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  • We Found The Elephant in Our Midst! Evaluating Practical Skills Teaching in The C21 Curriculum

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    Cardiff University School of Medicine C21 Curriculum Showcase
    63 vues1 page
    S.E Williams, P. Kinnersley, C. Cann, A. Milsom, T. Hellier and the Clinical Skills and Simulation Team S.E Williams. Clinical Skills Manager and Tutor, Clinical Skills and Simulation Centre, 3rd Floor Cochrane Building, Heath Park Campus, School of Medicine, Cardiff University, CF14 4YU Background and Purpose Practical procedure teaching is an important part of the new Cardiff University Medical School curriculum. Students are introduced to the clinical areas earlier in their course, and as a consequence, must be prepared in a range of clinical skills. The skills undertaken in Phase 1a of the new curriculum are listed within the General Medical Council guidance document ‘Tomorrows Doctors’ (GMC, 2009)1. This stipulates that the undergraduate medical student is required to reach a satisfactory level of competency prior to graduation in a total of 32 procedural skills. The clinical skills and simulation team are committed to high quality, evidence based teaching that is reported by our students to be fun! We agree with others2, and present our evidence that (1) Encouraging Learning, (2) Entertaining People, and (3) Having a Nice Time are powerful adjuncts to medical education. These are, by acronym, the ELEPHANT criteria. Methodology Ten practical skills were taught in the Clinical Skills and Simulation Centre to 298 Year 1 students. These were; Basic Life Support and the use of AED’s, hand hygiene and personal protective equipment, infection control, clinical waste management, vital signs, monitoring blood glucose and using NEWS charts, wound assessment, aseptic technique and dressing a simple wound. Tutors were multi-disciplinary, and two sessions (Basic Life Support and Vital Signs) were delivered in conjunction with the School of Pharmacy. A number of Peer Assisted Learning (PAL) tutors (senior medical students), also assisted in the teaching. Student evaluation of Phase 1a was undertaken after the last practical procedure session in the Cochrane Building using a paper based questionnaire, using a Likert Scale and opportunity to write free text comments. Results 7 questions regarding learning needs, session pace, organisation, e-Learning, feedback, staff approachability and Interprofessional Education (IPE) produced overwhelmingly positive ratings in the evaluation. Free text comments provided supporting evidence to the quantitative data. Many of the free text comments noted the ‘fun’ in teaching. Discussion By paying heed to the ELEPHANT criteria, we encourage and promote optimism and self-esteem. The word ‘fun’ may be difficult to define, but we suggest students may use it to describe challenges, new information gathering, and variety in our teaching. Using encouragement and being approachable helps find the point at which we can challenge students, whilst being ever mindful that ability and challenge must be perfectly balanced in order to avoid frustration3. References 1.General Medical Council. (1998). Tomorrows Doctors. London: GMC. 2. Gifford, H. & Varatharaj, A. (2010). The ELEPHANT criteria in medical education: Can medical education be fun? Medical Education. 32: 195–197. 3. Bell.H. (2007). Encouragement: Giving “Heart” to Our Learners in a Competency-based Education Model. Family Medicine. 39(1):13-15.

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    We found the elephant in our midst! Evaluating practical skills teaching in the C21 curriculum

