80 results found
Cardoso Pinto A, Patel S, Stephens M, et al., 2023, Developing as health professionals through community volunteering: exploring the value of a partnership between medical students and primary schools online compared to in-person, BMC Medical Education, Vol: 23, Pages: 1-10, ISSN: 1472-6920
IntroductionImperial College Teddy Bear Hospital (ICSM-TBH) is a student-led volunteering group, which uses interactive, play-based teaching to educate school pupils aged 5–7 years about healthy lifestyles and healthcare. During the COVID-19 pandemic, volunteering sessions shifted online. The aim of this study was to compare the value of online and in-person ICSM-TBH volunteering for volunteers and school pupils.MethodsUndergraduate university students at Imperial College London (medicine can be taken as a first degree in the UK) who volunteered with ICSM-TBH between 2019 and 22 were invited to complete an anonymous online questionnaire evaluating their experiences of volunteering online and in-person through Likert-scale questions. Those who completed the questionnaire were also invited to an interview. Teachers who hosted online ICSM-TBH sessions were also invited to an in-person interview, exploring their view of their pupils’ experiences with these sessions. Questionnaire results were analysed through descriptive statistics. Interviews were analysed through inductive thematic analysis.ResultsThirty-two university students completed the questionnaire. Of these, 9 experienced both in-person and online volunteering, all of whom preferred in-person volunteering. For those who only volunteered in-person, 92% reported that ICSM-TBH sessions were a positive experience, compared to 100% who volunteered online; 92% in person volunteers agreed or strongly agreed that ICSM-TBH volunteering in person improved their mood, compared to 89% online; and 100% agreed or strongly agreed that ICSM-TBH volunteering in person helped them feel part of a community, compared to 84% online. A total of 12 volunteers and 4 teachers were interviewed, from whom five themes emerged: interaction and engagement (interaction and engagement between pupils and volunteers was more readily achieved in-person); personal and professional development (both online and in-person session
James M, Madeira Teixeira Baptista A, Barnabas D, et al., 2022, Collaborative case-based learning with programmatic team-based assessment: a novel methodology for developing advanced skills in early-years medical students, BMC Medical Education, Vol: 22, Pages: 1-12, ISSN: 1472-6920
BackgroundImperial College London launched a new, spiral undergraduate medical curriculum in September 2019. Clinical & Scientific Integrative cases (CSI) is an innovative, flagship module, which uses pioneering methodology to provide early-years learning that  is patient-centred,  integrates clinical and scientific curriculum content,  develops advanced team-work skills and  provides engaging, student-driven learning. These aims are designed to produce medical graduates equipped to excel in a modern healthcare environment.MethodsCSI has adopted a novel educational approach which utilises contemporary digital resources to deliver a collaborative case-based learning (CBL) component, paired with a team-based learning (TBL) component that incorporates both learning and programmatic assessment. This paper serves to explore how first-year students experienced CSI in relation to its key aims, drawing upon quantitative and qualitative data from feedback surveys from CSI’s inaugural year. It provides a description and analysis of the module’s design, delivery, successes and challenges.ResultsOur findings indicate that CSI has been extremely well-received and that the majority of students agree that it met its aims. Survey outputs indicate success in integrating multiple elements of the curriculum, developing an early holistic approach towards patients, expediting the development of important team-working skills, and delivering authentic and challenging clinical problems, which our students found highly relevant. Challenges have included supporting students to adapt to a student-driven, deep learning approach.ConclusionsFirst-year students appear to have adopted a patient-centred outlook, the ability to integrate knowledge from across the curriculum, an appreciation for other team members and the self-efficacy to collaboratively tackle challenging, authentic clinical problems. Ultimately, CSI’s innovative design is attractive and pertinent t
Badger K, Morrice R, Buckeldee O, et al., 2022, "More than just a medical student”: a mixed methods exploration of a structured volunteering programme for undergraduate medical students, BMC Medical Education, Vol: 22, ISSN: 1472-6920
Background As a result of the COVID-19 pandemic Imperial College School of Medicine developed a structured volunteering programme involving 398 medical students, across eight teaching hospitals. This case study aims to illuminate the experiences of volunteers, mechanisms of learning and draw lessons for future emergencies and curriculum improvements. Methods Using an illuminative approach to evaluation we invited all volunteers and supervisors to complete a mixed-methods survey. This gathered nominal demographic information and qualitative data related to motivations, experiences, insights into learning, processual and contextual factors. Qualitative responses were coded, thematically organised, and categorised into an overarching framework. Mann-Whitney U tests determined whether volunteers’ overall rating of the experience varied according to demographic features and modulating factors. Spearman’s rank correlation assessed the relationship between aspects of induction and supervision, and overall volunteering