the anatomy of an intercalated bsc in medical education
DESCRIPTION
The anatomy of an Intercalated BSc in Medical Education Chris Jefferies, Cardiff University Medical Student ([email protected]) Camille Kostov, Cardiff University Medical Student ([email protected]) Introduction Medical Education is a new addition to the intercalated BSc programme at Cardiff University. Starting in September 2013, the aim is to support the development of inspirational, patient-focused teachers through medical education scholarship. Designing; Delivering; Deciding The General Medical Council (GMC) regards teaching and training as one of the duties of a doctor.(1) This module offers a structured introduction to the key areas of curriculum design, teaching and learning and assessment and feedback enabling students to apply relevant educational theory to both theoretical debate and practical construction of educational activities. Learning environments Healthcare in the 21st century is typically delivered by multi-professional teams; much of the training and teaching of these teams now takes place on the job. The aim of this module is for students to explore and understand where, how and with whom learning currently takes place in medical education. The “where” will include the clinical environment, the skills lab and the use of technology-enhanced learning. The “how” will involve students acquiring the tools to create and deliver teaching using technology and simulation. The “with whom” will involve students being introduced to the concepts of inter-professional learning and communities of practice. Social, historical and contemporary context of medical education This module embraces the humanities to provide medical students with a broad and deep experience of medical education through history, sociology, and past and present patient narratives. The aim is to introduce students to current debates in the contemporary curriculum through a closer examination of their historical and sociological origins, concluding with a focus on patient narrative and the roles of patients in medical education. References 1. General Medical Council. Tomorrow's doctors: GMC; 2009.TRANSCRIPT
-
Medical Educa+on (BSc) Chris Jeeries and Camille Kostov Cardi University Medical Students
developing inspira.onal, pa.ent-focused teachers through medical educa.on scholarship
Research project and wri+ng skills
Anatomy of the course
The intercalated research project enables students to gain rst hand experience of medical educaBon research. This academic year, students are involved in a naBonal GMC-commissioned study exploring the preparedness of junior doctors for pracBce. The wriBng skills workshops introduce students to the fundamentals of academic wriBng with an emphasis on acquiring and developing pracBcal skills developed where possible in authenBc environments. So far, students have been successful in gaining a number of publicaBons in peer reviewed journals and BMJ Rapid Responses.
Designing, Delivering, Deciding
The General Medical Council (GMC) regards teaching and training as one of the duBes of a doctor (1).
This module oers an introducBon to key areas in medical educaBon including curriculum design, assessment, and
feedback. Students are encouraged to debate educaBonal theories, and
subsequently construct innova+ve educaBonal acBviBes.
Social, historical & contemporary
context of medical educa+on
The module begins with an overview of the methods and criBcal events in medical history.
The aim is to introduce students to current debates in the contemporary curriculum by embracing the humani+es. Students focus on the history and role of paBents in
medical educaBon, whilst exploring an in-depth expert pa+ent narra+ve.
Learning Environments
Students explore the context of medical educaBon encompassing where, how and with whom learning takes
place. Clinical and virtual environments are considered, whilst students acquire the tools to create and deliver teaching
using technology and simulaBon. This is complemented by an introducBon to inter-professional learning and communiBes of pracBce.
Research methods
The research methods module equips students with an understanding of both qualita+ve and quan+ta+ve methodology
as applied to medical educaBon research. Students are also introduced to the principles of cri+cal appraisal
and sta+s+cal analysis.
References 1. General Medical Council (2006). Teaching and training, appraising and assessing. Good Medical PracBce. London.
Author contact details
Chris Jeeries: [email protected] Camille Kostov: [email protected]
Wri+ng skills &
research project
The course combines pracBcal experience of teaching with an understanding of the underlying educaBonal
theory and context of medical educaBon. The experiences Ive had on this route have inspired me to
pursue a career as a medical educator Chris Jeeries
A[er understanding the foundaBons of medical educaBon, it has been exci+ng to delve deeper into the history of
medicine and complexity of various learning environments. The course oers plenty of opportuniBes; teaching clinical
skills to peers has been a highlight for me so far Camille Kostov