- Melbourne Medical School Collected Works - Research Publications
Melbourne Medical School Collected Works - Research Publications
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ItemMedical teachers conceptualize a distinctive form of clinical knowledgeBarrett, J ; Yates, L ; McColl, G (SPRINGER, 2015-05)For over four decades, there have been efforts to specify the types of knowledge that medical students need, how that knowledge is acquired and how its constituent parts are related. It is one of the areas of continuing concern underlying medical education reform. Despite their importance to medical students' learning and development, the perspectives of medical teachers in hospitals are not always considered in such discourse. This study sought to generate an understanding of these teachers' values, perspectives and approaches by listening to them and seeing them in their everyday teaching work, finding and understanding the meanings they bring to the work of medical teaching in hospitals. In interviews, all of the teachers talked more about the optimal forms of knowledge that are important for students than they talked about the form of the teaching itself. Many revealed to students what knowledge they do and do not value. They had a particular way of thinking about clinical knowledge as existing in the people and the places in which the teaching and the clinical practice happen, and represented this as 'real' knowledge. By implication, there is other knowledge in medical education or in students' heads that is not real and needs to be transformed. Their values, practices and passions add texture and vitality to existing ways of thinking about the characteristics of clinical knowledge, how it is depicted in the discourse and the curriculum and how it is more dynamically related to other knowledge than is suggested in traditional conceptualizations of knowledge relationships.
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ItemExpensive medicines: ensuring objective appraisal and equitable accessHill, SR ; Bero, L ; McColl, G ; Roughead, E (WORLD HEALTH ORGANIZATION, 2015-01)
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ItemHow clinical reasoning is taught and learned: Cultural perspectives from the University of Melbourne and Universitas IndonesiaFindyartini, A ; Hawthorne, L ; McColl, G ; Chiavaroli, N (BMC, 2016-07-21)BACKGROUND: The majority of schools in the Asia-Pacific region have adopted medical curricula based on western pedagogy. However to date there has been minimal exploration of the influence of the culture of learning on the teaching and learning process. This paper explores this issue in relation to clinical reasoning. METHOD: A comparative case study was conducted in 2 medical schools in Australia (University of Melbourne) and Asia (Universitas Indonesia). It involved assessment of medical students' attitudes to clinical reasoning through administration of the Diagnostic Thinking Inventory (DTI), followed by qualitative interviews which explored related cultural issues. A total of 11 student focus group discussions (45 students) and 24 individual medical teacher interviews were conducted, followed by thematic analysis. RESULTS: Students from Universitas Indonesia were found to score lower on the Flexibility in Thinking subscale of the DTI. Qualitative data analysis based on Hofstede's theoretical constructs concerning the culture of learning also highlighted clear differences in relation to attitudes to authority and uncertainty avoidance, with potential impacts on attitudes to teaching and learning of clinical reasoning in undergraduate medical education. CONCLUSIONS: Different attitudes to teaching and learning clinical reasoning reflecting western and Asian cultures of learning were identified in this study. The potential impact of cultural differences should be understood when planning how clinical reasoning can be best taught and learned in the changing global contexts of medical education, especially when the western medical education approach is implemented in Asian contexts.
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ItemThe state of emergency communication skills teaching in Australian medical schools: Gaps, barriers, and opportunitiesWoodward-Kron, R ; Flynn, E ; Macqueen, S ; Enright, HP ; Mccoll, GJ ( 2013)
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ItemPerspectives from physiotherapy supervisors on student-patient communicationWoodward-Kron, R ; van Die, D ; Webb, G ; Pill, J ; Elder, C ; McNamara, T ; Manias, E ; McColl, G (INT JOURNAL MEDICAL EDUCATION-IJML, 2012)
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ItemHealth Professionals' Views of Communication: Implications for Assessing Performance on a Health-Specific English Language TestElder, C ; Pill, J ; Woodward-Kron, R ; McNamara, T ; Manias, E ; Webb, G ; McColl, G (WILEY, 2012-06)
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ItemDeveloping and validating language proficiency standards for non-native English speaking health professionalsElder, C ; McNamara, T ; Woodward-Kron, R ; Manias, E ; McColl, G ; Webb, G ; Pill, J ; O'Hagan, S (ALTAANZ-ASSOC LANGUAGE TESTING & ASSESSMENT AUSTRALIA, 2013)n/a
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ItemTowards improved healthcare communication: Development and validation of language proficiency standards for non-native English speaking health professionalsElder, CA ; Mcnamara, TF ; Woodward-Kron, R ; Manias, E ; Mccoll, GJ ; Webb, GR ; Pill, J ; O'Hagan, SR (University of Melbourne, 2013)
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ItemClinical assessment performance of graduate- and undergraduate-entry medical studentsReid, KJR ; Dodds, AE ; Mccoll, GJ ( 2012)