rating. Follow up interviews were carried out with students to check back findings and co-create conclusions. Results Modulating factors identified through thematic analysis include altruistic motivation, engaged induction and supervision, feeling valued, having responsibility and freedom from the formal curriculum. Statistically significant positive correlations are identified between volunteers overall rating and being a year 1 or 2 student, ability to discuss role and ask questions during induction, being male, and having regular meetings and role support from supervisors. Qualitatively reported impacts include improved wellbeing, valuable contribution to service and transformative learning. Transformative learning effects included reframing of role within the multidisciplinary team, view of effective learning and view of themselves as competent clinicians. The number of weeks, number of shifts per week, and the role the volunteers performed
Han H, Clithero-Eridon A, Costa MJ, et al., 2021, On pandemics and pivots: a COVID-19 reflection on envisioning the future of medical education., Korean J Med Educ, Vol: 33, Pages: 393-404
The required adjustments precipitated by the coronavirus disease 2019 crisis have been challenging, but also represent a critical opportunity for the evolution and potential disruptive and constructive change of medical education. Given that the format of medical education is not fixed, but malleable and in fact must be adaptable to societal needs through ongoing reflexivity, we find ourselves in a potentially transformative learning phase for the field. An Association for Medical Education in Europe ASPIRE Academy group of 18 medical educators from seven countries was formed to consider this opportunity, and identified critical questions for collective reflection on current medical education practices and assumptions, with the attendant challenge to envision the future of medical education. This was achieved through online discussion as well as asynchronous collective reflections by group members. Four major themes and related conclusions arose from this conversation: Why we teach: the humanitarian mission of medicine should be reinforced; what we teach: disaster management, social accountability and embracing an environment of complexity and uncertainty should be the core; how we teach: open pathways to lean medical education and learning by developing learners embedded in a community context; and whom we teach: those willing to take professional responsibility. These collective reflections provide neither fully matured digests of the challenges of our field, nor comprehensive solutions; rather they are offered as a starting point for medical schools to consider as we seek to harness the learning opportunities stimulated by the pandemic.
Salem V, McDonagh J, Avis E, et al., 2021, Scientific medical conferences can be easily modified to improve female inclusion: a prospective study., The Lancet Diabetes and Endocrinology, Vol: 9, Pages: 556-559, ISSN: 2213-8595
Vassie C, Mulki O, Chu A, et al., 2020, A practical guide to fostering teaching excellence in clinical education: experience from theUK, The Clinical Teacher, ISSN: 1743-4971
Vassie C, Smith S, Leedham-Green K, 2020, Factors impacting on retention, success and equitable participation in clinical academic careers: A scoping review and meta-thematic synthesis, BMJ Open, Vol: 10, ISSN: 2044-6055
Objectives To examine and synthesise current evidence on the factors that affect recruitment, retention, participation and progression within the clinical academic pathway, focusing on equitable participation across protected characteristics including gender, ethnicity and sexual orientation.Design Scoping review and meta-thematic synthesis.Data sources Web of Science, Google Scholar.Article selection We conducted a scoping review of English language articles on factors affecting recruitment, retention, progression and equitable participation in clinical academic careers published in North America, Australasia and Western Europe between January 2005 and April 2019. The most recent and relevant 39 articles were selected for meta-thematic synthesis using detailed inclusion/exclusion criteria.Data extraction The articles were purposively sampled to cover protected characteristics and career stages and coded for factors related to equitable participation. 17 articles were fully coded. No new themes arose after nine papers. Themes and higher level categories were derived through an iterative consensual process.Results 13 discrete themes of factors impacting on equitable participation were identified including societal attitudes and expectations; national and organisational policies, priorities and resourcing; academic and clinical workplace cultures; supportive, discriminatory and compensatory interpersonal behaviours and personal factors related to social capital, finances, competing priorities, confidence and ambition, and orientation to clinical, academic and leadership roles.Conclusions The broad and often interconnected nature of these factors suggests that interventions will need to address structural and cultural factors as well as individual needs. In addition to standard good practice on equality and diversity, we suggest that organisations provide equitable support towards early publication success and targeted mentoring; address financial and role insecurity;
Chu A, Morton C, Pye C, et al., 2019, Clinical teaching fellowships - enhancing the out of programme experience through a peer network, Clinical Medicine, Vol: 19, Pages: 259-259, ISSN: 1470-2118
Morton CE, Smith SF, Lwin T, et al., 2019, Computer programming: should medical students be learning it?, JMIR Medical Education, Vol: 5, ISSN: 2369-3762
