Melbourne Medical School Collected Works - Theses
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ItemCommunication performance in the career medical interview: a new model for preparation( 2016)The career medical interview is rare in that it is a central discriminator for aspirant doctors and trainees. Not only does the outcome determine the future job prospects for the candidate, but it also decides access to continued education and training. Despite the importance of the interview and these tensions, little training is provided to aspirants and there are often conflicting messages. Furthermore, the interview is not a reliable test measure; it is susceptible to a range of bias and rating difficulties. Additionally, the number of places is outweighed by the number of potential applicants, hence adding further tension to the process. One possible outcome of the lack of training programs specific to the career medical interview is the susceptibility to impression management. Impression management is where a candidate intentionally influences the outcome of an interview by engaging in the active manipulation of their image portrayal. At worst, candidates might engage in faking (where facts are made up or deceitful responses are given). Presently, little is known about the impact or strategies of medical candidates and impression management in the career medical interview. It is known that a key factor in successful career interview performance is the management of anxiety. Too often, anxiety in regards to the interview or communication apprehension can cause distorted behaviour. This may result in excellent candidates being unsuccessful not because they may not be the best candidates, but because they were unable to manage their anxiety sufficiently well. This can result in clinical and training impacts if the wrong candidates are selected. This thesis successfully proposes a new model for communication training for the career medical interview to address these tensions. Drawing on the body of research known as applied theatre, a new training model is developed and tested using psychometric scales designed to measure anxiety. Kirkpatrick’s model of measuring training effect is utilised. This thesis also draws new insight into existing training strategies used by candidates undertaking interviews in Australian medical contexts as well as capturing data in regards to impression management being utilised by currently successful surgical trainees.
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ItemExploring the use of eLearning resources and preparedness of medical students transitioning to hospital internship( 2015)The increasing use of online technology in medical education and junior doctor training raises questions about the efficacy of this approach to improve the preparedness of medical students transitioning to internship. This study examined the use of eOrientation resources for hospital and ward orientation by medical students during transition from medical school to internship, with the aim of determining what attributes make an online resource useful and what effect an eOrientation program can have on preparedness for hospital practice. More specifically, the research questions focussed on how intern preparedness changed following implementation of eOrientation, which resources were most and least used, which were found to be most and least useful and what common themes could be found with respect to the type of resources interns found most useful. A mixed method case study approach was used to explore the use of eLearning resources and preparedness of medical students transitioning to internship. The Preparation for Hospital Practice questionnaire was administered to a cohort of 74 interns at a metropolitan teaching hospital before they had undertaken any form of hospital orientation. The questionnaire was then readministered at the conclusion of their second hospital unit rotation. Learning management system data was used to examine resource usage, supplemented by personal interviews to extract detail rich information regarding which resources were found most useful. The study found that interns initially felt well prepared for internship with a minor increase in preparedness over time. Resources which were interactive, role relevant and assisted in application of identity formation tasks were deemed most useful. eOrientation was found to be a useful supplement to the suite of teaching and learning methods used for transition to internship. Findings from the study suggest that the value of eOrientation can be further enhanced when resources are directed to interns, interactive and role relevant while also considering the temporality of a resource. Resources made by or with input from interns were also found to be particularly useful, leading to a recommendation of utilising instructional designers in medical education teams in order to assist in managing stakeholder input, assess content suitability across the transition curriculum and design interactive resources. eOrientation can be an effective teaching and learning method if a considered and holistic approach to transitional curriculum development is adopted.