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Learning from the assessment of ethics in UK general practice
Published in Andrew Papanikitas, John Spicer, Handbook of Primary Care Ethics, 2017
An increasing number of assessments occur prior to the embarking on a career in primary care. These include:University finalsSelection centre MCQSelection centre situational judgement testSelection centre clinical examinationSelection centre written paperSubspeciality exams such as Diploma of the Royal College of Obstetricians and Gynaecologists.
The benefits of including medical students in the ward huddle
Published in Medical Teacher, 2021
Situation Awareness for Everyone (SAFE) is used as the basic structure of the huddle (Stapley et al. 2018; Aldawood et al. 2020). Raising concerns and patient safety are at the core of the SAFE model, making all members of the team aware of patients who are particularly unwell and need closer monitoring (Stapley et al. 2018; Aldawood et al. 2020). It is also an opportunity to draw attention to any clinical errors identified with plans made to avoid recurrence (Aldawood et al. 2020). In their final year, UK medical students are required to take the Situational Judgement Test (SJT), designed to assess the desired attributes of a junior doctor (Driver and Patterson 2018). The ability to raise concerns and prioritise patient safety above all else is a core feature of the SJT (Driver and Patterson 2018). I believe inclusion in the huddle not only provides insight into how potential errors can occur in practice, but is a useful opportunity to increase confidence in raising concerns. The latter is not otherwise routinely practised during medical school. In my experience, the huddle also facilitates communication with other members of the MDT, another skill assessed when taking the SJT (Driver and Patterson 2018).
Escape rooms: A new way to examine UK medical students?
Published in Medical Teacher, 2021
Despite the General Medical Council (GMC) (2018) mandating a list of leadership and team working outcomes for all UK medical school graduates, the standardised assessment of these skills is limited to the Situational Judgement Test (SJT), a written examination where students are assessed on what they say they would do in hypothetical scenarios, not on direct observation of their actions. Furthermore, throughout their medical education, UK medical students are largely examined alone and then ranked against each other based on their examination scores. Alongside the SJT, the medical school rankings help to determine whether students are accepted into their first-choice foundation school. Therefore, not only are students rarely directly examined in their ability to work as part of a team, but they are also indirectly encouraged to work as individuals as they compete against each other to achieve a higher ranking. In a national health service where working within an MDT is paramount to safe and effective patient care, all UK medical students must be encouraged to nurture, and be directly assessed on, their ability to work within a team. I, therefore, propose that the use of escape room simulation, as described in this current study, could be a valuable additional tool for UK medical education.
Early predictors of summative assessment performance in general practice post-graduate training: A retrospective cohort study
Published in Medical Teacher, 2018
Rebecca Stewart, Nick Cooling, Graham Emblen, Allison Turnock, Amanda Tapley, Elizabeth Holliday, Jean Ball, Jennifer Juckel, Parker Magin
We investigated four predictor variables:Performance on the annual national training program selection assessment (a continuous variable, scored as band 1–10 with “1” denoting highest performance). The selection process included a Situational Judgement Test (SJT) and MMIs to assess clinical knowledge and reasoning.Performance on the Pre-Commencement Assessment, an internal training organization MCQ-based assessment of basic clinical knowledge, focusing on “not to miss” diagnoses in GP. The Pre-Commencement Assessment is undertaken prior to the commencement of Term 1 (the trainee’s first GP term). It is a dichotomous variable: pass versus fail.Performance at External Clinical Teaching Visits (ECTVs) in which a half-day session of the trainee’s clinical consultations is observed directly by an experienced GP (who is external to the trainee’s practice) scored as a dichotomous outcome: problem identified (in either of the first two ECTVs performed in Term 1) versus not identified. Problems could be in any domain (knowledge, communication, professional, etc.).Supervisor’s assessment of the trainee’s progress via an end-of-Term 1 or end-of-Term 2 progress report scored as a dichotomous outcome: “behind expected standard” versus “at-or-above expected standard”.