In this last blog, we say THANKS to all those who attended and shared their stories with us at the UoN MedEd Careers Day 2024!

The Careers Day was first hosted by the MedEd course in 2019 and then moved online for a couple of years, so we were excited to meet F2F again this year. The aim of the day is to introduce different MedEd career options to our current students, hear from Alumni and also invite people who are thinking of joining our course.

In the Business School building on Jubilee Campus, delegates, staff and speakers met up on Wednesday 26th June 2024 and heard from 4 recent Alumni of the MedEd course and also the Dean of Nottingham Medical School. After a coffee break, we gathered again to do some “speed dating”, where speakers and delegates spoke in small groups around 6 tables and every 10 minutes moved to the next table. This was a great way of everyone getting to talk in smaller groups, and the staff and speakers loved learning about all the delegates’ stories and giving personalised advice.

Our Speakers:

Stephen Ojo started the day off, after an introduction from Nicola Cooper. Stephen graduated with a master’s in medical education from Nottingham and currently works in the ED at QMC Nottingham. He enjoys working at DREEAM - teaching colleagues from the local hospitals.

He is interested in teaching medical students and others using augmented and virtual reality simulations. He has been gratified in seeing the students he has taught coming back to work in the department as junior doctors. Stephen said that he felt that his MedEd qualification gave wisdom and the chance to meet other like-minded professionals. 

See him on TV sometimes – on “24 hours in A&E” on Channel 4!! (3rd from the right).

Jessica Markham has now been a paramedic for 10 years. But wanted to improve the knowledge in her profession so she decided to study on the MedEd course at Nottingham. She completed her Masters last year and is currently working at Nottingham Trent University as Senior Lecturer in Paramedic Practice and Emergency Care, teaching students on the paramedic undergraduate and master programmes.

She is keen on evidence-based practice – the subject of her dissertation! – and teaching clinical reasoning to allied health professionals. Jess is proud of empowering her students to “Mold their profession”, empower their clinical educators in the field and eventually to empower their patients to take care of their own health.


Nathan Betteridge – Nathan says he saw medical educators and said, “I want your job”. He works as an Anaesthetist at Manchester Royal Infirmary and travelled to Nottingham to complete his Masters in Medical Education – looking at Medical Education Leadership for his dissertation. Nathan feels that having MedEd qualification is good “on paper” for job applications, but also it allowed him to explore his research interests and meet like-minded colleagues. He enjoyed hearing other people’s stories from different background and different organisations. 

Going back to study helped him to get back to the principles and ideas of MedEd that are important and to question what he has been doing for some time – E.g. being observed and getting feedback on facilitating simulation sessions.



Nathan now has an educational role as Clinical Tutor Lead for 1st and 2nd year undergraduate medical students at Manchester University. They use “Teams Based Learning” at the university and the photo above is from one of the weekly patient cases that they use to stimulate learning e.g. clinical scenario on the stage. Often, they will invite in charities or patients to present their experiences of the topic.


Kat Telford says, “I am just a Junior doctor” but reassures people that you can still get involved in MedEd. She wanted to be medical educator even when in med school, so worked supporting peers and as an anatomy demonstrator.

Taking a 1 year sabbatical to work in the Students’ Union as Vice president education and welfare, she got to learn how a university works and represented her fellow students. She studied in London then moved to the Midlands for F1 and F2, before applying for an “F3” post as a Clinical Teaching Fellow at the university of Nottingham.

Kat is currently a Medication Education Fellow at the university and does some clinical work but notes that you need a CCT to apply for more senior roles – such as a Clinical Academic role at the university. So, soon she will be joining GP training and hoping to continue her education work alongside clinical work.

Kat feels that studying on the Masters opened doors to research and publication opportunities and presenting at conferences. It is a good way to networking with people with similar interests.


Claire Stewart is a GP and Dean of the largest medical school – with 1000 staff and 3500 students!  Claire says she got into medical education to proves that “reflection is not the only way” and believes that MedEd is the Key to excellence in clinical care and fulfilling careers. Her specialist area is assessment and feedback, and she was Head of Assessments at Nottingham before becoming Dean. She has had a large number of education roles – in the Deaneries, clinically and at other universities before coming to Nottingham.

