Medical teacher
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Success in undergraduate medical courses in the UK can be predicted by school exit examination (A level) grades. There are no documented predictors of success in UK graduate entry medicine (GEM) courses. This study looks at the examination performance of GEM students to identify factors which may predict success; of particular interest was A level score. ⋯ This study shows that selecting graduate medical students with the basic requirement of an upper-second class honours degree is justifiable and does not disadvantage students who may not have achieved high scores in school leaver examinations.
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Changing teamwork climate in healthcare through a collective shift in attitudes and values may be a necessary precursor to establishing a positive teamwork culture, where innovations can be more readily embedded and sustained. A complex educational intervention was initiated across an entire UK Trust's surgical provision, and then sustained. Attitudes towards teamwork were measured longitudinally to examine if the intervention produced sustainable results. ⋯ Longitudinal positive change in attitudes and values towards teamwork can be sustained, suggesting that a deliberate, designed complex intervention can shape a safety climate as a necessary prerequisite for the establishment of a sustainable safety culture.
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The purpose of this Guide is to provide both logical and empirical evidence for medical teachers to improve their objective tests by appropriate interpretation of post-examination analysis. This requires a description and explanation of some basic statistical and psychometric concepts derived from both Classical Test Theory (CTT) and Item Response Theory (IRT) such as: descriptive statistics, explanatory and confirmatory factor analysis, Generalisability Theory and Rasch modelling. CTT is concerned with the overall reliability of a test whereas IRT can be used to identify the behaviour of individual test items and how they interact with individual student abilities. We have provided the reader with practical examples clarifying the use of these frameworks in test development and for research purposes.
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Empathy is important in the physician-patient relationship. Prior studies suggest that medical student empathy declines with clinical training. ⋯ Self-reported empathy for patients, a possibly critical factor in high-quality patient-centered care, wanes as students advance in clinical training, particularly among those entering technology-oriented specialties. In the era of new health care policy and primary care shortages, our research may have implications for the medical education system and admission policy.
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The use of mobile devices are ubiquitous in medical-care professional settings, but information on privacy and security concerns of mobile devices for medical students is scarce. ⋯ As the ease of sharing data increases with the use of mobile devices, students need more education and training on possible privacy and security risks posed with mobile devices.