Towards a pedagogy for clinical education: beyond individual learning differences

Kinchin, Ian M.; Baysan, Aylin; Cabot, Lyndon

doi:10.1080/03098770802395587

Cited by 18 publications

(15 citation statements)

References 55 publications

(47 reference statements)

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“…The study also identified a chain structured concept map, which disguised the potential expert networks of understanding possessed by a pharmacist. Kinchin et al (2008a, b) reported that experts, depending on the situational context, alternate between chains of practice and networks of understanding. For practical purposes, experts will often employ linear chains of practice to ensure that a task is executed with efficiency.…”

Section: Discussionmentioning

confidence: 98%

“…Therefore, concept mapping is a useful tool for reflecting on current knowledge and targeting training needs. Within dentistry, concept maps developed by teachers have been used to train undergraduate students to perform clinical skills (Kinchin et al 2008a, b;Kinchin and Cabot 2009). This has enabled the teacher to convey their expert tacit knowledge of a clinical skill to the undergraduates, thereby promoting deep and holistic learning.…”

Section: Discussionmentioning

confidence: 99%

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Understanding vs. competency: the case of accuracy checking dispensed medicines in pharmacy

James

Davies

Kinchin

et al. 2010

Adv in Health Sci Educ

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Ensuring the competence of healthcare professionals' is core to undergraduate and post-graduate education. Undergraduate pharmacy students and pre-registration graduates are required to demonstrate competence at dispensing and accuracy checking medicines. However, competence differs from understanding. This study determined the competence and understanding of undergraduate students and pharmacists at accuracy checking dispensed medicines. Third year undergraduate pharmacy students and first year post-graduate diploma pharmacists participated in the study, which involved an accuracy checking task and concept mapping exercise. Participants accuracy checked eight medicines which contained 13 dispensing errors and then constructed a concept map illustrating their understanding of the accuracy checking process. The error detection rates and types of dispensing errors detected by undergraduates and pharmacists were compared using Mann-Whitney and chi-square, respectively. Statistical significance was p ≤ 0.05. Concept maps were qualitatively analysed to identify structural typologies. Forty-one undergraduates and 78 pharmacists participated in the study. Pharmacists detected significantly more dispensing errors (85%) compared to the undergraduates (77%, p ≤ 0.001). Only one undergraduate and seven pharmacists detected all dispensing errors. The majority of concept maps were chains (undergraduates = 46%, n = 19; pharmacists = 45%, n = 35) and spokes (undergraduates = 54%, n = 22; pharmacists = 54%, n = 42) indicating surface learning. One pharmacist, who detected all dispensing errors in the accuracy checking exercise, created a networked map characteristic of deep learning. Undergraduate students and pharmacists demonstrated a degree of operational competence at detecting dispensing errors without fully understanding the accuracy checking process. Accuracy checking training should be improved at undergraduate and post-graduate level so that pharmacists are equipped with the knowledge and understanding to accurately check medicines and detect dispensing errors, thereby safeguarding patient safety.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Understanding vs. competency: the case of accuracy checking dispensed medicines in pharmacy

James

Davies

Kinchin

et al. 2010

Adv in Health Sci Educ

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“…It did, however, yield articles offering expert input. First, there were articles that addressed the application of individualized instruction (also known as student-centered learning) to medical education (Newble & Gordon 1985;Newble & Entwistle 1986;McManus et al 1998;Hassler 2005;Kinchin et al 2008;Lacasse et al 2009) and general adult education (Coffield et al 2004;Cuthbert 2005;Lalley & Gentile 2009). In addition, several articles characterized the needs and actions of trainees at different levels on attending rounds (Foley et al 1979; Shulman et al 1992;Elliot & Hickam 1993;Ways et al 1996;Hoellein et al 2007;Castiglioni et al 2008;Tariq et al 2010).…”

Section: Discussionmentioning

confidence: 99%

Effective multilevel teaching techniques on attending rounds: A pilot survey and systematic review of the literature

2011

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Background: While numerous authors acknowledge the challenge of teaching simultaneously to medical students, interns, and residents, few offer specific advice on how to meet that challenge, and none have studied which techniques are most effective. Aims: The purpose of this study was to determine whether multilevel teaching is challenging for attendings, whether trainees feel that teaching on rounds is appropriate to their level, and to define multilevel teaching techniques. Methods: We surveyed attendings and trainees on the internal medicine services at two academic medical centers. Results: Attendings were divided about whether teaching to multiple levels posed a challenge. Trainees reported that the teaching they received was usually appropriate to their level of training. The most effective techniques for multilevel teaching were Broadening (asking ''what if'' questions), Targeting (directing questions at specific team members), and Novelty (teaching newly published information), while the least effective were techniques that taught advanced material unfamiliar to most or all of the team. A systematic literature review yielded no studies that focused on multilevel teaching techniques. Conclusions: This article is the first to define and evaluate specific techniques for multilevel instruction in a medical setting and identifies certain techniques as more effective at engaging multiple levels of learners simultaneously.

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“…The development of university pedagogy needs to consider the nature of expertise and how this can be modelled for students in such a way that teaching reflects the values of each academic discipline (Kinchin, Baysan, and Cabot 2008). This development aims to find a practical solution to the constraints within the system that tend towards the maintenance of the status quo, by challenging the 'safe systems' that have dominated the development of university pedagogy (Canning 2007) that can result in cycles of non-learning that embody the antithesis of the purpose of higher education (Kinchin, Lygo-Baker, and Hay 2008).…”

Section: Introductionmentioning

confidence: 99%

Reconsidering the dimensions of expertise: from linear stages towards dual processing

Kinchin

Cabot²

2010

London Review of Education

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This paper explores the developing concept of expertise, taking the Dreyfus and Dreyfus staged model as its starting point. It analyses criticism of the Dreyfus model and considers more recent attempts to resolve the tensions implicit within it. The authors go on to suggest ways some of the later modifications can be improved. The traditional notion of intuition is revisited and thereafter a new and novel way of visualising expertise is presented as a dualprocessing relationship between chains of practice and the underlying networks of understanding. These chain and net knowledge structures have been revealed through the analysis of concept maps produced by numerous cohorts of students and teachers. It is argued that a visualisation of the dynamic relationship between the dimensions of expertise provides an emerging theoretical framework for a more general reappraisal of teaching in higher education. This reconsideration of expertise may be the catalyst for dialogue about educational practice within disciplines (between lecturers and between lecturers and students), and between lecturers and educational developers. This dialogue will strengthen disciplinary communities of practice and place the agenda for pedagogic change within the context of the academic disciplines.

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Towards a pedagogy for clinical education: beyond individual learning differences

Cited by 18 publications

References 55 publications

Understanding vs. competency: the case of accuracy checking dispensed medicines in pharmacy

Understanding vs. competency: the case of accuracy checking dispensed medicines in pharmacy

Effective multilevel teaching techniques on attending rounds: A pilot survey and systematic review of the literature

Reconsidering the dimensions of expertise: from linear stages towards dual processing

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