Claire feels that gaining a MedEd qualification has given her validation in her educational roles, and helped suppress the “Imposter Syndrome”, but also she enjoyed studying the evidence base behind teaching skills and feels it gave her a “toolbox of skills” to take with her wherever she went.

Claire’s lessons shared:

• Be yourself – you are enough!
• Be kind – always!
• It’s OK not to be OK
• Be humble
• When you are wrong, say you are wrong
• Be inquisitive
• No question is too stupid
• If you apply when you are ready – you are applying too late!
• Nothing is forever or irreversible
• Care – really care!
• Enjoy medicine!

There is also a wealth of MedEd Careers information at the University of Nottingham website: https://www.nottingham.ac.uk/careers/students/graduatejobs/career-paths/medical-education/index.aspx 

APPLY NOW TO JOIN US ON THE MASTERS (or PG Dip or PG Cert)

“Home students” can apply before 25th August to start in September 2024.

You can find all the details online of how to apply here : https://www.nottingham.ac.uk/pgstudy/course/taught/medical-education-mmedsci 

FAQs about applying for our course, see this PDF: FAQs-PGT-MedEd-24-25

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Dr Robert Jay has published the research he did as part of his Masters in MedEd at Nottm

I would like to start by thanking all the people all the staff in the medical school education centre who helped me get my project to publication. I wanted to look into remediation for my Masters project and Dr Pam Hagan supervised my project. Dr Rakesh Patel, who was course director at the time, had done his own master’s dissertation interviewing students who had experience of failing high stakes exams in medical school, and so was an invaluable contributor as well.
The aim of my project was to look at the experiences of medical students who had failed (then passed) an exam and their views on the support and feedback they received. A key area we explored was what kind of emotions their experiences brought up for them. 4 students were interview and then the text was analysed using Interpretive Phenomenological analysis methodology. Dr Chris Madan – an Assistant Professor in the Psychology department – was an invaluable contributor, conducting the Linguistic Inquiry and Word Count (LIWC) part of this research and writing the sections of the manuscript relating to this methodology.

You can read the final article here:
A phenomenological exploration of the feedback experience of medical students after summative exam failure 

I enjoyed my Masters in MedEd and my role as teaching Fellow so much that I have continued to follow an academic and teaching career pathway and I am currently studying for a PhD in medical education at Edge Hill, whilst also working at the new medical school in Lincoln as Director of Clinical Skills.

Dr Rob Jay is a Clinical Associate Professor and Director of Clinical Skills at University of Lincoln Medical School. He completed his MMedSci in Medical Education at University of Nottingham in 2021. Dr Jay works clinically as a GP.

Underperformance and remediation are the subjects of one of the optional modules on the Masters (and PG Diploma) in Medical Education at Nottingham.

If you are interested in joining us on the course in September, apply here: https://www.nottingham.ac.uk/pgstudy/course/taught/medical-education-mmedsci

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CONGRATULATIONS

to our graduates today!

December is the main graduation date for our MedEd graduates, as most finish their PGCert, Diploma or Masters in the summer and then the exam board ratifies all results in November.

This year, some faculty managed to attend as the date fit around clinical commitments, and so we had a small celebratory event on campus.

One of our new graduates, Nathan Betteridge, has written this reflection on his time on University of Nottingham MedEd course:

Having initially done a PGCert in medical education at the University of Manchester I decided to complete the Masters at the University of Nottingham. I chose this institution because they had many module options to choose from that allowed me to explore my interests in medical education including technology enhanced learning and clinical reasoning (amongst a whole host of others). Not only did the modules seem relevant but the course is very much focussed on the research and evidence base for doing what we do in MedEd. They went beyond simply the “what does the evidence or studies suggest” but also asked the questions “how does it apply to what I do as an educator?” and “How will it impact my day to day practice in education?”

I can thoroughly recommend taking this time to learn more, better yourself as an educator and develop key skills that will ultimately improve the education of other medical professionals.

Here are 3 things I’ve taken away from my Master’s experience:

I have developed abilities to critically appraise education research. In particular, I have discovered that good qualitative research should follow specific methodology and it is important to pick the correct methodology to answer the specific question. This may seem obvious but it really hit home that I perhaps have looked less favourably on qualitative research thinking it was less rigorous, which is not the case at all! Good qualitative research can give depth and richness to our understanding in education.