Background: The ability to construct simple computer programs (coding) is being progressively recognized as a life skill. Coding is now being taught to primary-school children worldwide, but current medical students usually lack coding skills, and current measures of computer literacy for medical students focus on the use of software and internet safety. There is a need to train a cohort of doctors who can both practice medicine and engage in the development of useful, innovative technologies to increase efficiency and adapt to the modern medical world.Objective: The aim of the study was to address the following questions: (1) is it possible to teach undergraduate medical students the basics of computer coding in a 2-day course? (2) how do students perceive the value of learning computer coding at medical school? and (3) do students see computer coding as an important skill for future doctors?Methods: We developed a short coding course to teach self-selected cohorts of medical students basic coding. The course included a 2-day introduction on writing software, discussion of computational thinking, and how to discuss projects with mainstream computer scientists, and it was followed on by a 3-week period of self-study during which students completed a project. We explored in focus groups (FGs) whether students thought that coding has a place in the undergraduate medical curriculum.Results: Our results demonstrate that medical students who were complete novices at coding could be taught enough to be able to create simple, usable clinical programs with 2 days of intensive teaching. In addition, 6 major themes emerged from the FGs: (1) making sense of coding, (2) developing the students’ skill set, (3) the value of coding in medicine, research, and business, (4) role of teaching coding in medical schools, (5) the concept of an enjoyable challenge, and (6) comments on the course design.Conclusions: Medical students can acquire usable coding skills in a weekend cours
Vassie C, Smith SF, 2017, Shifting discourses of widening access from "why not you?' to "we want you': only one part of the solution, Medical Education, Vol: 51, Pages: 1295-1295, ISSN: 0308-0110
Smith SF, Vassie C, 2017, Shifting discourses of widening access from 'why not you?' to 'we want you', Medical Education, Vol: 51, Pages: 1295-1295, ISSN: 0308-0110
Patrick Y, Lee A, Raha O, et al., 2017, EFFECTS OF SLEEP DEPRIVATION ON COGNITIVE AND PHYSICAL PERFORMANCE IN UNIVERSITY STUDENTS, Publisher: ELSEVIER SCIENCE BV, Pages: E182-E183, ISSN: 1389-9457
Hunukumbure AK, Smith S, Das S, 2017, Holistic feedback approach with video and peer discussion under teacher supervision, BMC Medical Education, Vol: 17, ISSN: 1472-6920
BackgroundHigh quality feedback is vital to learning in medical education but many students and teachers have expressed dissatisfaction on current feedback practices. Lack of teachers’ insight into students’ feedback requirements may be a key, which might be addressed by giving control to the students with student led feedback practices. The conceptual framework was built on three dimensions of learning theory by Illeris and Vygotsky’s zone of proximal development and scaffolding. We introduced a feedback session with self-reflection and peer feedback in the form of open discussion on video-recorded student performances under teacher’s guidance. The aims of this qualitative study were to explore students’ perception on this holistic feedback approach and to investigate ways of maximising effective feedback and learning.MethodsSemi-structured interviews were used to gather data which were evaluated using a thematic analytical approach. The participants were third year medical students of Imperial College London on clinical placements at Hillingdon Hospital.ResultsVideo based self-reflection helped some students to identify mistakes in communication and technical skills of which they were unaware prior to the session. Those who were new to video feedback found their expected self-image different to that of their actual image on video, leading to some distress. However many also identified that mistakes were not unique to themselves through peer videos and learnt from both model performances and from each other’s mistakes. Balancing honest feedback with empathy was a challenge for many during peer discussion. The teacher played a vital role in making the session a success by providing guidance and a supportive environment.ConclusionsThis study has demonstrated many potential benefits of this holistic feedback approach with video based self-reflection and peer discussion with students engaging at a deeper cognitive level than the stan
Vassie C, Smith SF, 2017, Empowering junior doctors to maximise medical student learning in the clinical setting, Medical Education, Vol: 51, Pages: 1088-1088, ISSN: 0308-0110
Patrick Y, Lee A, Raha O, et al., 2017, Effects of sleep deprivation on cognitive and physical performance in university students, Sleep and Biological Rhythms, Vol: 15, Pages: 217-225, ISSN: 1446-9235
