Sonia Kumar and Arti Maini presented the educational Communities of Practice (eCoP) model that they developed together with Jo Horsburgh (Lead for Educational Research). This model has been designed to support staff to develop evidence-based, innovative curricula while in turn contributing to the evidence base. The eCOP model offers an approach to management of change in medical education and in other organisational settings seeking to develop as learning organisations.
Senita Mountjoy, Ellie Gunning and Laura Storm presented work on the novel “Virtual Toddler” session for teaching child development to medical students. The session employs facilitated e-learning; blended learning, to take students through child development assessments. Results of the qualitative research showed that students value the session and the experiential learning opportunity, enabling them to improve their confidence in child developmental examinations. Most importantly, their responses suggested that this approach could be utilised effectively in other areas where it is challenging to access patients.
Ali Dhankot, Noreen Ryan and Josh Gaon presented their novel teaching session designed to teach leadership to medical students based on the Medical Leadership Competency Framework. This session uses a simulated disaster scenario (a suspected terrorist attack) to engage students in leadership skills. They are currently in the process of evaluating the outcomes using focus groups.
Data from the WATCCH (widening access to careers in community healthcare) project was presented by Farah Jamil. Thematic analysis of focus groups with Year 12 students recruited to a summer placement highlighted an obvious work experience gap in General Practice. However, greater awareness was shown by the students of the range of healthcare professional roles, which allowed for better decision making about their future careers.
Ravi Parekh and Shivani Tanna presented findings from research with GP tutors stating that, “Madingley was a great opportunity to showcase the research we have carried out looking at the key barriers and motivators for community GP tutors taking on students in their GP Practice. One of the key areas that came out of the research, was the idea of service learning, by trusting our students and preparing them before entering their clinical placements, the students are able to provide a service for the patients in the GP practice and "learn through doing". Encouraging this model can allow for the GP surgery to have a motivated and conscientious member of the team, and allows for the students to learn real life clinical practice through their patients. "
Maham Stanyon also reflected on her experience of attending the conference:
‘Madingley is always a treat, friendly faces and a lovely welcoming atmosphere to novice presenters like myself. A diverse range of presentations this year, with particular highlights including a taste of the innovative leadership and professionalism session from year 5 run by Drs Ryan, Dhankot and Gaon that has students participating in a disaster scenario and an update from the ground-breaking Year 3 Medicine In the Community course from Drs Tanna and Parekh, showcasing some of the fantastic early results from their data. Further highlights included an evaluation of the WATTCH project, a project looking at increasing admission to healthcare professions from students from disadvantaged backgrounds lead by Dr Jamil, who displayed some of the incredible creative work the students did reflecting on their experiences during the programme. I was overwhelmed and heartened by the team support during my presentation, an exploration of the use of educational communities of practice to aid international trainees in learning the academic 'hidden curriculum'; particularly as this project moves into the unchartered waters, combining sociological principles, anthropology with educational research. Overall a wonderful two days, filled with exciting discussions, new possibilities and old friends.’
For further details about any of these projects, please contact Jo Horsburgh (Lead for Educational Research) – j.horsburgh@imperial.ac.uk
Comments