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I have instigated an evening on call (they can stay overnight if they wish) for students on the Module 4B ‘movement’ attachment, shadowing the on-call surgical SHO. They are encouraged to be the first person to clerk a patient in A&E, present the patient and go with them for their investigations or surgery. The students find this very useful and enjoyable. Mr Adrian O'Gorman |
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In our small group teaching, we often learn by role playing. This is a great tool for learning, with students taking it in turns to play the patient, doctor and observer. Listening in on the small groups, I felt that the feedback was not always that effective and helpful. I decided to devise a simple feedback form for the students to use when their role was to be the observer, which highlights specific areas to observe so that the feedback given became more meaningful and constructive. Ms Amanda Band |
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We have successfully created a ‘Your Concerns’ scheme for our SSC students. On day one, we ask them to let us know their 5 top concerns about becoming an FY1. These are collated and a poster is created to summarise them. They will then present in small groups about how they felt about their concerns and how they feel about them at the end of their placement to a small faculty, who are a mixture of consultants, junior doctors and the medical education team. Medical Education Centre |
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In line with the GMC’s ‘Tomorrow’s Doctors’ and ‘Promoting Excellence’, we have set up ‘Patient as Teacher Symposia’, which are centred around a patient-teacher with a particular condition. The main objective is for students to gain an understanding of what it is like to live with a particular condition, the impact it has on them and their family and how they cope with the condition. Directorate of Undergraduate Education |