I feel more confident and equipped to do my own education research. By undertaking my own dissertation study, I have learnt so much about education research and have applied a number of things that I learnt in previous modules. My study looked at how post-graduate education leaders conceptualised their practice, I chose this as it is an area of education that I find interesting and I also felt that it was not fully understood or researched (this was demonstrated in my literature review). I was well supported throughout this research process and learnt how to:

1. 1. 1.  Perform a literature search and develop a research question based on the gap that I found
      2.  Identify a suitable way/method of investigating my question
      3.  Write and apply for ethical approval
      4.  Gain permission and recruit educational leaders for my study
      5.  Conduct semi structured interviews
      6.  Analyse data using a qualitative methodology (in this case I used phenomenography)
      7.  Utilise software that specialises in qualitative data management
      8.  Write all of this up and develop an argument thread
      9.  Discuss why my research mattered and the implications for education leadership practice
      10.  Highlight areas of further research

The Master’s has not only made me a better, more informed educator – developing educational moments that are engaging for the learner and impactful – but I now also have a better appreciation for elements such as organisation, implementation and development of education programme and curriculum. Personally, it has opened doors to career opportunities in medical education both at a postgraduate and undergraduate level.

Dr Nathan Betteridge is a Consultant Anaesthetist in Manchester. He was recently appointed to the role of Lead Clinical Tutor Years 1&2, University of Manchester Medical School

If you would like to join us on the Post-Graduate taught courses in Medical Education at Nottingham, you can find the details here and make enquiries: https://www.nottingham.ac.uk/pgstudy/course/taught/medical-education-mmedsci

Our PGCert is accredited by @AdvanceHE  and  @MedicalEducator

Follow @UoNMed on X

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Well done! to our Scholars graduating last week 

Most of our Scholars on the PGCert, PGDip and Masters in Medical Education will finish their studies in the summer and their marks are then ratified at the Exam Board in Autumn, ready for the UoN December Graduation dates. However, a few people graduate in the summer, and I was glad to be able to attend graduation for the first time and applaud them on!

I didn’t attend my own Masters graduation, so this was my first chance to wear the UoN robes. I ended up at the front of the procession and sitting on the front row of the staff sitting on the podium!

Of the hundreds of students gaining their awards, only 5 or 6 were MedEd Scholars, including one of our PhD Scholars. 

My hands hurt from clapping!

I managed to catch up with 2 of our Scholars graduating with Masters in Medical Education (photo above), but I was sorry to miss everyone else. It was very busy, with lots of vet and medical students and their families. 

If you are due to finish your studies this summer, then pencil in the Winter Graduation on Wednesday 13th Dec 2023.

If you would like to join us on the Post-Graduate taught courses in Medical Education at Nottingham, you can find the details here and make enquiries: https://www.nottingham.ac.uk/pgstudy/course/taught/medical-education-mmedsci

Our PGCert is accredited by @AdvanceHE  and  @MedicalEducator

Application deadlines have passed for full-time/ international students, but “home” part-time students have until the end of August to submit their applications.

Dr Rebecca McConnell is a Clinical Associate Professor in Medical Education at university of Nottingham, a GP, GP Trainer (educational Supervisor) and a GP Appraiser. She leads the Diploma module “Coaching Mentoring and Supervision” on the MedEd course.

Follow @UoNMed on Twitter/ X

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Congratulations to the Nottingham Medical Education scholars graduating on Thursday 15th December 2022

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We held our Exam Board on 2nd November Course 2022 and agreed all the awards of scholars finishing the course in Summer 2022. The External Examiner was, again, very complimentary about the quality of our scholars’ work that he reviewed and the commended the course team on running such a successful set of PGT courses in Medical Education. 

Completing any postgraduate qualification whilst also working in the NHS (like most of our scholars do) is a great achievement, and we are very proud of all our scholars on the course, and we mention a few names especially below.

