Colin Lumsden

Foundation observation of teaching project--a developmental model of peer observation of teaching.

Introduction: Peer observation of teaching is important in the development of educators. The foundation curriculum specifies teaching competencies that must be attained. We created a developmental model of peer observation of teaching to help our foundation doctors achieve these competencies and develop as educators. Methods: A process for peer observation was created based on key features of faculty development. The project consisted of a pre-observation meeting, the observation, a post-observation debrief, writing of reflective reports and group feedback sessions. The project was evaluated by completion of questionnaires and focus groups held with both foundation doctors and the students they taught to achieve triangulation. Results: Twenty-one foundation doctors took part. All completed reflective reports on their teaching. Participants described the process as useful in their development as educators, citing specific examples of changes to their teaching practice. Medical students rated the sessions as better or much better quality as their usual teaching. Discussion: The study highlights the benefits of the project to individual foundation doctors, undergraduate medical students and faculty. It acknowledges potential anxieties involved in having teaching observed. Conclusion: A structured programme of observation of teaching can deliver specific teaching competencies required by foundation doctors and provides additional benefits.

Using mobile devices for teaching and learning in clinical medicine

The learning landscape has changed dramatically in the past decade and is undergoing a further seismic shift with the ubiquity of mobile internet-connected devices. Smartphones and tablets can now provide access to an almost unlimited amount of information that is accessible anytime and anyplace. Mobile devices have become commonplace for learning (and perhaps even the norm) in the classroom, higher education and the workplace. Early evaluation data from such projects have revealed heterogeneity in the adoption and acceptance of these devices among users. Whilst many see the undoubted benefits, issues including digital literacy and the need to integrate new ways of learning can be a barrier to uptake. With the increasing availability of highly intuitive devices and a generation of learners that access, and indeed process, information in a completely different way than the generations that preceded them, the issue is not whether we adopt these new technologies but whether we make the most of the opportunities they provide. The paediatric setting is a complex and demanding clinical learning environment. The provision of ready access to learning can be thought of in terms of supporting both explicit and tacit knowledge requirements. Clinicians are expected to apply the highest standards of practice according to local and national guidelines. Achieving this draws on their explicit knowledge, sourced from traditional references, a process that can, and will, be facilitated by connectivity. Perhaps for the first time patients, parents and relatives have almost unfettered access to the same resources and have consequently higher or differing expectations of patient care. In addition, it could be argued that the public are no longer willing to unquestioningly accept the opinion of a clinician. The instant access to high-quality reference resources will be crucial to doctors both for their own learning and their clinical practice. Doctors are also …

How we developed eForms: an electronic form and data capture tool to support assessment in mobile medical education

Abstract Mobile learning technologies are being introduced and adopted by an increasing number of medical schools. Following the implementation of these devices, institutions are tasked with the challenge of their integration into curriculum delivery and presented with the opportunity to facilitate data collection from large student cohorts. Since 2011, Manchester Medical School (MMS) has undertaken the largest deployment of iPads within UK Higher Education. Working towards the more efficient collation of students’ compulsory workplace-based assessment data led us to evaluate how existing information management software could replace previously paper-based systems. Following an evaluation of six, and a trial of one, commercially available packages, the existing software solutions were found to be inflexible and unfit for purpose. This resulted in the development of a new digital solution that addressed the limitations of the previous system. “University of Manchester (UoM) eForms” consists of an app and a web-based administration system that respectively permit high volume data collection and management. UoM eForms has now replaced the preceding paper-based and electronic systems within MMS for workplace-based assessment administration, due to the improved usability and dynamicity built into its interface and infrastructure. This new system has found many further useful applications, including research data collection, feedback, placement evaluations, quality assurance and interview marking.

Attitudes to pre-employment competency screening

Background:  Pre‐employment competency screening (PECS) has been introduced in some regions in the UK for foundation applicants. There is no consensus on how the process should be run, and this has led to a variety of methods used between and within deaneries. This study aims to look at the acceptability and, in part, the educational impact of PECS in the North Western Foundation School.

Do Medical Students Assess the Credibility of Online or Downloadable Medical Reference Resources

This study was designed to elucidate how medical students assess the credibility of online resources and downloadable applications as well as describing trends in resource usage. Methods: 72 students participated in the study and completed an equestionnaire. This was based on a framework by Kapoun which summarises steps that users of online resources should take to ensure credibility using key domains; accuracy, authority, objectivity where the reader questions the provenance of the material, currency and coverage questioning appearance, reliability and accessibility of a document. Results: There were variations in the reported use of parameters of credibility with objectivity and currency being the most used widely used credibility measures. The study group were significantly influenced by the cost of resources using free resources if possible. Responses revealed that most of the study group were using open-access sites over commercially-based peer review resources. Conclusion: The widespread availability of mtechnology has increased the accessibility of online medical resources. Medical schools should review what information is provided to students and consider equipping students with the skills to successfully evaluate resource credibility as part of their core curricula.