The pen is mightier than the sword. Reinstating patient care as the object of prescribing education.
Hannah Gillespie,Eleanor McCrystal,Helen Jane Reid,Richard L Conn,Neil Kennedy,Tim Dornan,Tim Dornan +6 more
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TLDR
It is found that there is a profound contradiction between medical students becoming competent, as defined by passing competence assessments, and becoming capable of safely caring for patients.Abstract:
Prescribing (writing medication orders) is one of residents' commonest tasks. Superficially, all they have to do is complete a form. Below this apparent simplicity, though, lies the complex task of framing patients' needs and navigating relationships with them and other clinicians. Mistakes, which compromise patient safety, commonly result. There is no evidence that competence-based education is preventing harm. We found a profound contradiction between medical students becoming competent, as defined by passing competence assessments, and becoming capable of safely caring for patients. We reinstated patients as the object of learning by allowing students to 'pre-prescribe' (complete, but not authorise prescriptions). This turned a disabling tension into a driver of curriculum improvement. Students 'knotworked' within interprofessional teams to the benefit of patients as well as themselves. Refocusing undergraduate medical education on patient care showed promise as a way of improving patient safety.read more
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“Could You Work in My Team?”: Exploring How Professional Clinical Role Expectations Influence Decision-Making of Assessors During Exit-Level Medical School OSCEs
Bunmi S. Malau-Aduli,Richard Hays,Karen D'Souza,Karina Jones,Shannon Lea Saad,Antonio Celenza,Richard Turner,Jane Smith,Helena Ward,Michelle L Schlipalius,Rinki Murphy,Nidhi Garg +11 more
TL;DR: In this paper , the authors used an empirical phenomenological qualitative approach with thematic analysis to explore OSCE assessors' perceptions of the concept of a prototypical intern expressed during focus group discussions.
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“You’re actually part of the team”: a qualitative study of a novel transitional role from medical student to doctor
Natalie Edmiston,Wendy Hu,Stephen A Tobin,Jannine Bailey,Caroline Joyce,Krista S. Reed,Lise L Mogensen +6 more
TL;DR: In this article , a qualitative study with semi-structured interviews at two time points was used to obtain experiences of the role from 26 Assistants in Medicine (AiMs) in urban and regional hospitals.
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“You’re actually part of the team”: a qualitative study of a novel transitional role from medical student to doctor
Edmiston Natalie,Hu Wendy,Tobin Stephen,Bailey Jannine,Joyce Caroline,Reed Krista,Mogensen Lise +6 more
TL;DR: In this article , a qualitative study with semi-structured interviews at two time points was used to obtain experiences of the role from 26 Assistants in Medicine (AiMs) in urban and regional hospitals.
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
An in depth investigation into causes of prescribing errors by foundation trainees in relation to their medical education
TL;DR: Overall it is clear that prescribing errors are a common occurrence affecting 7% of orders, 2% of patient days and 50% of hospital admissions, however, the reported rates of prescribing errors varied greatly and this could be partly because of the number of studies conducted.
An in-depth investigation into causes of prescribing errors by foundation trainees in relation to thier medical education: EQUIP study.
Tim Dornan,Darren M. Ashcroft,H Heathfield,Penny J. Lewis,J Miles,David Taylor,Mary P. Tully,Valerie Wass +7 more
Journal ArticleDOI
Progressive independence in clinical training: a tradition worth defending?
TL;DR: There is limited empirical support for the current model of progressive independence in clinical learning; however, diverse theoretical perspectives raise concern about the potential educational consequences of eroding progressive independence.
Journal ArticleDOI
Perceptions of UK medical graduates’ preparedness for practice: A multi-centre qualitative study reflecting the importance of learning on the job
Jan Illing,Gill Morrow,Charlotte Kergon,Bryan Burford,Beate Baldauf,Carol Davies,Ed Peile,John Spencer,Neil F. Johnson,Maggie E. Allen,Jill Morrison +10 more
TL;DR: The importance of students learning on the job, having a role in the team in supervised practice to enable them to learn about the duties and responsibilities of a new doctor in advance of starting work is highlighted.
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