Simon Forrest
School of Medicine, Pharmacy and Health
Durham University
Please write me a postcard
Do you teach social science research methods outside your
?
What challenges does this pose for ...
• Context and drivers
• This project
• Emerging issues
• Emerging ideas
• Questions
Context
Changing landscape of health needs and healthcare
Social sciences and medicine and health
Medicine
and
Healthcare
Public Policy
and Health
Patient
perspectives
Public healt...
Medical Education: framework and prescription
The project
• What is the current practice around teaching social science research
methods to undergraduate medical studen...
Emerging issues
Defining methods: used for or borrowed from
social science? Method, approach to analysis,
choice of topic?...
Structural diversity
Realisation of TDs LOs in curriculum structures
and content
Organisation of teaching and learning
• EBM, PH, BSS etc.
• T P j
• The elective model
• The intercalation (into medical e...
Working away from home
• Weakened or absent collegial support
• Disciplinary support and currency of
knowledge
• Teaching ...
Student engagement
• N u
• Clinical (ir)relevance
• Programme learning relevance (assessment)
• Students as partners in re...
Impact on practice
• Evidential wilderness
– Where we would expect to see the impact?
• Proximal – performance in assessme...
Way of seeing
• Not pragmatics but paradigms
• Not content but core ideas
• – in the Age of Fact –
information often domin...
Ways of knowing
• Reflexivity
• Subject-object relations
• Knowledge acts and acts of knowledge are
situated in Structure ...
Questions
• W u -social
scientist to be competent/safe/appropriate to
engage in empirical research?
• What might social sc...
‘Working away from home’: the state of the art in teaching and learning of social science research methods in medical educ...
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‘Working away from home’: the state of the art in teaching and learning of social science research methods in medical education - Simon Forrest

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This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.

For further details of the conference: http://bit.ly/1cRDx0p

Bookings open until 19 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk

ABSTRACT
This paper reports on a project exploring the ‘state of the art’ in teaching social science research methods to undergraduate medical students. Drawing on ongoing research involving reviewing the literature and consultation with the 32 UK medical schools, I will describe some of the emerging issues around the content, organisation, delivery and assessment of provision of teaching and learning and propose some early thoughts about opportunities and challenges in developing and supporting the academics and learners in this field. The session will be interactive including opportunities for participants to reflect on, to debate and discuss the extent to which these issues are germane to their practice and experience and my emerging prospectus for social scientists ‘working away from home’ in medical education and indeed in other disciplines.

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‘Working away from home’: the state of the art in teaching and learning of social science research methods in medical education - Simon Forrest

  1. 1. Simon Forrest School of Medicine, Pharmacy and Health Durham University
  2. 2. Please write me a postcard Do you teach social science research methods outside your ? What challenges does this pose for you? What would be the single greatest support to your practice?
  3. 3. • Context and drivers • This project • Emerging issues • Emerging ideas • Questions
  4. 4. Context Changing landscape of health needs and healthcare
  5. 5. Social sciences and medicine and health Medicine and Healthcare Public Policy and Health Patient perspectives Public health Psycho-social theories of behaviour and behaviour changes Psychology Medical sociology Sociology
  6. 6. Medical Education: framework and prescription
  7. 7. The project • What is the current practice around teaching social science research methods to undergraduate medical students in the UK: what is being taught, how are teaching and learning organised within the curriculum, how is content is delivered, to and by whom and how is student learning assessed? • And, what are the challenges and opportunities around developing this teaching and learning practice and the curriculum and policy contexts that frame it? Capturing u u involved this organising and delivering this teaching across all 32 Medical Schools in the UK complemented by a review of the literature.
  8. 8. Emerging issues Defining methods: used for or borrowed from social science? Method, approach to analysis, choice of topic? Parachute – paradigms and epistemologies – determinism, postivism, interpretivism, constructivism, identities/subjectivities, (super) structural relationships of biological and psycho- , &
  9. 9. Structural diversity Realisation of TDs LOs in curriculum structures and content
  10. 10. Organisation of teaching and learning • EBM, PH, BSS etc. • T P j • The elective model • The intercalation (into medical education) model • UG versus PG
  11. 11. Working away from home • Weakened or absent collegial support • Disciplinary support and currency of knowledge • Teaching versus research • Research context (Clinical, PH, Med Ed.) • Status and career trajectorie
  12. 12. Student engagement • N u • Clinical (ir)relevance • Programme learning relevance (assessment) • Students as partners in research
  13. 13. Impact on practice • Evidential wilderness – Where we would expect to see the impact? • Proximal – performance in assessment • Medial – future activities as medics • Distal – Patient benefit
  14. 14. Way of seeing • Not pragmatics but paradigms • Not content but core ideas • – in the Age of Fact – information often dominates their attention and overwhelms their capacities to assimilate it. It is not only the skills of reason that they … … qu use information and to develop reason in order to achieve lucid summations of what is going on in the world and of what might be v . I qu … j u scholars, artists and public, scientists and editors are coming to • C. Wright Mills (1959:11)
  15. 15. Ways of knowing • Reflexivity • Subject-object relations • Knowledge acts and acts of knowledge are situated in Structure – culture – agency
  16. 16. Questions • W u -social scientist to be competent/safe/appropriate to engage in empirical research? • What might social scientists gain from engagement with medics? (which way does the traffic run?) • What happens to the social scientist who ( u )?

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