A5091482757- Innovations in Medical Education
- Clinical Reasoning and Diagnostic Skills
- Medical Education and Admissions
- Simulation-Based Education in Healthcare
- Diversity and Career in Medicine
- Empathy and Medical Education
- Acute Ischemic Stroke Management
- Reflective Practices in Education
- Higher Education Learning Practices
- Non-Invasive Vital Sign Monitoring
- Health and Medical Research Impacts
- Hemodynamic Monitoring and Therapy
- Patient Safety and Medication Errors
- Phonocardiography and Auscultation Techniques
- Cerebrovascular and Carotid Artery Diseases
- Cardiac Arrest and Resuscitation
- Delphi Technique in Research
- Pharmaceutical Practices and Patient Outcomes
- S100 Proteins and Annexins
- Education and Critical Thinking Development
Keele University
2012-2024
TU Dresden
2015
Ospedale Sacro Cuore Don Calabria
2015
Salford Royal NHS Foundation Trust
2015
Danderyds sjukhus
2015
Cliniques Universitaires Saint-Luc
2015
The George Institute for Global Health
2015
Westmead Hospital
2015
The University of Sydney
2015
James Cook University Hospital
2015
Introduction The career choices of medical graduates vary widely between schools in the UK and elsewhere are generally not well matched with societal needs. Research has found that experiences school including formal, informal hidden curricula important influences. We conducted a realist evaluation how why these various social conditions influence thinking.
Introduction Ensuring equivalence in high-stakes performance exams is important for patient safety and candidate fairness. We compared inter-school examiner differences within a shared OSCE resulting impact on students' pass/fail categorisation.
Abstract Transitioning from student to doctor is notoriously challenging. Newly qualified doctors feel required make decisions before owning their new identity. It essential understand how responsibility relates identity formation improve transitions for and patients. This multiphase ethnographic study explores realities of transition through anticipatory, lived reflective stages. We utilised Labov’s narrative framework (Labov in J Narrat Life Hist 7(1–4):395–415, 1997) conduct in-depth...
<h3>Objective:</h3> To investigate whether the location and extent of CT hyperdense artery sign (HAS) at presentation affects response to IV alteplase in randomized controlled Third International Stroke Trial (IST-3). <h3>Methods:</h3> All prerandomization follow-up (24–48 hours) brain scans IST-3 were assessed for HAS presence, location, by masked raters. We grew, persisted, shrank, or disappeared follow-up, association with 6-month functional outcome, effect alteplase. is registered...
Context Doctors must be competent from their first day of practice if patients are to safe. Medical students and new doctors acutely aware this, but describe being variably prepared. Objectives This study aimed identify causal chains the contextual factors mechanisms that lead a trainee capable (or not) completing tasks for time. Methods We studied three stages transition: anticipation; lived experience, post hoc reflection. In anticipation stage, medical kept logbooks audio diaries were...
Introduction Whilst rarely researched, the authenticity with which Objective Structured Clinical Exams (OSCEs) simulate practice is arguably critical to making valid judgements about candidates' preparedness progress in their training. We studied how and why an OSCE gave rise different experiences of for participants under circumstances.
Background Situation awareness (SA) is a human factor of critical importance to patient safety. Simulation training aims examine and debrief factors; however, SA cannot be directly observed. This has led the development measurement tools. The Present Assessment Method (SPAM) measures in real-time without need pause scenario. SPAM process involves delivery queries participant who must answer them accurately quickly. latency between query being asked received represents SA. Two procedures are...
Background Untimed simulated primary care consultations focusing on safe and effective clinical outcomes were first introduced into undergraduate medical education in Otago, New Zealand, 2004. We extended this concept included a secondary version for final-year students. offer students opportunities to manage entire consultations, which include making implementing decisions with patients (SPs). Formative feedback is given by SPs the achievement of pre-determined faculty members decision...
Summary Background Medical doctors are required to prescribe drugs safely and effectively upon qualification, a skill that many feel poorly prepared undertake. To better prepare doctors, whole‐task approach develops knowledge skills, but also considers the effect of complex clinical workplace on prescribing, is optimal. We describe an evaluation experiential learning programme allows senior medical students gain experience with inpatient prescribing during their hospital assistantship....
Objective structured clinical exams (OSCEs) are a cornerstone of assessing the competence trainee healthcare professionals, but have been criticised for (1) lacking authenticity, (2) variability in examiners' judgements which can challenge assessment equivalence and (3) limited diagnosticity trainees' focal strengths weaknesses. In response, this study aims to investigate whether sharing integrated-task OSCE stations across institutions increase perceived while enhancing by enabling...
Abstract The goal of better medical student preparation for clinical practice drives curricular initiatives worldwide. Learning theory underpins Entrustable Professional Activities (EPAs) as a means safe transition to independent practice. Regulators mandate senior assistantships improve readiness. It is important know whether meaningful EPAs occur in assistantships, and with what impact. Final year students at one UK school kept learning logs audio-diaries six one-week periods during...
<ns4:p>This article was migrated. The marked as recommended. How should a medical student address their clinical tutor?Sociolinguistic ideas such politeness theory tell us that the choice of formal or informal terms is determined by positions those communicating on two axes; relative status and degree intimacy. This positioning influenced interaction personal characteristics individuals involved, but there are cross-cultural variations to these rules which also changing world changes....