Sleep deprivation is common among university students, and has been associated with poor academic performance and physical dysfunction. However, current literature has a narrow focus in regard to domains tested, this study aimed to investigate the effects of a night of sleep deprivation on cognitive and physical performance in students. A randomized controlled crossover study was carried out with 64 participants [58% male (n = 37); 22 ± 4 years old (mean ± SD)]. Participants were randomized into two conditions: normal sleep or one night sleep deprivation. Sleep deprivation was monitored using an online time-stamped questionnaire at 45 min intervals, completed in the participants’ homes. The outcomes were cognitive: working memory (Simon game© derivative), executive function (Stroop test); and physical: reaction time (ruler drop testing), lung function (spirometry), rate of perceived exertion, heart rate, and blood pressure during submaximal cardiopulmonary exercise testing. Data were analysed using paired two-tailed T tests and MANOVA. Reaction time and systolic blood pressure post-exercise were significantly increased following sleep deprivation (mean ± SD change: reaction time: 0.15 ± 0.04 s, p = 0.003; systolic BP: 6 ± 17 mmHg, p = 0.012). No significant differences were found in other variables. Reaction time and vascular response to exercise were significantly affected by sleep deprivation in university students, whilst other cognitive and cardiopulmonary measures showed no significant changes. These findings indicate that acute sleep deprivation can have an impact on physical but not cognitive ability in young healthy university students. Further research is needed to identify mechanisms of change and the impact of longer term sleep deprivation in this population.
Morton CE, Saleh S, Smith SFS, et al., 2016, Blended Learning: How do you optimise undergraduate student engagement?, BMC Medical Education, Vol: 16, ISSN: 1472-6920
Background: Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. Methods: An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students’ engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Results: Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Conclusion: Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the ’blend’ was beneficial rather than purely online learning.
Smith SF, Fox KM, 2016, The Importance of creating infrastructure to support future clinician-educators response, Journal of the American College of Cardiology, Vol: 67, Pages: 341-342, ISSN: 1558-3597
Modi HN, Smith S, 2015, Effective supervision in surgical training: a phenomenological analysis of trainees’ experiences, Association for Medical Education in Europe
Smith S, Alexander A, Dubb S, et al., 2013, Opening doors and minds: a path for widening access., Clin Teach, Vol: 10, Pages: 124-128
BACKGROUND: Students from disadvantaged socio-economic backgrounds are under-represented in UK medical schools. Many successful interventions are also highly labour-intensive for medical schools to implement. We describe and evaluate a sustainable, low-cost strategy that provides participants with targeted support, advice and experience. METHODS: Year-12 participants (29-74 annually) from schools in areas of deprivation were paired with e-mentors from the medical student population. Engagement with this programme was used as one criterion to select approximately 20 mentees per year for participation in a 1-week summer school. All participants were offered consultant-led work experience during their summer holiday and were guaranteed places at a student-led outreach conference, where they received specific help with the writing of personal statements and interview skills. Summer school participants were followed-up by questionnaire to establish their career plans. RESULTS: We have delivered this programme annually for 3 years. All respondents to follow-up applied to study medicine, dentistry or a related bioscience, to degree level. The success rate of these disadvantaged students was similar to that of the general population of UK applicants who applied to study medicine at this medical school. DISCUSSION: By collaboratively linking multiple activities organised by the Outreach Office, academic staff and medical students, an annual cohort of approximately 20 participants from non-traditional backgrounds was provided with sustained support in preparing for applying to medical school. The limited data available from follow-up suggests that this approach may have helped overcome the social disadvantage facing these applicants.
Smith S, Alexander A, Dubb S, et al., 2013, Opening doors and minds: A path for widening access, Clinical Teacher, Vol: 10, Pages: 124-128, ISSN: 1743-4971
Background: Students from disadvantaged socio-economic backgrounds are under-represented in UK medical schools. Many successful interventions are also highly labour-intensive for medical schools to implement. We describe and evaluate a sustainable, low-cost strategy that provides participants with targeted support, advice and experience. Methods: Year-12 participants (29-74 annually) from schools in areas of deprivation were paired with e-mentors from the medical student population. Engagement with this programme was used as one criterion to select approximately 20 mentees per year for participation in a 1-week summer school. All participants were offered consultant-led work experience during their summer holiday and were guaranteed places at a student-led outreach conference, where they received specific help with the writing of personal statements and interview skills. Summer school participants were followed-up by questionnaire to establish their career plans. Results: We have delivered this programme annually for 3years. All respondents to follow-up applied to study medicine, dentistry or a related bioscience, to degree level. The success rate of these disadvantaged students was similar to that of the general population of UK applicants who applied to study medicine at this medical school. Discussion: By collaboratively linking multiple activities organised by the Outreach Office, academic staff and medical students, an annual cohort of approximately 20 participants from non-traditional backgrounds was provided with sustained support in preparing for applying to medical school. The limited data available from follow-up suggests that this approach may have helped overcome the social disadvantage facing these applicants. © Blackwell Publishing Ltd 2013.
