A5075289098- Innovations in Medical Education
- Primary Care and Health Outcomes
- Diversity and Career in Medicine
- Medical Education and Admissions
- Global Health Workforce Issues
- Empathy and Medical Education
- Interprofessional Education and Collaboration
- Clinical Reasoning and Diagnostic Skills
- Medical Malpractice and Liability Issues
- Healthcare professionals’ stress and burnout
- Health and Medical Research Impacts
- Patient-Provider Communication in Healthcare
- Advances in Oncology and Radiotherapy
- Healthcare Systems and Challenges
- Reflective Practices in Education
- COVID-19 and healthcare impacts
- COVID-19 and Mental Health
- Chronic Disease Management Strategies
- Higher Education Practises and Engagement
- Patient Safety and Medication Errors
- Radiology practices and education
- Resilience and Mental Health
- Supply Chain Resilience and Risk Management
- Sex and Gender in Healthcare
- Simulation-Based Education in Healthcare
University of Glasgow
2013-2025
John Wiley & Sons (United Kingdom)
2022
Scottish School of Primary Care
2020
Swansea Bay University Health Board
2015
NHS Education for Scotland
2012
Marymount University
2008
ABSTRACT Background Multimorbidity and patient complexity are increasing, yet undergraduate medical education curricula remain dominated by single disease frameworks, where students often shielded from exposure to this complexity. Why shielding continues occur is understandable; however, may leave graduates feeling underprepared for real‐world practice. This study aimed explore students' experiences of encountering, managing dealing with provide informed recommendations integrating into...
Existing literature suggests that learning during clinical placements is predominantly informal and unstructured, requiring medical students to be proactive in maximising opportunities. Students learn emulate the characteristics of a doctor navigate social structures environment (CLE) through legitimate peripheral participation. The study aim was explore how present themselves manage impressions CLE optimise learning. An ethnographic approach included 120 h observations conducted two...
Objectives To explore the reasons that doctors choose to leave UK medicine after their foundation year two posts. Setting All four regions of Scotland. Participants Foundation (F2s) working throughout Scotland who were considering leaving training recruited on a volunteer basis. Maximum variation between participants was sought. Primary and secondary outcome measures Semistructured interviews coded using template analysis. Six perspectives, described by Feldman Ng, used as initial coding...
The education of the future health care workforce is fundamental to ensuring safe, effective, and inclusive patient care. Despite this there has been chronic underinvestment in and, even though an increased need for educators, true number medical educators relative decline over a decade.In paper, we focus on role doctors as educators. We reflect culture which training are delivered, challenges faced, their origins sustaining factors. propose re-framing by applying Maslow's principles...
Abstract Background Gender bias is an enduring issue in the medical profession despite women being more represented within schools and health care workforce numerous countries across world. There have been frequent calls for further exploration of gender‐based discriminations education, owing to its lasting impact on student's professional development career trajectories. This paper presents ethnographic experiences female students doctors clinical learning environment (CLE), aiming disrupt...
Objectives The aim of this scoping review was to identify pre-existing interventions support the well-being healthcare workers during a pandemic or other crisis and assess quality these interventions. Design Arksey O’Malley’s five-stage framework used types evidence available in field for pandemic. PubMed, PsycINFO, Embase, Scopus, Web Science, CINAHL ERIC databases were searched find doctors pandemics. Owing lack results, search expanded all include any crisis. Databases June 2020 again...
Background Differential attainment has previously been suggested as being due to subjective bias because of racial discrimination in clinical skills assessments. Aim To investigate differential all UK general practice licensing tests comparing ethnic minority with White doctors. Design and setting Observational study doctors GP specialty training the UK. Method Data were analysed from doctors’ selection 2016 end training, linking selection, licensing, demographic data develop multivariable...
Addressing differential attainment between International Medical Graduates (IMGs) and their peers who hold UK Primary Qualifications remains one of the most significant challenges facing postgraduate General Practice (GP) training. Enhanced Induction programme, such as Scottish Trainee Programme (STEP), is tool designed to try facilitate transition into training reduce this inequity. The STEP course attended by both trainee educational supervisor, aims lay foundations a successful supportive...
Abstract Introduction Existing literature recognises that health professionals' socialisation in the workplace involves an emotional component, including management of feelings as per professional expectations and demands. However, there is limited understanding emotions‐related processes involved interprofessional educational space clinical learning environment (CLE) role nurses moderating dynamics. This paper explores ways which emotions operate encounters CLE, utilising Hochschild's...
Abstract Introduction Supporting doctors' wellbeing is crucial for medical education to help minimise negative long‐term impacts on workforce retention and ultimately patient care. There limited study of how transitions experiences impact wellbeing, particularly socially culturally. Multiple Multidimensional Transitions (MMT) theory views as dynamic, incorporating multiple contexts domains. Using MMT our lens, we report a qualitative analysis experienced by doctors during the pandemic...
Background Time in general practice offers medical students opportunities to learn a breadth of clinical knowledge and skills relevant their future practice. Undergraduate experiences shape career decisions current recommendations are that 25% undergraduate curriculum time should be focused on However, previous work demonstrated GP teaching had plateaued or reduced UK schools. Therefore, an up-to-date description is timely. Aim To describe the picture teaching, including amount resources...
Medical schools are required to train the workforce needed care for population they serve. In UK, we expected produce more graduates choosing be general practitioners and equip all with ability an ageing increasingly complex needs. These doctors need effective members of multi-professional teams, possessing generalist skills including understanding uncertainty risk. Curricula where a significant proportion clinical learning is based in practice best placed address this pedagogic need. The...
Racially minoritised groups across the globe continue to experience differential outcomes in both health and education. Medical schools can play an instrumental role addressing these disparities, by creating inclusive student communities ensuring that tomorrow's doctors care for our increasingly diverse populations.This collaborative, qualitative study led three United Kingdom (UK) institutions aimed explore perspectives of Heads Primary Care Teaching (HOTs) on cultural diversity inclusion...
Undergraduate education in palliative care is essential if doctors are to be competent for dying patients and their families a range of specialties healthcare settings. However, creating space this within existing undergraduate foundation year curricula poses significant challenges. We aimed develop consensus learning outcomes teaching the university medical schools Scotland.The General Medical Council (GMC) outlines number with clear relevance care. Leaders from five Scottish identified...
Background Remote consulting has become part of the medical student clinical experience in primary care, but little research exists regarding impact on learning.Aim To describe experiences General Practitioner (GP) educators and students using student-led remote consultations as an educational tool.Method A qualitative, explorative study conducted at four UK schools. GP were purposively sampled interviewed.Results Nine themes arose: practical application, autonomy, heuristics, safety, triage...
Abstract This paper aims to outline the development of a theoretically informed and evidence‐based intervention strategy underpin interventions support well‐being doctors during COVID‐19 beyond; delineate new ways working were employed ensure rapid rigorous process present resulting novel framework for development. The research comprised four workstreams: literature review (WS1), qualitative study (WS2), implementation (WS3) evaluation (WS4). Due time constraints, we parallel design WS1–3...
In November 2016, the Medical Schools Council and Health Education England published a joint report chaired by Professor Val Wass: 'By choice – not chance' to raise profile of general practice as positive career for medical students.We sought evaluate impact firstly, asking views Heads GP teaching at UK schools whether how has supported them in raising secondly, describing initiatives developed national survey. There was perception reported heads that been highly influential facilitating...
Purpose This paper aims to examine the spatial attributes in hospital ward environment and their impact on medical students' learning experience of clinical workplace.