Funded by the AOMRC, we conducted 19 group and 55 individual interviews with 110 trainees and trainers in Scotland, England and Wales to explore their understandings and experiences of supervised learning events in the Foundation Programme. These findings were submitted to the AOMRC as a final report in May 2013 [Rees CE (Principal Investigator), Cleland J, Mattick K, Monrouxe LV, Dennis A & Kelly N (2013) Supervised Learning Events Qualitative Evaluation Project. End-of-award report presented to the Academy of Medical Royal Colleges, May 2013], and have been accepted for publication in BMJ Open [Rees CE, Cleland JA, Dennis A, Kelly N, Mattick K, Monrouxe LV 2014 Supervised learning events in the UK Foundation Programme: A nationwide narrative interview study. BMJ Open 16;4(10).].
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Exploring trainees’ and trainers’ understandings and experiences of supervised learning eventsMay 2013
Identifying priorities for medical education research in ScotlandOct 2013
Using a two-stage online questionnaire with over 1300 stakeholders (including learners, teachers, patients and managers) in Scotland, we identified the top 21 priorities for medical education research clustered in five themes: the culture of learning together in the workplace; enhancing and valuing the role of educators; curriculum integration and innovation; bridging the gap between assessment and feedback; and building a resilient workforce. These findings have been accepted for publication in Medical Education [Dennis AA, Cleland JA, Johnston P, Ker JS, Lough M, Rees CE 2014, Exploring stakeholders’ views of medical education research priorities: a national survey. Medical Education 48(11), 1078-1091] and are being used to set the medical education research agenda for the consortium in phase 2.
Understanding push-pull factors in medical careers’ decision-makingOct 2013
Funded by NES, we conducted a qualitative exploratory study and decision-choice experiment with Scottish and English-based medical students and trainees at various stages of their postgraduate education in order to determine the push-pull factors in terms of careers decision-making. These findings were submitted to NES as a final report in October 2013 [Cleland J (Principal Investigator), Johnston P, Mattick K, Rees C, Skatun D, Watson V (2013) Understanding push-pull factors in medical careers decision making: final report. End-of-award report to NHS Education for Scotland, October 2013].
Medical graduates' preparedness for practiceMay 2014
Funded by the GMC, we conducted interviews and focus groups with numerous stakeholders in medical education (e.g. students and trainees, educators, patients, managers) and a longitudinal audio-diary study with newly qualified Foundation Year 1 doctors in Scotland, England, Wales and Northern Ireland to explore key issues in graduates’ preparedness for practice and their implications for the development of Tomorrow’s Doctors. These findings, alongside a rapid review of the literature, were submitted to the GMC as a final report in May 2014 [Monrouxe LV (Principal Investigator), Bullock A, Cole J, Gormley G, Kaufhold K, Kelly N, Mattick K, Rees C, Scheffler G (2014) How Prepared are UK Medical Graduates for Practice? Final Report from a programme of research commissioned by the General Medical Council, May 2014].
Anxiety in medical undergraduates: A Dennis, F Neville, A Laidlaw, R Warren, G Ozakinci: The Clinical Teacher: 2012: 9 (5): 330-333Sep 2014
Some medical undergraduates experience communication-related anxiety. We therefore developed workshops which aimed to equip students with skills to reduce such anxiety. However turnout was low and restricted to only female students. We therefore investigated the barriers to participation using semi-structured interviews with medical students. Participants could recognise the symptoms of anxiety, agreed that medical students did sometimes experience anxiety when speaking with patients and acknowledged that workshops equipping students with skills to cope with such anxiety would be useful. However, the word ‘anxiety’ used in the context of advertising the workshops contributed to non-participation, as students perceived a stigma associated with this word and reported that attending such a workshop may highlight that they had a weakness to fellow students and to medical school staff. This perception was exacerbated for male students and by the competitive medical school environment.
Exploring the emergence of leadership in interprofessional teams in the healthcare workplaceJan 2015
As part of her SMERC-funded PhD, Lisi Gordon is conducting a two-stage study to explore how leadership emerges as part of the interprofessional healthcare team. Stage 1 involved individual and group interviews with medical trainees at different stages of training and within different specialties in order to identify their understandings and experiences of leadership and followership. Stage 2 involved a video-observation and reflexivity study of two interprofessional teams (one GP and one hospital-based) in order to explore the emergence of leadership within interprofessional teams involving medical trainees. Lisi will be submitting her thesis in January 2015.