Maheswaran IA, Clements JRE, Khan MEA, 2011, How do postgraduate trainees in different subspecialties view portfolios as educational tool?, Association for Medical Education in Europe
Preston-Shoot M, McKimm J, Kong WM, et al., 2011, Readiness for legally literate medical practice? Student perceptions of their undergraduate medico-legal education., Journal of Medical Ethics, Vol: 37, Pages: 616-622
Roberts NJ, Smith SF, Partridge MR, 2011, Why is spirometry underused in the diagnosis of the breathless patient: a qualitative study, BMC PULMONARY MEDICINE, Vol: 11, ISSN: 1471-2466
Smith SF, Partridge MR, Roberts NR, 2010, The engagement of postgraduate medical trainees with e-learning, Association for Medical Education in Europe
Smith SF, Roberts NJ, Partridge MR, 2010, What factors influence medical trainee attitudes to computer-based learning?, The Internet Journal of Medical Education, Vol: 1, ISSN: 2155-6725
Smith SF, Roberts NJ, Partridge MR, 2009, UK RESPIRATORY TRAINEES' VIEWS ABOUT IMPLEMENTING E-LEARNING INTO POSTGRADUATE TRAINING, Winter Meeting of the British-Thoracic-Society, Publisher: B M J PUBLISHING GROUP, Pages: A166-A166, ISSN: 0040-6376
Smith SF, McKimm J, Kong WM, et al., 2009, How medical students learn law: an exploration of the teaching, learning and assessment of law at a UK medical school, Association for Medical Education in Europe
Roberts NJ, Smith SF, Partridge MR, 2008, WHAT INFLUENCES TRAINEES INVOLVEMENT WITH E-LEARNING IN RESPIRATORY MEDICINE?, Winter Meeting of the British-Thoracic-Society, Publisher: B M J PUBLISHING GROUP, Pages: A157-A157, ISSN: 0040-6376
Smith SF, Roberts NJ, Partridge MR, 2007, Comparison of a web-based package with tutor-based methods of teaching respiratory medicine: subjective and objective evaluations., BMC Med Educ, Vol: 7
BACKGROUND: Respiratory disease is a major cause of morbidity and mortality not only in the United Kingdom, but globally. A good understanding of respiratory disease and its treatment is essential for all medical graduates. As a result of changes in clinical practice, patients with some common respiratory illnesses are less often admitted to hospital, restricting the experience available to undergraduate students. Combined with a potential shortage of clinical teachers, this means that new methods of teaching need to be developed and appraised. The aim of this study was to establish whether a web-based package on the diagnosis of respiratory disease would be as effective and as acceptable to final year medical students as tutor-led methods of teaching the same material. METHODS: 137 out of 315 final year undergraduate students in a single medical school volunteered to take part. Each received up to two hours of tutor-lead interactive, tutor-lead didactic or electronic, Web-based teaching on the accurate diagnosis and management of respiratory disease. Post teaching performance was assessed by multiple true/false questions and data interpretation exercises, whilst students' teaching preferences were assessed by questionnaire. RESULTS: Despite a high knowledge baseline before the study, there was a small, but statistically significant increase in knowledge score after all forms of teaching. Similarly, data interpretation skills improved in all groups, irrespective of teaching format, Although paradoxically most students expressed a preference for interactive tutor-lead teaching, spirometry interpretation in those receiving web-based teaching improved significantly more [p = 0.041] than in those in the interactive group. CONCLUSION: Web-based teaching is at least as good as other teaching formats, but we need to overcome students' reluctance to engage with this teaching method.
Smith SF, Roberts NJ, Partridge MR, 2007, Do newly qualified doctors use the knowledge and skills they learned as medical undergraduates?, Medical Education, Vol: 41, Pages: 917-917
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