Imperial College London

DrMollyFyfe

Faculty of MedicineSchool of Public Health

Senior Teaching Fellow in Educational Research
 
 
 
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Contact

 

+44 (0)20 7594 8703m.fyfe

 
 
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Location

 

332South WingCharing Cross Campus

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Summary

 

Publications

Publication Type
Year
to

22 results found

Maini A, Saravanan Y, Singh TA, Fyfe Met al., 2020, Coaching skills for medical education in a VUCA world, MEDICAL TEACHER, ISSN: 0142-159X

Journal article

Maini A, Fyfe M, Kumar S, 2020, Medical students as health coaches: adding value for patients and students, BMC Medical Education, Vol: 20, 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

Journal article

Tanna S, Fyfe M, Kumar S, 2020, Learning through service: a qualitative study of a community-based placement in general practice., Education for Primary Care, Pages: 1-6, ISSN: 1367-8523

Undergraduate students often lack opportunities for active, authentic roles with subsequent transitions to post-graduate training presenting abrupt changes in responsibilities. Service learning, where students contribute in their workplace, can facilitate assumption of active roles earlier in training. We aimed to identify features supporting service learning on primary care clinical placements. We undertook focus groups with third-year medical students participating in primary care placements designed around the concept of service learning. Participants discussed experiences; team roles; responsibilities, and resultant learning impacts of these. Data was thematically analysed. Four themes emerged as features related to effective service learning: (1) responsibility; (2) supervision; (3) working with uncertainty; (4) service learning barriers. Supervised student led clinics were effective in providing opportunities for service and learning simultaneously. Students felt they contributed to patient care through authentic interactions, and this sense of responsibility drove learning. Barriers included setting unrealistic student expectations, inadequate supervision and practice logistics such as constrained room space. This study concludes that authentic clinical experience integrated with responsibility are key features when designing service-led clinical placements, with resultant impacts on motivation, building resilience, managing uncertainty, and developing communication skills. Service learning in general practice settings may help support effective transitions to postgraduate training.

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

Fyfe MV, Douglass C, 2020, "Recruiting for Setting?": Proceed With Caution, ACADEMIC MEDICINE, Vol: 95, Pages: 328-328, ISSN: 1040-2446

Journal article

Lokugamage AU, Douglass C, Gishen F, Fyfe MVet al., 2019, Reverse innovation, power imbalances, language, and avoiding cultural appropriation., BMJ, Vol: 367

Journal article

Stone BA, McKeown AM, Fyfe MV, 2019, 'Consult the CIA': reducing prescribing errors, MEDICAL EDUCATION, Vol: 53, Pages: 1146-1147, ISSN: 0308-0110

Journal article

Fyfe MV, 2018, Relationships between MMI performance and scores on the Biomedical Admissions Test, Ottawa Conference

Conference paper

Fyfe MV, McElee S, Grant K, 2018, The impacts of medical education assessments on individuals, institutions and society: a socio-cognitive approach to consequential validity, Ottawa Conference

Conference paper

McElwee S, Fyfe M, Grant K, 2017, The Consequences of BioMedical Admissions Testing on Individuals, Institutions and Society, Applying the Socio-Cognitive Framework to the BioMedical Admissions Test Insights from Language Assessment, Editors: McElwee, Chueng, Emery, Publisher: Cambridge University Press, ISBN: 9781108439312

This volume takes a framework for validating tests that was developed in language testing, and applies it to an admissions test used for biomedical courses.

Book chapter

Fyfe MV, Devine A, Emery J, 2017, The relationship between test scores and other measure of performance., Applying the Socio-Cognitive Framework to the BioMedical Admissions Test Insights from Language Assessment, Editors: McElwee, Chueng, Emery, Cambridge, Publisher: Cambridge University Press, Pages: 143-180, ISBN: 9781108439312

This volume takes a framework for validating tests that was developed in language testing, and applies it to an admissions test used for biomedical courses.

Book chapter

Fyfe MV, 2017, Prospective medical school applicants’ perceptions of various selection methods: Implications for widening participation, Association of Medical Education in Europe (AMEE)

Conference paper

Rahim A, Knights Nee Jones F, Fyfe M, Alagarajah J, Baraitser Pet al., 2016, Preparing students for the ethical challenges on international health electives: A systematic review of the literature on educational interventions, MEDICAL TEACHER, Vol: 38, Pages: 911-920, ISSN: 0142-159X

Journal article

Woodward A, Fyfe M, Handuleh J, Patel P, Godman B, Leather A, Finlayson Aet al., 2014, Diffusion of e-health innovations in 'post-conflict' settings: a qualitative study on the personal experiences of health workers, HUMAN RESOURCES FOR HEALTH, Vol: 12, ISSN: 1478-4491

Journal article

Fyfe MV, 2014, Four ways to enhance learning on international electives, Association of Medication Education in Europe (AMEE)

Conference paper

Fyfe MV, 2014, What is the nature and impact of synchronous online clinical education in fragile states, Association of Medical Education in Europe (AMEE)

Conference paper

Fyfe MV, 2013, International electives in low income countries: What are students learning, Association of Medical Education in Europe (AMEE)

Conference paper

Fyfe MV, 2012, Education projects: An opportunity for student fieldwork in global health academic programs, JOURNAL OF PUBLIC HEALTH POLICY, Vol: 33, Pages: S216-S223, ISSN: 0197-5897

Journal article

Mkony CA, O'Sullivan PS, Owibingire SS, Fyfe MV, Omer S, Freeman P, Makubi A, Mloka DA, Portillo CJ, Leyna GH, Tarimo E, Kaaya EE, Macfarlane SBet al., 2012, Teaching and educational scholarship in Tanzania: Faculty initiative to improve performance of health professions' students, JOURNAL OF PUBLIC HEALTH POLICY, Vol: 33, Pages: S150-S170, ISSN: 0197-5897

Journal article

Ngassapa OD, Kaaya EE, Fyfe MV, Lyamuya EF, Kakoko DC, Kayombo EJ, Kisenge RR, Loeser H, Mwakigonja AR, Outwater AH, Martin-Holland J, Mwambete KD, Kida I, Macfarlane SBet al., 2012, Curricular transformation of health professions education in Tanzania: The process at Muhimbili University of Health and Allied Sciences (2008-2011), JOURNAL OF PUBLIC HEALTH POLICY, Vol: 33, Pages: S64-S91, ISSN: 0197-5897

Journal article

Deardorff J, Fyfe M, Ekwaru JP, Kushi LH, Greenspan LC, Yen IHet al., 2012, Does neighborhood environment influence girls' pubertal onset? findings from a cohort study, BMC PEDIATRICS, Vol: 12

Journal article

Fyfe M, Raman A, Sharma S, Hudes ML, Fleming SEet al., 2011, Insulin resistance and self-perceived scholastic competence in inner-city, overweight and obese, African American children, PHYSIOLOGY & BEHAVIOR, Vol: 102, Pages: 36-41, ISSN: 0031-9384

Journal article

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