Publications
11 results found
Parekh R, Maini A, Golding B, et al., 2022, Community-engaged medical education: helping to address child health and social inequality, Archives of Disease in Childhood: Education and Practice Edition, Vol: 107, Pages: 397-401, ISSN: 1743-0585
Medical education has a key role in helping to address child health and social inequality. In this paper we describe the rationale for developing a community-engaged approach to education, whereby medical schools partner with local communities. This symbiotic relationship enables medical students to experience authentic learning through working with communities to address local health and social priorities. Case studies of how such approaches have been implemented are described, with key takeaway points for paediatric healthcare professionals wanting to develop community-engaged educational initiatives.
Brown MEL, Lim JH, Horsburgh J, et al., 2022, Identity development in disorientating times: the experiences of medical students during COVID-19, Medical Science Educator, Vol: 32, Pages: 995-1004, ISSN: 2156-8650
IntroductionProfessional identity development is a central aim of medical education, which has been disrupted during COVID-19. Yet, no research has qualitatively explored COVID-19’s impact across institutions or countries on medical students’ identities. Kegan proposes a cognitive model of identity development, where ‘disorientating dilemmas’ prompt student development. Given the potential of COVID-related disruption to generate disorientating dilemmas, the authors investigated the ways in which COVID-19 influenced students’ identity development.MethodsThe authors conducted an international qualitative study with second year medical students from Imperial College London, and third year students from Melbourne Medical School. Six focus groups occurred 2020–2021, with three to six students per group. Authors analysed data using reflexive thematic analysis, applying Kegan’s model as a sensitising theoretical lens.ResultsCOVID-19 has resulted in a loss of clinical exposure, loss of professional relationships, and a shift in public perception of physicians. Loss of exposure to clinical practice removed the external validation from patients and seniors many students depended on for identity development. Students’ experiences encouraged them to assume the responsibilities of the profession and the communities they served, in the face of conflicting demands and risk. Acknowledging and actioning this responsibility facilitated identity development as a socially responsible advocate.ConclusionsEducators should consider adapting medical education to support students through Kegan’s stages of development. Measures to foster relationships between students, patients, and staff are likely necessary. Formal curricula provisions, such as spaces for reflection and opportunities for social responsibility, may aid students in resolving the conflict many have recently experienced.
Saxena S, Skirrow H, Maini A, et al., 2022, Consenting children aged under 18 for vaccination and treatment, BMJ: British Medical Journal, Vol: 377, ISSN: 0959-535X
Vaccine programmes for young people during thecovid-19 pandemic have highlighted common legaland ethical dilemmas that can arise when consentingchildren aged under 18 for medical treatment orintervention.1 -3 These can be especially challengingwhen a parent or guardian’s views differ from thoseof the child.This article summarises the issues around consentingchildren under 18 for treatment using vaccination asan exemplar. Most of the article is based on guidanceand law in the UK; however, the principles behindthe laws described may be applicable in othersettings. We recommend that health professionalsoutside the UK also check their local laws regardingconsent for children’s treatments and vaccinations.
Dutta N, Scott K, Horsburgh J, et al., 2021, WATCCH: a multiprofessional approach to widening participation in healthcare careers, Education for Primary Care, ISSN: 1367-8523
BackgroundStudents from lower socioeconomic backgrounds are underrepresented in higher education and healthcare careers. Whilst most healthcare-related widening participation schemes focus on one healthcare profession, the Widening Access to Careers in Community Healthcare (WATCCH) programme at Imperial College London supports participation in a range of community healthcare careers. We aim to evaluate the impact of WATCCH on students’ perceptions and aspirations towards community healthcare careers.MethodWATCCH provides educational and application support to 16–18 year-old students interested in a variety of community healthcare careers via work experience, educational workshops and mentoring. The programme was evaluated by focus groups using semi-structured questions to explore the impact of WATCCH on students’ healthcare career perceptions and aspirations.ResultsFive themes were identified from the focus groups: increased awareness and understanding of a range of community healthcare careers; improved insight into the realities of healthcare careers enabling reflection on career aspirations; altered perceptions of healthcare professionals and acquisition of new role models; increased confidence in achieving a career in healthcare; and valued access to previously inaccessible work experience.DiscussionWATCCH is a multi-professional widening participation programme that has supported students from lower socioeconomic backgrounds interested in entering healthcare careers by increasing insights into varied healthcare careers, provision of role models, and increasing students’ confidence of ability to enter healthcare careers. Similar programmes in other institutions could support large numbers of aspiring students to enter varied community healthcare careers in the future.
Kaur M, Golding B, Maini A, et al., 2021, Community-academic partnerships addressing local health inequalities during COVID-19: a qualitative evaluation, Annual National Conference on Public Health Science dedicated to New Research in UK Public Health, Publisher: ELSEVIER SCIENCE INC, Pages: 48-48, ISSN: 0140-6736
Maini A, Saravanan Y, Singh TA, et al., 2020, Coaching skills for medical education in a VUCA world, MEDICAL TEACHER, Vol: 42, Pages: 1308-1309, ISSN: 0142-159X
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- Citations: 18
Maini A, Pistoll C, Dutta N, et al., 2020, Digitally converting undergraduate primary care, The ClinicalTeacher
Maini A, Fyfe M, Kumar S, 2020, Medical students as health coaches: adding value for patients and students, BMC Medical Education, Vol: 20, Pages: 1-8, ISSN: 1472-6920
BackgroundUnderlying the global burden of chronic disease are common and modifiable risk factors such as unhealthy diet, physical inactivity and tobacco use. Health coaching is being introduced into healthcare as an effective tool in facilitating behaviour change and addressing lifestyle risk factors in patients. Although some medical schools are training students in health coaching, there is little research on this emerging practice. This qualitative study explores the experience and application of health coaching approaches by third year medical students that have been trained in health coaching.MethodsSix focus groups were conducted with medical students (n = 39) who had participated in an experiential health coaching training module and practiced their health coaching skills in primary care settings. Interactive facilitated discussions between students aimed to explore experiences of health coaching, how this related to their ongoing practice, and their perceived impacts of engagement with patients. Data was thematically analysed.ResultsThemes emerged around ‘mindset’, ‘skills’, ‘application of skills’, ‘perceived value’ and ‘context’. Training in health coaching prompted a shift towards a non-judgemental, solution-oriented mindset in which students increasingly accepted the ability of each person to define their needs and identify individually appropriate solutions. Mindset change supported skill development in person-centred communication, active listening, and self-refection. Mindset and skills related to changes in how students conducted patient consultations, their practice of self-refection, and their personal relationships. Perceived value of coaching approaches reinforced mindset. Students described facilitators to their coaching practice, and also tensions due to misalignment between their coaching mindset and ongoing practices in medical education and service delivery.Conclusions
Maini A, Neusy A-J, Palsdottir B, et al., 2020, Developing socially accountable UK medical schools, CLINICAL TEACHER, Vol: 17, Pages: 320-322, ISSN: 1743-4971
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- Citations: 3
Fyfe MV, Maini A, Horsburgh J, et al., 2020, Racism in medical school Widening participation: moving from diversity to inclusion, BMJ: British Medical Journal, Vol: 368, Pages: 1-1, ISSN: 0959-535X
Craddock P, Maini A, Horsburgh J, et al., 2019, Lifetimes of the clinical consultation: the current situation of healthcare consultations, BRITISH JOURNAL OF GENERAL PRACTICE, Vol: 69, Pages: 506-507, ISSN: 0960-1643
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