Journal of Medical Education Research

Medical Student’s Perspective on Prehospital Training

2023-10-27T19:37:40+01:00

Tips on Improving Equality, Diversity and Inclusion in Medical School Assessments

2024-08-14T10:20:30+01:00

Clinical Education Fellow Perspective: Does Working in Medical Education Improve Ability to be a Reflective Clinician?

2024-08-23T14:46:14+01:00

Evolving Medical Education in the UK

2024-09-05T10:58:45+01:00

An Introduction to Strategic Planning for the Medical Trainee Using Wardley Maps

2024-08-05T15:24:18+01:00

Background: This article introduces Wardley Mapping, a visual tool with a long-standing history in business and technology sectors, as a valuable and novel approach for medical trainees navigating the complex and evolving healthcare landscape. Wardley Mapping offers unique methods to visualise and analyse complex systems, aligning well with the multifaceted nature of training and career development.

How we Did It: The article illustrates its application through a comparative example of planning a medical school elective. We outline the key components of Wardley Maps, describing the process of creation, present the benefits, limitations, and challenges of applying this tool in the medical education context.

Learning Points: We describe key lessons for implementing and refining Wardley Mapping in medical education.

Conclusions: Wardley Mapping offers comprehensive visualisation of career components, enabling evolution tracking, facilitating informed decision-making, and offering a holistic perspective. Exciting opportunities for future research include integration into medical curricula and its long-term impact on career outcomes.

Has Supervision and Training in CAMHS Ireland Improved Following the Maskey Report?

2024-07-12T10:49:05+01:00

Introduction: A look back review of South Kerry CAMHS in Ireland, known as the ‘Maskey report’ (MR) highlighted several key contributory factors including an absence of formal supervision, inadequate prescribing knowledge, and a lack of contractual requirements to engage in professional education to develop skills pertaining to child psychiatry.
Aim: To investigate child and adolescent psychiatrists’ perceptions concerning supervision levels before and after the MR, their prescribing knowledge and practices, and professional education.

Methods: The study utilized a cross-sectional, mixed-methods observational approach, distributing a study-specific questionnaire electronically to 160 CAP. Demographic details and participants’ perspectives on training, supervision, and CPD activities were collected. Statistical analysis, including chi-square tests, was conducted to explore associations with thematic analysis applied to free text responses for qualitative insights.

Results: From the 160 eligible respondents, 102 child and adolescent psychiatrists participated in the study giving a response rate of 63.8%. More than a third of non-consultant hospital doctors (NCHDs) reported less than weekly supervision (n = 11, 34.4%). Fifty-two respondents (51.0%) felt that psychotropic medication training for trainees was below adequate, and this was higher in NCHDs (χ² (2, n = 102) = 12.192, p = .002) and in those working in public settings (χ² (2, n = 102) = 10.098, p = .006). A third of respondents reported access to CPD activity as inadequate (n = 32, 31.4%) and this was also higher in NCHDs (χ² (1, n = 102) = 7.515, p = 0.006).

Discussion: Given the suboptimal frequency of supervision, perceived inadequacy of psychotropic medication training and lack of access to CPD activities, further research to establish effective strategies for enhancing supervision and training of child and adolescent psychiatrists is warranted.

“An Introduction to Health Research: From Idea to Publication” – Designing and Implementing a Virtual Hands-On Research Course for Healthcare Students

2024-06-18T13:10:27+01:00

Introduction: Early exposure to medical research is essential for healthcare professionals, to shape their careers and enhancing patient care. However, students face significant obstacles, such as lack of prior knowledge and mentorship. Malta’s healthcare students lack hands-on research teaching.

Methods: To address this gap in knowledge, a tailored elective virtual research course was designed using the analysis, design, development, implementation and evaluation (ADDIE) framework. Titled “An Introduction to Health Research: From Idea to Publication,” the course comprised eight weekly lectures covering theoretical and practical aspects of research. Teaching consisted of didactic teaching and problem-based learning tasks. Conducted via the University of Malta’s DegreePlus program, it allowed hands-on group work and active participation through online conferencing platforms. All students enrolled in the course completed pre- and post-course surveys, to assess whether the course affected students’ perception towards research.

Results: Most (57.14%, CI95%: 32.55 – 78.66) were in pre-clinical years, predominantly female (78.57%, CI95%: 51.68 – 93.16). 85.71% (CI95%: 58.81 – 97.24) lacked research experience or publishing opportunities. Main barriers included lack of opportunity (50.00%), time (21.40%), and training (28.60%). Post-course, significant improvements (p < 0.05) were observed in research knowledge and confidence in conducting research. Qualitative analysis revealed that respondents expressed feelings of “empowerment through education” and appreciation for the “effective course design and delivery” of the course.

Conclusion: Engaging medical students in research during training is crucial despite challenges like limited opportunities and foundational skills. A virtual research course has significantly improved students’ confidence, knowledge, and skills in conducting research, showcasing its potential to enhance research training globally and advance healthcare delivery.

Increasing the Visibility of Older People in Medical Education – A Process of Mapping and Adapting to the British Geriatrics Society Recommended Curriculum

2024-05-21T09:32:46+01:00

Introduction: Medical education may not fully prepare graduates for managing an ageing population with an increasing frequency of multiple long-term conditions (MLTCs). Ongoing curriculum evaluation and adaptation is essential to ensure that medical education meets the needs of this group of patients. We present a case study of practical curriculum adaptation in response to changing patient demographics.

Methods: We mapped the University of Sunderland’s (UoS) medical curriculum against the British Geriatric Society (BGS) Recommended Curriculum to identify gaps. Collaborating with faculty, we adapted the curriculum to enhance the coverage of BGS learning outcomes.

Results: The UoS curriculum fully covered 40.6% of BGS learning outcomes. However, 27.8% were not addressed, and only 19.4% of patient case studies featured patients aged over 65. Adaptations included updated patient case studies, new assessments, and specialised sessions on interprofessional learning and geriatric medical ethics.

Conclusion: This project demonstrates the potential for curriculum mapping to integrate essential learning outcomes for treating older and multimorbid patient populations. Our approach also offers a model for other medical schools aiming to improve the representation of other diverse patient groups in undergraduate education.