Medical teacher
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Significant progress has been made with the move to outcome-based education (OBE) in medicine and learning outcomes are on today's agenda. Learning outcomes have been specified in a number of areas and frameworks or models for communicating and presenting learning outcomes have been described. OBE has, however, two requirements. ⋯ An OBE implementation inventory is described that allows schools to assess their level of adoption of an OBE approach in their institution. Schools can use this to rate their level of OBE adoption on a five point scale on nine dimensions - a statement of learning outcomes, communication with staff/students about the outcomes, the educational strategies adopted, the learning opportunities available, the course content, student progression through the course, assessment of students, the educational environment and student selection. A profile for OBE implementation can be prepared for the institution.
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In the move to outcome-based education (OBE) much of the attention has focussed on the exit learning outcomes-the outcomes expected of a student at the end of a course of studies. It is important also to plan for and monitor students progression to the exit outcomes. A model is described for considering this progression through the phases of undergraduate education. ⋯ The model can also be used to develop a blueprint for a more seamless link between undergraduate education, postgraduate training and continuing professional development. The progression model recognises the complexities of medical practice and medical education. It supports the move to student-centred and adaptive approaches to learning in an OBE environment.
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Comparative Study
High fidelity simulation can discriminate between novice and experienced residents when assessing competency in patient care.
High fidelity (HF) simulators have become more common in residency training programs. ⋯ HF simulation-based assessment using objective measures, particularly time to action, discerned our novice from our experienced residents.
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The Final Professional Examination for medical students at Leicester Medical School involves the use of real patients, and senior clinicians assess students over a series of consultations with these patients. What the patients themselves think of the students is not known. ⋯ Based on the results of this study, educational recommendations are made which might improve student performance in the examination and lead to greater patient satisfaction with the 'end product' of the medical school, namely the graduating student. These include the incorporation of students' observation of infection control measures within the assessment schedule, and more direct preparation of students in handling uncertainty and their anxieties within the consultation.