Imperial College London
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DrKayLeedham-Green

Faculty of Medicine, Faculty of Medicine Centre

Senior Teaching Fellow
 
 
 
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Contact

 

k.leedham-green Website

 
 
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Location

 

Collaborative Partnerships OfficeElectrical EngineeringSouth Kensington Campus

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Summary

 

Publications

Citation

BibTex format

@article{Buckeldee:2021:10.1080/10872981.2021.1976443,
author = {Buckeldee, O and Morrice, R and Leedham-Green, K},
doi = {10.1080/10872981.2021.1976443},
journal = {Medical Education Online: an electronic journal},
pages = {1--13},
title = {Perspectives of clinical teaching fellows on preparedness for practice: a mixed-methods exploration of what needs to change},
url = {http://dx.doi.org/10.1080/10872981.2021.1976443},
volume = {26},
year = {2021}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - BackgroundSupporting medical students in their transition to newly qualified doctor is an important educationalpriority. Clinical Teaching Fellows (CTFs), as both recent graduates and trained educators, are uniquelypositioned to suggest curricular enhancements to support preparedness for practice.MethodsOur mixed-methods approach involved CTFs across eight UK teaching hospitals. We conducted fiveactivity-oriented focus groups to explore what CTFs felt needed to change to increase preparednessfor practice. We analysed these focus groups to create a dataset of their suggestions followed by asurvey. The survey invited CTFs to rate and rank these suggestions in relation to their own self-ratedpreparedness for practice, with qualitative insights into their choices. We explored commonalities anddifferences between high and low confidence participants, with findings qualitatively illuminated.Results24 CTFs attended focus groups from which we identified 28 curriculum items and 10 curriculumagendas. We collected 23 complete survey responses. All confidence groups rated communicatingwith colleagues and managing working life as unmet needs, whereas core clinical competencies suchas history and examination were well met. Participants with low confidence identified more complexclinical competencies including clinical decision making, task prioritisation and end-of-life care asunmet needs, with decision making and prioritisation being the most important. Confident graduatesrated higher professional competencies such as quality improvement, career planning and educationas unmet needs but of low importance. Graded transition of responsibility was the highest rankedcurriculum agenda. Qualitative insights included suggestions for how learning in clinical environmentscould be enhanced.ConclusionsOur findings suggest that transitioning from student to newly qualified doctor could be supported bygraded entrustment and enhanced shadowing opportunities. Other recommendations includepriori
AU  - Buckeldee,O
AU  - Morrice,R
AU  - Leedham-Green,K
DO  - 10.1080/10872981.2021.1976443
EP  - 13
PY  - 2021///
SN  - 1087-2981
SP  - 1
TI  - Perspectives of clinical teaching fellows on preparedness for practice: a mixed-methods exploration of what needs to change
T2  - Medical Education Online: an electronic journal
UR  - http://dx.doi.org/10.1080/10872981.2021.1976443
UR  - https://www.tandfonline.com/doi/full/10.1080/10872981.2021.1976443
UR  - http://hdl.handle.net/10044/1/91560
VL  - 26
ER  -
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