54 muster2014 Heddle
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This document discusses the conversion of traditional block rotation medical education to a longitudinal integrated clerkship model at an Australian academic medical center. A series of pilot programs were conducted from 2013-2015 with modifications based on feedback. The proposed 2016 model would attach each student to a medical and surgical consultant for one semester, include continued academic sessions, and assess students through programmatic assessment rather than a single exam. The goal is to implement this longitudinal integrated clerkship model for the entire class of 72-80 students starting in 2016.
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122 muster2014 Dickey
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182 muster2014 ross
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74 muster2014 Britt
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162 muster2014
1) The document discusses a study comparing the approaches to learning of students in longitudinal integrated clerkships (LICs) versus rotation-based clerkships (RBCs).
2) Students in LICs reported benefits like continuity of patient care, supervision and learning environment that facilitated a deep learning approach.
3) Students found the RBC environment disrupted their learning trajectory and reported watching and listening more, relying on prior experiences, and self-advocating to adapt and continue deep learning.
4) Educators should be aware of how environments impact learning and support learners in deep learning activities to facilitate professional identity formation.
155 muster2014 konkin
The Peer and Student Support (PaSS) Group provides educational support and mentorship for students and preceptors in rural communities participating in the University of Alberta's Integrated Community Clerkship program. Data from student and preceptor surveys indicate that visits from PaSS members are seen as supportive and provide an opportunity for feedback, mentorship, and social support. While winter weather poses challenges, both students and preceptors value the role of the PaSS Group in facilitating learning and strengthening relationships between rural preceptors and the university.
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95 muster2014 Dean Doyle
This presentation summarizes a study conducted by researchers at the University of Notre Dame Australia that used the Harvard Medical School-Cambridge Integrated Clerkship tool to measure attributes of professionalism in final year medical students. The study found that female students scored higher than male students in patient-practitioner orientation, though there was no significant difference between students in metropolitan versus rural clinical schools. The researchers concluded the pilot study provided a baseline to measure the effects of longitudinal integrated clerkships on professionalism attributes in the medical curriculum going forward.
79 muster2014 Reeve
This document discusses how to increase social accountability in medical education. It outlines the global consensus for social accountability of medical schools which includes responding to health needs in society, reorienting education accordingly, strengthening governance, and using evaluation. It questions how to inspire students' social conscience, best assess the development of social accountability in students, and how community participation can increase social accountability.
46 muster2014 Daly
This document discusses a research study on rural longitudinal integrated placements from a social learning systems perspective. It finds that the Broken Hill placement model effectively facilitates student learning through its unique geography, learning spaces, and opportunities for connectivity. Students gain valuable clinical experience in both formal settings like the hospital and GP clinics as well as informal settings like assisting with ambulance calls. They build connections with the patient community and broader social networks that support their learning and preparedness for practice. While the model works well, students must be proactive to fully capitalize on all learning opportunities due to the geographical isolation of rural placements.
128 doyle muster2014
The document discusses the Summer Medical and Dental Education Program (SMDEP) at UCLA, which aims to increase diversity in health professions. Traditionally, SMDEP programs used a lecture-based format, but in 2005 UCLA received funding to develop an enhanced model. This involved developing a comprehensive evaluation approach including needs assessments, participant feedback, and pre/post content assessments. UCLA proposed using problem-based learning and measuring improvements in skills like reading. Evaluation found lectures alone did not improve understanding of health disparities, so students began community-based disparity projects. About 50% of UCLA's SMDEP students have since gained admission to health programs.
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This document discusses interprofessional education (IPE) activities at Flinders University Medical Program. It provides definitions of IPE and outlines why it is important. It describes current IPE activities across different years of the MD program in South Australia, including simulations and placements involving nursing, allied health, and Aboriginal health students. Future ideas for IPE activities in the Northern Territory Medical Program are proposed, such as anatomy peer teaching, deteriorating patient simulations, and palliative care problem-based learning cases. Limitations around funding and curriculum constraints are also noted.
53 muster2014 Strasser
This document summarizes discussions from a curriculum development workshop for the Northern Territory Medical Program. It outlines activities conducted at the workshop to contextualize the medical school curriculum for the NT. The activities focused on identifying graduate outcomes, curriculum content and sequencing, learning challenges, and maximizing learning opportunities in the NT context. The goal was to develop a fit-for-purpose, outcomes-based curriculum aligned with NT health needs and delivered using a variety of educational strategies.
