Brian Jolly

Clinical teaching: maintaining an educational role for doctors in the new health care environment

Good clinical teaching is central to medical education but there is concern about maintaining this in contemporary, pressured health care environments. This paper aims to demonstrate that good clinical practice is at the heart of good clinical teaching.

The assessment of poorly performing doctors: the development of the assessment programmes for the General Medical Council's Performance Procedures

Modernization of medical regulation has included the introduction of the Professional Performance Procedures by the UK General Medical Council in 1995. The Council now has the power to assess any registered practitioner whose performance may be seriously deficient, thus calling registration (licensure) into question. Problems arising from ill health or conduct are dealt with under separate programmes.

Does observation add to the validity of the long case

A London medical school final MBBS examination for 155 candidates.

Sheffield Assessment Instrument for Letters (SAIL): performance assessment using outpatient letters

Well‐designed assessments of performance are urgently required for training doctors, and to provide indicators of the quality of practice.

Evidence-based education: development of an instrument to critically appraise reports of educational interventions

Educational interventions may ultimately impact on patient care as well as affecting individuals’ learning. Critical evaluation of educational literature by those involved in designing and developing educational interventions is therefore important. A checklist instrument for critically appraising reports of educational interventions is described.

Problem-based Learning.

There have been many sentinel events in the life of problem-based learning (PBL). Once or twice I have been there when they happened. Many have been positive and rewarding. Some have been greeted with horror, derision, dissatisfaction, or disgust. I remember having a conversation with a Professor of Anatomy at London University who simply refused to see any merit in a group of students, who knew nothing , sitting around discussing what might be wrong with a patient in order to improve their understanding of science. They would, of course, have been much better off cutting up some cadavers to isolate the anatomical structures that were causing the patient’s discomfort and probable death. This was in 1974, after I had enthusiastically returned from a visit to McMaster to see for myself how PBL functioned in its true and purest form. Later, in 1983, in the bar of the Hotel Valkenburg in Limburg a group of people were talking about the new PBL curriculum at Maastricht. It was about 2am. I witnessed absolute astonishment slowly extend across Howard Barrows’ and others’ faces as he related his realisation that the course had essentially been designed and implemented by a bunch of psychologists and sociologists. It was clear that many in the room did not feel that the course would be sustainable. However, this event also created a challenge: that PBL needs a problem and it needs a process, but it does not necessarily need a medically qualified or discipline expert.

Faculty Development for Curricular Implementation

This chapter looks at how faculty development has assisted in implementing new curricula. It starts by elucidating the concept of faculty development. Essential features include both individual and corporate responsibility for anticipating personal and professional needs, the delivery of activities to meet these needs and the necessity for continuation of and reflection on this process.

Shining light on competence

There may be different ways to teach and learn emotional competences during medical training. Accordingly, different students learn different things, at different times and for different reasons. The literature presents a wide range of learnercentred and reflective experiences (pedagogic theatre, role-play, simulations, positive role modelling, video feedback, portfolios and mentoring) as means of developing students’ emotional competences. These strategies seek reflection on practice as alternatives to students’ change in (or acquisition of) attitudes.

To err is human

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A missed opportunity.

approach for studying instructional methods, but I recognise that it will always provide incomplete solutions. Sifting through the infinite questions with finite resources will be impossible. Theories and conceptual frameworks play essential roles as they focus questions and provide a foundation upon which to build. Furthermore, as with the study of delivery methods, creative use of diverse research methodologies will complement the experimental paradigm to advance the art and science of medical education.