1,720,964 research outputs found
Training allied health professionals as first contact practitioners in primary care: reflections on lived experience of a GP and podiatrist
No full textBackground: partly due to the GP workforce crisis, Primary Care Networks (PCNs) receive funding to employ Allied Health Professionals (AHPs) as First Contact Practitioners (FCPs), through the additional roles reimbursement scheme (ARRS). Guidance on the training and supervision required to implement the scheme was lacking.Methods: we present a personal case study of a GP and a podiatrist. We are both health educators and have reflected on, and discussed, the topic at length. We attended training, kept abreast of the politics and literature, and talked to others through local and national networks so feel in a position to ‘make a point’ and lead discussion.Results: we think an FCP podiatrist should be more than just a podiatrist practising their speciality in a primary care setting. To achieve this, the AHP must be open to learning new ways of consulting, embrace holistic care and contribute to the aim of the whole primary care team. Being a novice learner can be destabilising, particularly for a senior AHP. Both the GP and AHP need to acknowledge the tensions and embrace the uncertainty. Adopting a positive, enquiring, collaborative and supportive approach made the process enjoyable for both parties. Role boundaries are contentious, particularly given the current narrative about replacement of doctors with AHPs but should take into account the individual.Conclusion: with nurturing, trust and supervision AHPs can add to the Primary care workforce, take work from GPs (not replace them), contribute to the practice, improve patient care and increase job satisfaction
International medical education collaborations: evaluating the impact of the development and delivery of the BM(EU) on faculty staff
No full textUnderstanding variation in measles-mumps-rubella immunization coverage - a population based study
No full textBackground: Coverage of the Measles–Mumps–Rubella combined vaccine (MMR) has declined in recent years in the UK, following adverse publicity about possible links between the vaccine, autism, and Crohn's disease. The objectives of this study were to assess geographical variation in trends in MMR coverage and to identify the factors affecting MMR uptake at population level. Methods: We conducted an ecological study of immunization coverage by second birthday, based on routinely collected data from 1993–2004 for England. Trends in MMR uptake were assessed in 95 District Health Authorities in England over the study period. We investigated the relationship between MMR immunization uptake and deprivation, ethnicity, education, population density, rurality, and socioeconomic class. Results: Since 2000, MMR coverage has declined significantly in virtually all areas of England. Population density and deprivation were both strongly correlated with low MMR uptake. The decline in coverage since 1993–94 was significantly related to the proportion of educated population and was greater in densely populated areas. Conclusion: Decline in MMR coverage now affects most areas of England. The lowest rates of MMR coverage remain in urban areas, particularly in inner cities, which also tend to show high levels of deprivation. Public health resources should continue to target inner city areas, as well as focus on the concerns of the better educated about vaccine safety
Die Entwicklung der wissenschaftlichen Kompetenzen während des Medizinstudiums: Erfahrungen mit der Implementierung eines 16-wöchigen Forschungsprojekts in Deutschland als Bestandteil des BM(EU) Programms der Universität Southampton in Zusammenarbeit mit der Gesundheit Nordhessen Holding
No full textSeit 1971 wird an der Medizinischen Fakultät der Universität Southampton (UK) von allen Medizinstudenten ein Forschungsprojekt als fester Bestandteil des Medizinstudiums abgeschlossen. Über die Jahre hat sich die Länge und Struktur des Projekts‘ verändert und es wurde wiederholt den Vorgaben des Britischen General Medical Council angepasst. In 2013 wurde in Southampton ein neuer Studiengang eingeführt, das BM(EU) Programm, bei dem die Studenten einen Großteil ihres Studiums in Häusern der Gesundheit Nordhessen (DE) absolvieren. Dazu gehört auch das 16-woechige Projektmodul, welches mittlerweile von über 90 Studierenden absolviert wurde. Da die Befähigung zum wissenschaftlichen Arbeiten Teil der Reformbewegung Masterplan Medizinstudium 2020 bildet, bieten wir an von unseren Erfahrungen zu berichten, z.B. ueber die Vorbereitung der Studierenden auf das Projektmodul sowohl als auch für die Beantragung der Ethikvoten, von Mitarbeiter-schulungen für Betreuer und Gutachter bis hin zur Dissemination der Forschungsergebnisse während der jährlichen Studierendenkonferenz
Does overseas delivery of the clinical years of a GMC-approved undergraduate curriculum disadvantage students in UK clinical examinations?: Implications for transnational medical education collaborations
No full textFacilitating undergraduate research in Germany: experiences from establishing a research project module as part of the international BM(EU) programme
No full textUndergraduate research is of interest to medical educators and policy makers alike. It is thought to play an important role in stemming the decline in those choosing clinical academic careers and is expected to assist in the mainstreaming of evidence-based medicine. Medical schools in the US, Saudi Arabia, the Netherlands, Norway and Germany – among others – are seeking to expose their students to research. However, organisationally, setting up research opportunities for large numbers of students can be extremely challenging. Moreover, it involves the balancing of research development and research participation against increasingly crowded medical curricula. Finally, there are practical aspects to consider, such as students’ preparedness, faculty development and external aspects such as ever more elaborate (and lengthy) ethics approvals processes. Since the inception of the medical school at Southampton (UK) in 1971, all undergraduate medical students on the five year programme have participated in a research project and this is an important distinctor within the national and international contexts. In 2013, the University of Southampton started a new international undergraduate programme – the BM(EU) in collaboration with a German Healthcare provider, Gesundheit Nordhessen (GNH). We will be reporting on our experiences of and lessons learned from establishing the research module in Germany, which has been completed by three cohorts (n=62) to date. The presentation will include curricular aspects such as learning outcomes and assessment methods as well as findings from the student evaluation data. <br/