Dr Rakesh Patel and one of our scholars at the July 2022 graduation ceremony

We awarded number of prizes after this exam board for this with the highest credit-weighted average score in:

• MMedSci Medical Education – Jamal Giri
• PG Certificate – Alpna Chauhan
• (There are no PG Diplomas awarded this year)

Those who scored the highest average mark in each of our modules will also received a certificate recognising this:

• MEDS4015 – Pei Jie Chong
• MEDS4018 – Madiyyah Khan
• MEDS4014 – Alpna Chauhan
• MEDS4023 – Jamal Giri; Hoi Man Sharon Chan; Helen Kennedy; Keiron Lord (co-recipients)
• MEDS4010 – Jamal Giri
• MEDS4011 – Helen Kennedy
• MEDS4016 – Helen Kennedy
• MEDI4014 – Tanzeel Ansari and Jamal Giri (co-recipients)
• MEDS4017 – Jamal Giri

CONGRATULATIONS everyone!!

Join us on the Nottingham MedEd course: https://www.nottingham.ac.uk/pgstudy/course/taught/medical-education-mmedsci

We are holding a live online “open event” for people interested in the course to meet some of the core faculty members, hear more about the course and to ask any questions they have: Wednesday 22nd Feb 2023 – 1pm – 2pm GMT on MS Teams
Please book your place on this event through this link: https://forms.office.com/r/FsYX21qAA7

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Dr Rebecca McConnell reflects on her first AMEE conference experience

Nottingham faculty, students and alumni visited Lyon at the end of August this year to attend the AMEE annual conference – along with thousands of other medical educationalists from around the world. And even more people attended online as they made the conference “hybrid” with a number of sessions livestreamed to virtual attendees.

AMEE 

Exhibition stalls at the AMEE conference

AMEE describes itself as an “international association for health professions education” and hosts an annual conference which “anyone who is anyone” (my words) in medical education attends, so I thought I’d make my first trip to AMEE in Lyon (and I have a friend to visit in Lyon too).

The “Palais de Congres” in Lyon (Conference Centre) is between the river and a lovely park, but the conference timetable ran from 8am until 6pm every day!!!!  So we didn’t get a lot of spare time to explore the surroundings.

There were a vast number of seminar and workshops to choose from during the conference but they tended to be organised in “tracks” so that different interests were covered in each workshop session with topics such as clinical skill teaching, faculty development, assessments.

As a clinician only involved in postgraduate education and faculty development there were opportunities for me to attend a variety of workshops and plenaries. Below, I will reflect on a couple of sessions that I attended:

Clinical Educator Milestone project (from ACGME, a USA MedEd organisation)

The team from ACGME ran a workshop under the “faculty development” theme and described how they had developed the “milestones” project – a developmental framework for clinical educators to support continuous professional development. We then went through a case study in groups. I got to work with some Danish and Swedish educators and it was interesting to learn about what is similar and what is different in their countries. The milestones project describes skills, attitudes and knowledge with descriptors of different levels of competence. It reminded me very much of the capabilities descriptors for GP trainees in the UK, or the AdvanceHE descriptors for higher education teaching.

I think it is a useful (and freely available document online) for all health professions educators who are struggling to create some PDP (personal development plans) for next year or for uncovering the “unknown unknown” blind spots in our personal development needs.

“6 types of literature review explained”

I recognised several names from the list of people running this workshop – a “who’s who” of medical education reviews!! And it was unsurprisingly a very full room – I was the last person allowed in! The team described 6 types of literature reviews and we had to discuss in our groups what kind of research question would suit each.

I went to the session to learn more about reviews, as part of my role is supervising masters dissertations and sometimes my students chose to write reviews. It was an useful session and the main thing I took away from it is the link to the series that academics have written (and are still writing) in the Journal of Graduate medical Education – link to it here – which I will be passing on to all my MedEd students considering doing a review of some kind for their Master’s degree.

Team building

Nottingham faculty and student with a Brazilian colleague

One of the nicest aspects of the conference was getting to spend more time with colleagues from my own institution, and some of their collaboration colleagues from around the world. Especially since Covid, the opportunity to bump into work colleagues in the staffroom/ corridor etc. has been reduced as we work from home more and so we only “meet” the people that we actively arrange to meet. 

I got to meet a colleague that I had only contacted via email before and thereby met some of their colleagues they had collaborated with around the world. We also met up to eat in the evenings and learn about the different workshops that we had all been to throughout the day. 

So, I really do recommend that you consider attending AMEE or other conferences to meet people from inside and outside your institution. Next year’s AMEE annual conference is in Glasgow, UK, so maybe I will see some of you there? 

