Janet Strivens

Promoting professional knowledge, experiential learning and critical thinking for medical students.

It has been recognized internationally that undergraduate medical education must adapt to changing needs, as illustrated by the Tomorrow’s Doctors recommendations from the General Medical Council. This paper aims to relate contemporary educational theory to under‐graduate medical educational requirements, specifically highlighting conditions (e.g. experiential learning) for: professional knowledge acquisition; critical thinking, problem‐solving and clinical problem‐solving; and lifelong professional learning. Furthermore, problem‐based learning (PBL) is highlighted as potentially providing such conditions. There are lessons from contemporary educational theory for the reform of undergraduate medical education. These include valuing prior knowledge and experience; promoting learner responsibility through facilitating rather than directing learning; encouraging learners to test out and apply new knowledge, and using small‐group work to foster explicitly the elusive skills of critical thinking and reflection. Contemporary educational theory contributes valuable insights, but cannot dictate the ultimate ‘mix’; at best it provides some principles for reflective analysis of the learning experiences created for tomorrow’s doctors.

‘Science’, ‘critical thinking’ and ‘competence’ for Tomorrow’s Doctors. A review of terms and concepts

The recommendations of the General Medical Council in Tomorrow’s Doctors renewed efforts to define core knowledge in undergraduate medical education. They also encouraged better use of the medical knowledge base in nurturing clinical judgement, critical thinking, and reflective practice. What then does the medical world understand by ‘science’, ‘critical thinking’ and ‘competence’, given the need to address both growth and uncertainty in the knowledge base and to practise evidence‐based healthcare?

Current development and use of computer-based teaching at the University of Liverpool

Abstract This paper describes a series of interviews carried out at the University of Liverpool in early 1993 on the development and use of computer-based teaching. Case studies were based on projects of varying levels of complexity and stages of development. The research focuses on the reasons why teachers in higher education are starting to use computer-based teaching and develop their own courseware. It examines closely the issue of high student usage in relation to this.

A European strategy for targeted education in hematology

As described in previous editions of Haematologica , the European Hematology Association was the lead partner in the European Union (EU)-funded project H-Net 2008–2011. The goal of the H-Net project was a harmonized curriculum for European hematologists as expressed through the document called the

Academic developers and international collaborations: the importance of personal abilities and aptitudes

Academic developers are increasingly involved in international collaborations in learning and teaching. Many factors contribute to successful collaborations; we argue that the personal abilities and aptitudes of academic developers are one key element. Building trust and relationships are central to creating the networks at individual, group, and institutional levels that are essential for effective collaboration. There is limited literature on academic development in international collaborations and on its personal dimensions. We illustrate these ideas using a UK-Pakistan collaboration. Attention to the personal dimension is likely to be a key consideration for other academic developers working in international collaborations.

Survey of professional competence in hematology in Europe

The purpose of specialty training in medicine is to supply the population with a sufficient number of adequately educated medical specialists. The majority of hematologic disorders often require immediate attention, investigation and treatment. The diversity of hematologic diagnoses and specialized

A Master Class for European Hematology

As already highlighted in previous articles,[1][1]–[3][2] successive European Commission educational grant support has created and consolidated a platform for harmonizing training and increasing the level of competence among young hematologists across Europe. This direction of travel began in 2002

A study to enhance medical students’ professional decision-making, using teaching interventions on common medications

Aim To create sustained improvements in medical students’ critical thinking skills through short teaching interventions in pharmacology. Method The ability to make professional decisions was assessed by providing year-4 medical students at a UK medical school with a novel medical scenario (antenatal pertussis vaccination). Forty-seven students in the 2012 cohort acted as a pretest group, answering a questionnaire on this novel scenario. To improve professional decision-making skills, 48 students from the 2013 cohort were introduced to three commonly used medications, through tutor-led 40-min teaching interventions, among six small groups using a structured presentation of evidence-based medicine and ethical considerations. Student members then volunteered to peer-teach on a further three medications. After a gap of 8 weeks, this cohort (post-test group) was assessed for professional decision-making skills using the pretest questionnaire, and differences in the 2-year groups analysed. Results Students enjoyed presenting on medications to their peers but had difficulty interpreting studies and discussing ethical dimensions; this was improved by contextualising information via patient scenarios. After 8 weeks, most students did not show enhanced clinical curiosity, a desire to understand evidence, or ethical questioning when presented with a novel medical scenario compared to the previous year group who had not had the intervention. Students expressed a high degree of trust in guidelines and expert tutors and felt that responsibility for their own actions lay with these bodies. Conclusion Short teaching interventions in pharmacology did not lead to sustained improvements in their critical thinking skills in enhancing professional practice. It appears that students require earlier and more frequent exposure to these skills in their medical training.Aim To create sustained improvements in medical students’ critical thinking skills through short teaching interventions in pharmacology. Method The ability to make professional decisions was assessed by providing year-4 medical students at a UK medical school with a novel medical scenario (antenatal pertussis vaccination). Forty-seven students in the 2012 cohort acted as a pretest group, answering a questionnaire on this novel scenario. To improve professional decision-making skills, 48 students from the 2013 cohort were introduced to three commonly used medications, through tutor-led 40-min teaching interventions, among six small groups using a structured presentation of evidence-based medicine and ethical considerations. Student members then volunteered to peer-teach on a further three medications. After a gap of 8 weeks, this cohort (post-test group) was assessed for professional decision-making skills using the pretest questionnaire, and differences in the 2-year groups analysed. Results Students enjoyed presenting on medications to their peers but had difficulty interpreting studies and discussing ethical dimensions; this was improved by contextualising information via patient scenarios. After 8 weeks, most students did not show enhanced clinical curiosity, a desire to understand evidence, or ethical questioning when presented with a novel medical scenario compared to the previous year group who had not had the intervention. Students expressed a high degree of trust in guidelines and expert tutors and felt that responsibility for their own actions lay with these bodies. Conclusion Short teaching interventions in pharmacology did not lead to sustained improvements in their critical thinking skills in enhancing professional practice. It appears that students require earlier and more frequent exposure to these skills in their medical training.