Delivering an undergraduate medical curriculum across Europe: aiming towards excellence in clinical placements through education research and staff development
No full textBackground: in 2013/14, University of Southampton started a new under-graduate programme, the BM(EU), in cooperation with a German healthcare provider. Students spend two years in Southampton alongside the British-based cohort and then undertake clinical placements in Germany. Summary of Work: to appreciate the context in which BM(EU) students will be taught, we interviewed clinicians at our partner institution (n=13). Semi-structured interviews explored clinicians’ own experiences of placements as this is likely to impact on their teaching approaches and expectations of students. All interviews were transcribed and analysed using the constant comparison method.Summary of Results: according to the literature, the German and UK medical education systems differ significantly in approaches to regulation and quality assurance. Initial analysis of interview data indicated that the preliminary nursing placement and the final ‘practical year’ were the most memorable learning experiences. It also highlighted students’ autonomy in organising 3-of-4 placements. Without university involvement or pre-defined learning outcomes interviewees relied on personal motivation for successful placements. Discussion and Conclusions: the BM(EU) is regulated by the General Medical Council and we must recognise that for our German partners, this regulatory involvement and emphasis on competencies and learning outcomes may be novel. The research process and findings are already facilitating better communication and will inform staff development.Take-home messages: the research process and the findings of this project were and are intended to facilitate a dialogue about what constitutes meaningful placement learning. It will also help inform staff development approaches and ultimately ensure that students’ placement experiences reflect the best of both worlds
Clinical skills teaching in UK medical education as exemplified by the BM5 curriculum, Faculty of Medicine, University of Southampton
No full textThis commentary seeks to enable comparisons about clinical skills teaching in Germany and the UK. It outlines the British regulatory environment and its impact on programme design. Through the example of the University of Southampton we show how clinical skills teaching is integrated both vertically and horizontally
Overall Quality of Outcomes Framework scores lower in practices in deprived areas
No full textThere has been much debate as to whether quality points allocated through the new general medical services contract are more difficult to achieve for practices in deprived and rural areas. We used multiple regression to assess the relationships between deprivation, rurality and the number of overall quality points achieved by each practice. Multiple deprivation was significantly inversely related to quality points achieved. Practices in villages and towns gained 2% more quality points than urban areas and hamlets
Exploring the nature of undergraduate clinical placements in Germany in the context of developing a collaborative European undergraduate medical programme
No full textFragestellung/Zielsetzung*In 2013 the University of Southampton (UoS) established a new medical degree programme, the BM(EU), together with a German healthcare provider, Gesundheit Nordhessen. After two years in the UK, the first cohort will move to Kassel in the Autumn 2015. The entire programme is subject to the UK regulator’s requirements and quality control – and, coincidentally, meets the Wissenschaftsrat’s recommendations.As is typical for medical education in the UK, the BM(EU) students will spend the majority of their programme on clinical placements. Through ongoing collaboration, intensive staff development and quality assurance visits, we are ensuring that our German colleagues are equipped to deliver the Southampton curriculum. From our reading of the literature, we understand that the BM(EU) differs significantly from the majority of programmes delivered in Germany.To better understand our colleagues’ perspectives of clinical placements, we conducted an exploratory applied medical education research project in Kassel. Our research questions were:1. What happens during clinical placements in the medical education system in Germany?2. What is the nature of apprenticeship learning in the medical education system in Germany?Theoretically, the study was informed by the Communities of Practice model developed by Lave and Wenger.MethodenWe conducted semi-structured interviews with senior clinical teachers who will be involved in the delivery of the BM(EU); n=13. All interviews were transcribed and a thematic analysis was conducted.ErgebnisseThe German medical education system differentiates between four different types of clinical placements. However, it seems that only the Blockpraktika are organised by and form part of university teaching. The other three placement types are mandatory and signed off at the end, they seem to be organised by the students themselves, without any medical school involvement. As such, this clinical experience appears not to be subject to regulatory guidance and supervision and is without minimum staff training requirements. The lack of external quality control does not necessarily impede opportunities for apprenticeship learning but means the experience is quite variable. Participants provided examples of both good and bad learning opportunities.Diskussion/SchlussfolgerungGiven the experiences reported by the clinical teachers in Kassel, the Southampton approach, is likely to be new (and potentially challenging). The key differences, as we see them, are the UK emphasis on clear learning outcomes and assessments for all clinical placements, ongoing teacher training and the evaluation by an external regulator.It is important that we discuss and examine our definitions and underlying assumptions about the nature of clinical placements. In fact, we consider it an essential starting point for providing effective staff development and support for our clinical teachers in Germany.Literaturhinweise:[1] Chenot JF. Undergraduate medical education in Germany. German Medical Science 2009; Doc02.[2] Nikendei C, Weyrich P, Jünger J, Schrauth M. Medical education in Germany. Medical Teacher 2009; 31: 591-600.[3] Lave J, Wenger E. Situated Learning. Legitimate peripheral participation, Cambridge: University of Cambridge Press. (1991)<br/
- …