Dr Rebecca McConnell, MA, BMBS, MRCGP, MMedSci – is a GP, GP Trainer, GP Appraiser and Clinical Associate Professor in Medical Education at the University of Nottingham.

She is module convenor for the optional module “Coaching Mentoring & Supervision” on the Nottingham Masters and PGDip course in medical education.

Join us on the Nottingham MedEd course: https://www.nottingham.ac.uk/pgstudy/course/taught/medical-education-mmedsci

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Congratulations to the Nottingham Medical Education scholars graduating this summer

A scholar and member of faculty in graduation robes

After a difficult few years we were able to celebrate IN PERSON this summer and Dr Rakesh Patel attended on behalf of the faculty to wish our graduates well. 

It has been a difficult few years for the scholars on our course, as many have had to navigate working in the NHS, as well as studying during a global pandemic.

Most of our scholars have also experienced disruption to teaching modes and timetables, as local and national lockdowns have affected the rules around      meeting in person and teaching moved online. 

We are very proud of them all in what they have managed to achieve.

Join us on the Nottingham MedEd course: https://www.nottingham.ac.uk/pgstudy/course/taught/medical-education-mmedsci

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This is one of our “Spotlight on Scholars” blog posts: introducing current members of our student body and discussing what they are learning about #MedEd and the Nottingham Course.

In National Carers week, we introduce Dr Shibley Rahman – https://www.carersweek.org/

I enrolled onto the PGCert in medical education at Nottingham, with a view to doing the full Masters programme at Nottingham – to give me something which I would be interested in, and find challenging – as respite for being an unpaid family carer.

1. Why medical education, and why now?

I’ve seen various reasons for why registered doctors make the decisions they make regarding their own career.

When I graduated, it was popular to ‘do research’ to improve career progression prospects. At that time, medical education was barely an option in training. There was very much the culture that brilliant doctors would automatically become brilliant educators. Having been at the coal face of really poor teaching as a junior doctor in prestigious units in London, having graduated in medicine and with a Ph.D. from Cambridge in 2001, I can clearly say this wasn’t true in the early 2000s in busy teaching hospitals in London.

Newly disabled after becoming a junior doctor, and as an Asian, I have become increasingly interested in the suboptimal aspects of the NHS, which can lead to an educational environment which is far from inclusive.

Having been a patient and carer for most of my adult life, I have had time to reflect on medicine and care, and the changes necessary for improvement.

2. Which one of the 12 roles of a teacher appeals most to you and why?

This question is referring to AMEE guide no 20, ‘The good teacher is more than a lecturer – the twelve roles of a teacher’.

In my limited formal role for the NHS, I am a part-time specialist advisor in disability. Being disabled, and, as someone who is a survivor of poor health, but who has contributed in a number of ways as a result of my ‘medical identity’, I would love to be a mentor.

That’s because I am out of the system pretty much entirely, and yet others have taken me on as a mentee in clinical medicine and research completely informally – knowing the challenges I face. These are people I’ve even met on Twitter, or some very longstanding close acquaintances.

Being out of the system means that my involvement is entirely voluntary. I became – out of interest in medical education – a member of ASME, the Association for the Study of Medical Education.

3. One thing I’ve discovered studying on the programme that I didn’t know before starting this year

The most powerful construct I’ve learnt this year without any doubt is ‘constructive alignment’ – a rather fanciful phrase meaning that teaching and learning activities, intended learning outcomes, and assessment outcomes are closely related.

4. The most interesting paper you’ve come across so far in your reading

All papers are interesting to me, even if I profoundly disagree with some of them.

5. What I’d like to achieve by the end of this year

I had a 100% attendance from the several full profs in medical education from England and a London Training Programme Director for the journal club which I ran virtually for scholars. I want to get some of our Scholars inspired in research in #MedEd as I am.  I obviously wish to pass my PGCert sufficiently well to do my PGDip at Nottingham in MedEd next year.