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    S.E Williams, P. Kinnersley, C. Cann, A. Milsom, T. Hellier and the Clinical Skills and Simulation Team S.E Williams. Clinical Skills Manager and Tutor, Clinical Skills and Simulation Centre, 3rd Floor Cochrane Building, Heath Park Campus, School of Medicine, Cardiff University, CF14 4YU Background and Purpose Practical procedure teaching is an important part of the new Cardiff University Medical School curriculum. Students are introduced to the clinical areas earlier in their course, and as a consequence, must be prepared in a range of clinical skills. The skills undertaken in Phase 1a of the new curriculum are listed within the General Medical Council guidance document ‘Tomorrows Doctors’ (GMC, 2009)1. This stipulates that the undergraduate medical student is required to reach a satisfactory level of competency prior to graduation in a total of 32 procedural skills. The clinical skills and simulation team are committed to high quality, evidence based teaching that is reported by our students to be fun! We agree with others2, and present our evidence that (1) Encouraging Learning, (2) Entertaining People, and (3) Having a Nice Time are powerful adjuncts to medical education. These are, by acronym, the ELEPHANT criteria. Methodology Ten practical skills were taught in the Clinical Skills and Simulation Centre to 298 Year 1 students. These were; Basic Life Support and the use of AED’s, hand hygiene and personal protective equipment, infection control, clinical waste management, vital signs, monitoring blood glucose and using NEWS charts, wound assessment, aseptic technique and dressing a simple wound. Tutors were multi-disciplinary, and two sessions (Basic Life Support and Vital Signs) were delivered in conjunction with the School of Pharmacy. A number of Peer Assisted Learning (PAL) tutors (senior medical students), also assisted in the teaching. Student evaluation of Phase 1a was undertaken after the last practical procedure session in the Cochrane Building using a paper based questionnaire, using a Likert Scale and opportunity to write free text comments. Results 7 questions regarding learning needs, session pace, organisation, e-Learning, feedback, staff approachability and Interprofessional Education (IPE) produced overwhelmingly positive ratings in the evaluation. Free text comments provided supporting evidence to the quantitative data. Many of the free text comments noted the ‘fun’ in teaching. Discussion By paying heed to the ELEPHANT criteria, we encourage and promote optimism and self-esteem. The word ‘fun’ may be difficult to define, but we suggest students may use it to describe challenges, new information gathering, and variety in our teaching. Using encouragement and being approachable helps find the point at which we can challenge students, whilst being ever mindful that ability and challenge must be perfectly balanced in order to avoid frustration3. References 1.General Medical Council. (1998). Tomorrows Doctors. London: GMC. 2. Gifford, H. & Varatharaj, A. (2010). The ELEPHANT criteria in medical education: Can medical education be fun? Medical Education. 32: 195–197. 3. Bell.H. (2007). Encouragement: Giving “Heart” to Our Learners in a Competency-based Education Model. Family Medicine. 39(1):13-15.

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    63 vues1 page

    We Found The Elephant in Our Midst! Evaluating Practical Skills Teaching in The C21 Curriculum

    Transféré par

    Cardiff University School of Medicine C21 Curriculum Showcase
    S.E Williams, P. Kinnersley, C. Cann, A. Milsom, T. Hellier and the Clinical Skills and Simulation Team S.E Williams. Clinical Skills Manager and Tutor, Clinical Skills and Simulation Centre, 3rd Floor Cochrane Building, Heath Park Campus, School of Medicine, Cardiff University, CF14 4YU Background and Purpose Practical procedure teaching is an important part of the new Cardiff University Medical School curriculum. Students are introduced to the clinical areas earlier in their course, and as a consequence, must be prepared in a range of clinical skills. The skills undertaken in Phase 1a of the new curriculum are listed within the General Medical Council guidance document ‘Tomorrows Doctors’ (GMC, 2009)1. This stipulates that the undergraduate medical student is required to reach a satisfactory level of competency prior to graduation in a total of 32 procedural skills. The clinical skills and simulation team are committed to high quality, evidence based teaching that is reported by our students to be fun! We agree with others2, and present our evidence that (1) Encouraging Learning, (2) Entertaining People, and (3) Having a Nice Time are powerful adjuncts to medical education. These are, by acronym, the ELEPHANT criteria. Methodology Ten practical skills were taught in the Clinical Skills and Simulation Centre to 298 Year 1 students. These were; Basic Life Support and the use of AED’s, hand hygiene and personal protective equipment, infection control, clinical waste management, vital signs, monitoring blood glucose and using NEWS charts, wound assessment, aseptic technique and dressing a simple wound. Tutors were multi-disciplinary, and two sessions (Basic Life Support and Vital Signs) were delivered in conjunction with the School of Pharmacy. A number of Peer Assisted Learning (PAL) tutors (senior medical students), also assisted in the teaching. Student evaluation of Phase 1a was undertaken after the last practical procedure session in the Cochrane Building using a paper based questionnaire, using a Likert Scale and opportunity to write free text comments. Results 7 questions regarding learning needs, session pace, organisation, e-Learning, feedback, staff approachability and Interprofessional Education (IPE) produced overwhelmingly positive ratings in the evaluation. Free text comments provided supporting evidence to the quantitative data. Many of the free text comments noted the ‘fun’ in teaching. Discussion By paying heed to the ELEPHANT criteria, we encourage and promote optimism and self-esteem. The word ‘fun’ may be difficult to define, but we suggest students may use it to describe challenges, new information gathering, and variety in our teaching. Using encouragement and being approachable helps find the point at which we can challenge students, whilst being ever mindful that ability and challenge must be perfectly balanced in order to avoid frustration3. References 1.General Medical Council. (1998). Tomorrows Doctors. London: GMC. 2. Gifford, H. & Varatharaj, A. (2010). The ELEPHANT criteria in medical education: Can medical education be fun? Medical Education. 32: 195–197. 3. Bell.H. (2007). Encouragement: Giving “Heart” to Our Learners in a Competency-based Education Model. Family Medicine. 39(1):13-15.