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54 muster2014 Heddle
- 1. Conversion of traditional block rotation education (TBR) in an Academic Medical Centre to Longitudinal Integrated Clerkship W Heddle, G Roberton, M Slee, S Mahoney, P Worley Flinders University
- 2. Faculty/Presenter Disclosure Slide 1 • Faculty: Bill Heddle • Relationships with commercial interests: – Grants/Research Support: Medtronic and ST Jude for Cardiac Fellow – Speakers Bureau/Honoraria: Pfizer, Boehringer-Ingelheim – Other: Clinical Device trials as co-investigator for Biotronik and Medtronic
- 3. Background • Flinders University School of Medicine commenced as 6 year Undergraduate Entry program in 1974; changed to 4 year Graduate Entry program in 1996, initially only at Flinders Medical Centre (FMC)(Academic Medical Centre co-located with Flinders University Bedford Park Campus in Adelaide, South Australia). • Flinders Medical Centre is 500 bed hospital serving southern half of Adelaide (total population 1.2 M) plus southeastern sector of rural SA, plus liver transplant service for SA, plus Cardiothoracic Surgery for NT. Only hospital with combined Obstetric/ Adult ICU/Neonatal ICU. • Repatriation Hospital in 250 bed hospital 5 km from FMC and specialises in Geriatrics, Rehabilitation, Psychiatry, and is the major Flinders University training site for most allied health disciplines (very strong in IPE).
- 4. Background - 2 • Until start of PRCC in 1997, first major clinical year was done as Block Rotations (TBR), and this has continued at FMC.
- 5. Background (2) • In 2013 and 2014 Longitudinal Clerkship (Longitudinal Integrated Flinders Training = LIFT) pilots of 8 students of 72 at FMC and 4 students at Alice Springs (NTMP)
- 6. LIFT Pilots • LIFT Pilot 1 (P1) in 2013 – Each student attached to an indiviudal preceptor in Internal Medicine, Surgery, Paediatrics, O&G, psychiatry, family medicine with clinics each fortnight (weekly for family medicine for one semester) – Educational Supervisor for group of 8 with weekly “academic” tutorials to a prescribed schedule – P1 was successful in terms of Academic Performance (Roberton)
- 7. LIFT 1 Pilot • Feedback – Not possible to use for whole cohort of FMC based students due to limited faculty in Paediatrics and O&G – Difficulty in longitudinal following of patients due to silos of care – Students and Preceptors valued longitudinal relationship
- 8. LIFT Pilot 2 (P2) • 2014 – Redesign to increase hospital Ward exposure and arranged for Paediatrics, O&G, and psychiatry as 4 week intensive blocks at end of semester 2 – Major barrier exam (MCQ and OSCE) at end of year 3 covering all specialties – Unit attachments rather than consultants in medicine and surgery – As year evolved, students regularly attended antenatal clinics and had Psychiatry tutorials to discuss mental health conditions of their medical patients
- 9. LIFT Pilot 2 • Results – Only preliminary but attachment to unit rather than consultant has been problematic with loss of continuity of preceptors – Academic results not yet fully assessed
- 10. Proposed LIFT Pilot 3 (P3) • 2015 – Attachments for one semester to a Medical and Surgical Consultant for one semester, then different (medical and surgical) Consultants for the second semester – Continued weekly academic program with Educational Supervisor – Continued antenatal clinics and Psychiatry tutorials – 2 week Paediatric block mid-year
- 12. Additional changes • Change from large “barrier exam” at end of year 3 to Programmatic Assessment • Extension of clinical clerkship well into fourth (and final) year with plan for rotations in paediatrics, psychiatry, O&G, medicine and surgery in this year.
- 13. Questions • Will the LIFT Pilot 2015 work and is it applicable to whole FMC cohort (about 72- 80 students in 2016 ? • Are changes required to enable this?
- 14. Proposed LIFT 2016 • As for 2015 but assessment changing to Programmatic Assessment (as at University of Maastricht – Cees Van der Vleuten) with Progress Testing • Continued academic program (2017) into year 4, during which students will have specialty block rotations in Paediatrics, O&G, Psychiatry, plus specialty Medicine and Surgery