Medical Education - Research Publications

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    Ad hoc supervisor encounters between GP-supervisors and GP-registrars: Enhancing quality and effectiveness
    Morrison, J ; Clement, T ; Brown, J ; Nestel, D (Southern GP Training, 2014-02-28)
    This report focuses on what happens during ad hoc encounters between GP-supervisors and GP-registrars. These encounters typically result from a registrar’s immediate learning and practice needs that arise during a consultation with patient and require a timely and appropriate response from the supervisor. These ad hoc encounters are understood as an important means for how registrars learn to be general practitioners, but are under-researched. The research design was an exploratory multiple-case study using qualitative methods. The core research participants were five pairs of GP-supervisors and GP-registrars who captured what happened during these ad hoc encounters using real-time audio recordings. The data set, which included interviews, were analysed using framework and template analysis. The Findings are presented as five descriptive case studies of the supervisor-registrar pairs that illuminate the ‘real work’ of supervision. The aim was to ‘paint a picture’ of each case, prior to an explanatory understanding of ad hoc supervision. Each case provides a contextual description, giving information about the practice, the registrar and supervisor, and their perceptions of the supervisory relationship. This is followed by a presentation of themes that were identified in the data, which go some way to describing the ‘what’ and ‘how’ of the respective ad hoc encounters. The Findings conclude with a cursory cross-case synthesis of significant themes from the five cases. Improving the quality of registrar supervision is likely to arise from understanding the real work of supervising; using methods that capture what supervisors are actually doing. This innovate study creates a compelling rationale for having a look at what actually happens during the ad hoc supervision of GP-registrars.
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    Evaluation of a mobile learning platform for clinical supervision
    Clement, T ; Vaughan, B (University of Melbourne, 2021)
    Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, impact, and return on investment. Data were collected through interviews with key informants, document analysis, an embedded student survey, learning analytics data, financial data, and an audit against ‘best practice’ standards for online course design. Findings: The findings suggest that course development was driven by both a financial imperative and genuine concern to meet training needs of clinical supervisors. Two hundred and four students enrolled on the course in its first 18 months. This has been enough to cover its developmental costs. In relation to 64 quality standards for online course design, the level of performance was rated as ‘meets’ for 44 items; ‘exceeds’ for one item; ‘developing for 13 items’; and, ‘non-existent’ for six items. An additional 33 items were identified as ‘not applicable’ for the ‘light touch’ course design. Significance: From a learning design perspective there is much to like about the CSO course and the outcome of assessing it against the standards for ‘best practice’ online course design suggests that an evolutionary approach - making incremental changes - could improve the course whilst retaining its existing ‘light touch’ format. The CSO course on its own is unlikely to realise the depth of achievement implied in the course aims and learning outcomes. The CSO course may best be seen as an entrée into the art of clinical supervision.
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    Medical student clinical placements as sites of learning and contribution
    Molloy, E ; Lew, S ; Woodward-Kron, R ; Delany, C ; Dodds, A ; Lavercombe, M ; Hughson, J (Medical Education Unit, University of Melbourne, 2018-04-16)
    Workplace learning plays a key role in developing work-ready medical graduates. The literature has focussed on how students learn in these complex settings with little research exploring the costs and benefits of student placements for different stakeholders. This study identified the perceived costs and benefits of medical student clinical placements for multiple stakeholders in the healthcare system. It also developed a methodology for identifying the bi-directional impact for learning and contributions. The study, funded by the Medical Deans of Australia and New Zealand, was conducted at a large outer metropolitan healthcare service. Data collection included observation of students, activity profiling, focus groups, and interviews with a range of stakeholders. Quantitative data were analysed using descriptive statistics and qualitative data were thematically analysed. Multiple data sets identified the time cost in hosting medical students including briefing and debriefing with students, questioning/explanation, and more formalised teaching such as tutorials. Benefits identified included students contributing to clinical work, increasing reflective practice of clinicians, workforce recruitment, and improving patient experience through education. The extent of student contribution depended on clinical domain, student proactivity and level of experience. The degree to which medical students contribute to healthcare depends on the characteristics of the clinical context, as well as the experience and engagement of learner and supervisor. Further research across programs and contexts is warranted, including economic modelling that accounts for these less visible contributions.
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    Towards improved quality of written patient records
    Knoch, U ; Elder, C ; Woodward-Kron, R ; Flynn, E ; Manias, E ; McNamara, T ; Zhang, B ; Huisman, A (University of Melbourne, School of Languages & Linguistics, Language Testing Research Centre, 2017-12-04)