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    WE FOUND THE ELEPHANT IN OUR MIDST!

    EVALUATING PRACTICAL SKILLS TEACHING IN THE C21 CURRICULUM


    Williams S.E , Hellier T , Milsom A , Cann C , Kinnersley P and the Clinical Skills and Simulation Team (ClinicalSkillsCentre@Cardiff.ac.uk) Clinical Skills and Simulation Centre, 3rd & 4th Floor Cochrane Building, Heath Park Campus, School of Medicine, Cardiff University, CF14 4YU

    Background and Purpose


    Practical procedure teaching is an important part of the new Cardiff University Medical School curriculum. Students are introduced to the clinical areas earlier in their course, and as a consequence, must be prepared in a range of clinical skills. The skills undertaken in Phase 1a of the new curriculum are listed within the General Medical Council guidance document Tomorrows Doctors (GMC, 2009)1. This stipulates that the undergraduate medical student is required to reach a satisfactory level of competency prior to graduation in a total of 32 procedural skills. The clinical skills and simulation team are committed to high quality, evidence based teaching that is reported by our students to be fun! We agree with others2, and present our evidence that (1) Encouraging Learning, (2) Entertaining People, and (3) Having a Nice Time are powerful adjuncts to medical education. These are, by acronym, the ELEPHANT criteria.

    Methods
    Ten practical skills were taught in the Clinical Skills and Simulation Centre to 298 Year 1 students. These were; Basic Life Support and the use of AEDs, hand hygiene and personal protective equipment, infection control, clinical waste management, vital signs, monitoring blood glucose and using NEWS charts, wound assessment, aseptic technique and dressing a simple wound. Tutors were multi-disciplinary, and two sessions (Basic Life Support and Vital Signs) were delivered in conjunction with the School of Pharmacy. In these sessions, students from each school learned together, bringing Interprofessional Education into our clinical skills programme for the first time. Peer Assisted Learning (PAL) tutors (senior medical students), also assisted in the teaching.

    Results
    Seven questions regarding learning needs, session pace, organisation, e-Learning, feedback, staff approachability and Interprofessional Education (IPE) produced overwhelmingly positive ratings in the evaluation. Free text comments provided supporting evidence to the quantitative data. Many of the free text comments noted the fun in teaching.

    Clinical skills is always the highlight of the week!


    Year 1 medical student

    E - Encouraging L - Learning E - Entertaining P - People H - Having A-A N - Nice T - Time

    The sessions themselves are really fun!


    Year 1 medical student

    I feel I have been learning a lot of useful techniques


    Year 1 medical student

    Discussion
    The word fun may be difficult to define, but we suggest it may be used to describe challenges, new information gathering, and variety in our teaching. Using encouragement and being approachable helps find the point at which we can challenge students, whilst being ever mindful that ability and challenge must be perfectly balanced in order to avoid frustration3.

    Take Home Message


    By paying heed to the ELEPHANT criteria, we encourage and promote optimism and self-esteem in our students

    References
    1.General Medical Council. (2009). Tomorrows Doctors. London: GMC. 2. Gifford, H. & Varatharaj, A. (2010). The ELEPHANT criteria in medical education: Can medical education be fun? Medical Education. 32: 195197. 3. Bell.H. (2007). Encouragement: Giving Heart to Our Learners in a Competency-based Education Model. Family Medicine. 39(1):13-15.

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