Imperial College London

Dr Jo Horsburgh

Central FacultyCentre for Higher Education Research and Scholarship

Principal Teaching Fellow in Medical Education
 
 
 
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Contact

 

+44 (0)20 7594 8848j.horsburgh

 
 
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Location

 

S508Sherfield BuildingSouth Kensington Campus

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Summary

 

Publications

Publication Type
Year
to

8 results found

van Lankveld T, Thampy H, Cantillon P, Horsburgh J, Kluijtmans Met al., 2020, Supporting a teacher identity in health professions education: AMEE Guide No. 132, MEDICAL TEACHER, Vol: 43, Pages: 124-136, ISSN: 0142-159X

Journal article

Fyfe MV, Maini A, Horsburgh J, Golding Bet 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

Journal article

Craddock P, Maini A, Horsburgh J, Kumar Set 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

Journal article

Hall C, Peleva E, Vithlani RH, Shah S, Bashyam M, Ramadas M, Horsburgh J, Sam AHet al., 2019, FEEDBK: a novel approach for providing feedback., Clin Teach

BACKGROUND: High-quality feedback is fundamental to students' learning. We describe and evaluate FEEDBK, a novel feedback tool that encompasses the focus of learning, student self-evaluation (reflection), the encounter with the patient (professionalism), one task that the student should continue to do (reinforcement), one task that they could do better (improvement) and a key take-home message for self-directed learning. METHODS: Medical students received regular bedside teaching and feedback during a 9-week clinical placement at a teaching hospital. Teaching fellows gave feedback in their usual style during weeks 1-3 and then used the FEEDBK tool during weeks 4-9. Questionnaires and focus groups were used to evaluate the students' experience of feedback before and after the introduction of FEEDBK. RESULTS: FEEDBK significantly enhanced the feedback experience across six domains: identifying learning objectives, chance to reflect, feedback on communication skills/professionalism, specific suggestions for improvement, clear take-home message and personalised feedback. The analysis of the feedback from focus groups yielded four categories: (i) FEEDBK influenced the feedback process (delivering timely feedback); (ii) the nature of the feedback (enhancing both the quantity and the quality of the feedback received); (iii) the structure of the feedback; and (iv) the evolution of teaching and learning. DISCUSSION: FEEDBK may enhance both the quantity and the quality of feedback and has the potential to improve the quality of teaching. It provides teachers with a quick and easy-to-follow framework to signpost curriculum-aligned feedback.

Journal article

Cuming T, Horsburgh J, 2019, Constructing Surgical Identities: Becoming a Surgeon Educator, Advancing Surgical Education, Publisher: Springer Singapore, Pages: 133-140, ISBN: 9789811331275

Book chapter

Beckwith H, Kingsbury M, Horsburgh J, 2018, Why do people choose nephrology? Identifying positive motivators to aid recruitment and retention, Clinical Kidney Journal, Vol: 11, Pages: 599-604, ISSN: 2048-8505

Increasing concerns about recruitment and retention of junior doctors have led to renewed interest in how and when trainees choose their specialties. To our knowledge, no study has yet reported what attracts UK applicants to nephrology nor how clinicians develop vocational interests or make occupational choices. With this in mind, we sought to explore the motivation behind current nephrologist's career choices in the UK. We interviewed 11 nephrologists using a semi-structured face-to-face approach and used interpretative phenomenological analysis to conduct and analyse the interviews. We found role models were pivotal in encouraging specialization in nephrology, particularly those encountered in early postgraduate training. The diversity, diagnostic challenge and cross-specialty knowledge was highlighted as well as the ability to 'make a difference to patients' lives'. Nephrologists enjoyed the challenge of managing very sick, acutely unwell patients as well as the holistic continuity of long-term care offered to dialysis patients and their families. Academic and procedural components were attractive motivators to the specialty and the flexibility to have multiple interests was noted, with many nephrologists having 'portfolio' careers. Based on these results, we suggest strategies the specialty can use to aid policy decision making, promote recruitment and improve educational experiences within current training programmes.

Journal article

Horsburgh JL, Ippolito K, 2018, A skill to be worked at: Using social learning theory to explore the process of learning from role models in clinical settings, BMC Medical Education, Vol: 18, ISSN: 1472-6920

Background:Role modelling is widely accepted as being a highly influential teaching and learning method in medical education but little attention is given to understanding how students learn from role models. This study focuses on role modelling as an active, dynamic process, involving observational learning and aims to explore the process involved, including strategies that learners and medical teachers use to support this. Methods:To gain insight into medical students’ and clinical teachers’ understanding of learning through role modelling, a qualitative, interpretative methodology was adopted, using one-to-one semi-structured interviews. Six final year medical students and five clinical teachers were purposefully sampled and interviewed. Interviews were audio recorded and transcribed. The data were then analysed using open and axial coding before codes were combined to develop broader themes. Results:Students could identify ways in which they learnt from role models but acknowledged that this was complex and haphazard. They described selectively and consciously paying attention, using retention strategies, reproducing observed behaviour and being motivated to imitate. Students evidenced the powerful impact of direct and vicarious reinforcement. Clinical teachers reported using strategies to help students learn, but these were not always consciously or consistently applied or informed by teachers’ understanding of their students’ cognitive processing. ConclusionFindings illustrate in what ways the process of learning from role models in clinical settings is challenging. They also support the relevancy and usefulness of Bandura’s four stage social learning model for understanding this process and informing recommendations to make learning from role modelling more systematic and effective.

Journal article

Ippolito K, Horsburgh J, 2017, On the job learning in clinical settings, Informal Learning Perspectives, Challenges and Opportunities, ISBN: 9781536122503

This book would be of interest to educators and managers alike, and aims to highlight that informal learning occurs all around us, and if we recognise it and its impact, then we can enhance our potential as lifelong learners and make work ...

Book chapter

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