Join us on the Nottingham MedEd course: https://www.nottingham.ac.uk/pgstudy/course/taught/medical-education-mmedsci

If you’d like to know more, we have two LIVE ONLINE, 1 hour long sessions planned in the next few months:

• Wednesday 15th June 5pm BST
• Wednesday 17th August 12noon BST

Email ms-pgt-admin@exmail.nottingham.ac.uk to book your place

References:

AMEE Guide No 20: The good teacher is more than a lecturer – the twelve roles of the teacher

Doctors’ identity and barriers to seeking care when unwell

Blog about Constructive Alignment

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Dr Nicola Cooper discusses teaching clinical reasoning on the MedEd Masters at Nottingham

Our postgraduate diploma in medical education has a number of optional modules including technology-enhanced learning; underperformance and performance enhancement; coaching, mentoring and supervision; applying psychometrics in assessment; and teaching clinical reasoning.

Teaching clinical reasoning is a hot topic among medical educators – not only because it is fundamental to clinical practice, but because errors in reasoning (mainly failure to synthesise all the available information correctly) are thought to be responsible for the majority of diagnostic errors. Diagnostic errors tend to occur in common diseases and diagnostic error is a significant cause of preventable harm worldwide (1)(2). A number of influential reports, including from the World Health Organisation, have focused on the problem of diagnostic error and diagnosis education (3). There are international calls for curricula to explicitly address teaching in the diagnostic process using evidence-based educational approaches.

But hang on a minute – don’t medical schools teach clinical reasoning already?

Well, undergraduate medical curricula provide instruction in the basic elements of the diagnostic process, for example taking a history, performing a physical examination, and generating a differential diagnosis. However, clinical reasoning education tends to be implicit and ad hoc: ‘The field cannot rely on clerkships as a breeding ground for this skill. The variety of cases offered to students is simply too limited, and the provision of coaching and feedback too haphazard … Medical educators need to do more and in a more systematic fashion.’ (4)  There is a growing consensus that medical schools and postgraduate training programmes need to teach clinical reasoning in a way that is explicitly integrated into the entire curriculum. This does not require additional teaching time, rather a specific approach to teaching.

A small number of UK medical schools (e.g. Manchester) have already developed an explicit longitudinal clinical reasoning curriculum. Even more are starting to discuss and plan how they are going to do this. Each school faces a key challenge: faculty development – how to teach a large number of clinical teachers the required knowledge and skills to teach clinical reasoning based on up-to-date evidence. The UK Clinical Reasoning in Medical Education group (CReME) is a registered charity that exists to promote excellence in teaching clinical reasoning in medical education and to provide high quality resources for teachers and learners (5) (6).

CReME holds conferences and workshops and recently hosted some online meetings at which the majority of UK medical schools were represented. The discussions focussed on teaching, curriculum, assessment and the challenges of faculty development. As chair of CReME, I am regularly asked to speak to faculty at medical schools in the UK and abroad about how to teach clinical reasoning and integrate clinical reasoning education in to an undergraduate curriculum.

Scholars on our teaching clinical reasoning module get the very latest research-informed material on topics including:

•   What is clinical reasoning and why does it matter?
•   How does expertise in clinical reasoning develop?
•   If we look at teaching through a clinical reasoning lens, what would we teach?
•   What does the literature say about how we should teach?

We also focus on case-based learning (in the classroom and in clinical environments), and recap on material learned in previous modules, such as the evidence on what makes feedback effective for learning, and cognitive load theory. Our last cohort fed back that they found the module ‘excellent’ and ‘thought-provoking’. It also has the interesting side effect of helping clinicians improve their own clinical reasoning as well.

People often assume that Nottingham has an explicit integrated clinical reasoning curriculum when I meet them. Alas, no. But we have a growing number of clinicians with the interest and expertise we need right here. I hope it will not be too long before we join other UK medical schools in addressing this fundamental area of medical education.

Dr Nicola Cooper is Clinical Associate Professor in Medical Education, Module convenor: “Teaching clinical reasoning” and Chair of the UK Clinical Reasoning in Medical Education group (CReME)

Join us on the Nottingham MedEd course: https://www.nottingham.ac.uk/pgstudy/course/taught/medical-education-mmedsci

If you’d like to know more, we have two LIVE ONLINE, 1 hour long sessions planned in the next few months:

• Wednesday 15th June 5pm BST
• Wednesday 17th August 12noon BST

Email ms-pgt-admin@exmail.nottingham.ac.uk to book your place

References
1. Gunderson CG, Bilan VP, Holleck JL et al. (2020). Prevalence of harmful diagnostic errors in hospitalised adults: a systematic review and meta-analysis. BMJ Qual Saf. DOI:10.1136/bmjqs-2019-010822.
2. World Health Organization. (2016). Diagnostic errors. World Health Organization. [accessed Aug 2020]. Available from: http://www.who.int/iris/handle/10665/252410.
3. National Academies of Sciences, Engineering, and Medicine. 2015. Improving diagnosis in health care. Washington (DC): The National Academies Press. DOI:10.17226/21794
4. Schmidt HG & Mamede S. (2015). Teaching clinical reasoning: a narrative review and a proposal. Medical Education; 49: 961-973
5. www.creme.org.uk
6. Cooper N, Bartlett M, Gay S et al. (2021). Consensus statement on the content of clinical reasoning curricula in undergraduate medical education. Medical Teacher; 43(2): 152-159 (open access)

The post Spotlight on “Teaching Clinical Reasoning” appeared first on Nottingham Academic Medical Education.

Dr Rebecca McConnell reflects upon the face-to-face module teaching sessions we’ve held on UoN Jubilee Campus recently

Teaching on the Masters in MedEd part-time, I am module convener for only one module, which usually has all of it’s teaching days in March, April and May. So I have been busy and *on campus* over the last few weeks.

The Coaching, Mentoring and Supervision module is a little different to most of our other modules, as we look beyond the medical wards and discuss definitions and concepts relating to coaching, mentoring and supervision in business and other healthcare professions. We also consider our own personality traits and values before learning practical skills in role play sessions.

It feels less like we are “teaching” our scholars on this module, but hopefully we’re giving them a lot to think about and reflect upon and maybe they will learn something about themselves that will help with their future development as an educator.

Part of the purpose of a MedEd Masters course is to give you the space away from your everyday teaching and clinical work to reflect upon what you are doing, why and whether you can improve upon what you are doing.

We encourage this metacognition through the assessment structure of our Masters modules. Most modules include the chance to reflect upon what you have learnt in that module and how you might change your practice in a reflective essay – with reference to the MedEd academic literature of course!

It has been lovely to see all our scholars in person in the teaching rooms over the last few weeks – with masks and open windows of course – as we’ve had to run this module online for 2 years during lockdowns.

The main thing we miss out on online is the opportunity to chat in between planned sessions and all the informal support that we can give each other through sharing experiences and ideas.

But the other advantage to meeting in person is to experience the lovely campuses of the University of Nottingham: this year we had rooms booked in the building pictured above, on Jubilee Campus, near to the the lake (pictured).

If you are interested in joining us as a MedEd scholar at UoN, please look below for details on our latest live events.

Dr Rebecca McConnell, MA, BMBS, MRCGP, MMedSci – is a GP, GP Trainer, GP Appraiser

and Clinical Associate Professor in Medical Education at the University of Nottingham

Join us on the Nottingham MedEd course: https://www.nottingham.ac.uk/pgstudy/course/taught/medical-education-mmedsci

If you’d like to know more, we have two LIVE ONLINE sessions planned in the next few months:

• Wednesday 11th May 12 noon BST

• Wednesday 15th June 5pm BST

Email ms-pgt-admin@exmail.nottingham.ac.uk to book your place

If you want to read literature around coaching. mentoring and supervision, start with our core texts:

Sue Kilminster, David Cottrell, Janet Grant & Brian Jolly (2007) AMEE Guide No. 27: Effective educational and clinical supervision, Medical Teacher, 29:1, 2-19, DOI: 10.1080/01421590701210907

Understanding Medical Education : Evidence, Theory, and Practice, edited by Tim Swanwick, et al., John Wiley & Sons, Incorporated, 2019. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=5568843    (Chapter 13 – Supervision, mentoring, and coaching)

Hesketh, E.A., Bagnall, G., Buckley, E.G., Friedman, M., Goodall, E., Harden, R.M., Laidlaw, J.M., Leighton‐Beck, L., McKinlay, P., Newton, R. and Oughton, R., 2001. A framework for developing excellence as a clinical educator. Medical education, 35(6), pp.555-564.  https://doi-org.nottingham.idm.oclc.org/10.1046/j.1365-2923.2001.00920.x

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