Jayne Garner

‘You’re judged all the time!’ Students’ views on professionalism: a multicentre study

Medical Education 2010: 44: 814–825

Facebook and the professional behaviours of undergraduate medical students

Background:  The rapid growth and accessibility of social networking websites has fundamentally changed the way people manage information about their personal and professional lives. In particular, it has been suggested that interaction in virtual communities erodes elements of responsibility, accountability and social trust that build traditionally meaningful communities. The purpose of this study was to investigate how undergraduate medical students use the social network website Facebook, and to identify any unprofessional behaviour displayed online.

Twelve tips for implementing a successful peer assessment.

Following a multi-institutional research project, the authors formulated 12 tips for the successful implementation of peer assessment in a health-based setting. These tips relate to planning, delivery and feedback. They also offer a wide range of practical guidance and anecdotal evidence relating to peer assessment generally.

Undergraduate medical student attitudes to the peer assessment of professional behaviours in two medical schools

The objective of this study was to investigate medical school student views on the peer assessment of professional behaviours. Focus groups were held with students at two northern England medical schools which were using peer assessment. The study showed that preparing students to give and receive feedback was a key aspect in the successful delivery of peer assessment. Medical school students are generally positive about the peer assessment of professional behaviours. However, they expressed mixed views about anonymity and how information was to be used. The results imply that peer assessment could offer valuable feedback for formative learning.

Curriculum change and acknowledging the ‘fear factors’ in medical school

Curriculum change and acknowledging the ‘fear factors’ in medical school Jayne Garner, John R. Jenkins & Paula Byrne To cite this article: Jayne Garner, John R. Jenkins & Paula Byrne (2016): Curriculum change and acknowledging the ‘fear factors’ in medical school, Education for Primary Care, DOI: 10.1080/14739879.2016.1180267 To link to this article: http://dx.doi.org/10.1080/14739879.2016.1180267

Experiential learning, leadership, medical students and the army.

As part of a new undergraduare medical programme, students received training on leadership and teamwork with army medical reservists. Analysis of student reflections demonstrated the personal development and skills they learned during the course.