehend the purpose and importance of a handover as well as providing them with skills of handover, including use of a handover structure, further reducing cognitive load 42. It also formed a foundation on which students could build as they progress towards graduation, allowing a conceptual change and providing deep learning 43 44…”

Section: Methodsmentioning

confidence: 99%

Is there a need for formal undergraduate patient handover training and could an educational workshop effectively provide this? A proof-of-concept study in a Scottish Medical School

et al. 2020

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BackgroundPoor communication between healthcare professionals is recognised as accounting for a significant proportion of adverse patient outcomes. In the UK, the General Medical Council emphasises effective handover (handoff) as an essential outcome for medical graduates. Despite this, a significant proportion of medical schools do not teach the skill.ObjectivesThis study had two aims: (1) demonstrate a need for formal handover training through assessing the pre-existing knowledge, skills and attitudes of medical students and (2) study the effectiveness of a pilot educational handover workshop on improving confidence and competence in structured handover skills.DesignStudents underwent an Objective Structured Clinical Examination style handover competency assessment before and after attending a handover workshop underpinned by educational theory. Participants also completed questionnaires before and after the workshop. The tool used to measure competency was developed through a modified Delphi process.SettingMedical education departments within National Health Service (NHS) Lanarkshire hospitals.ParticipantsForty-two undergraduate medical students rotating through their medical and surgical placements within NHS Lanarkshire enrolled in the study. Forty-one students completed all aspects.Main outcome measuresPaired questionnaires, preworkshop and postworkshop, ascertained prior teaching and confidence in handover skills. The questionnaires also elicited the student’s views on the importance of handover and the potential effects on patient safety. The assessment tool measured competency over 12 domains.ResultsEighty-three per cent of participants reported no previous handover teaching. There was a significant improvement, p<0.0001, in confidence in delivering handovers after attending the workshop. Student performance in the handover competency assessment showed a significant improvement (p<0.05) in 10 out of the 12 measured handover competency domains.ConclusionsA simple, robust and reproducible intervention, underpinned by medical education theory, can significantly improve competence and confidence in medical handover. Further research is required to assess long-term outcomes as student’s transition from undergraduate to postgraduate training.

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“…They can regulate as they integrate new information. This means that adult learning must include objectives that are desired and relevant, task activities that lead to fulfilment of the desired knowledge and an ability to develop upon what they bring to the learning environment 20 .…”

Section: Theories Of Adult Learningmentioning

confidence: 99%

Surgical education and adult learning: Integrating theory into practice

Rashid

2017

F1000Res

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Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable.

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Teaching and learning in medical education

Cited by 30 publications

References 65 publications

Professional transition and identity formation of surgical care practitioners: a phenomenological interpretation of their lived experiences

Professional transition and identity formation of surgical care practitioners: a phenomenological interpretation of their lived experiences

Is there a need for formal undergraduate patient handover training and could an educational workshop effectively provide this? A proof-of-concept study in a Scottish Medical School

Surgical education and adult learning: Integrating theory into practice

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