TASME Trainees in the Association for the Study of Medical Education

NEWSLETTER

Autumn 2014

Promoting Excellence in Clinical Education and Training EVENTS

TASME NEWSLETTER | Issue 10 Contact us: info@tasme.org.uk Follow us on and @TASME1

TIE Prize Winner Dr Susie Smith TASME Events

ASME CONFERENCES

Researching Medical

Education Conference 19th November 2014

Friends House, Euston Road, London

£110/£125/£145

TASME Workshop 20th November 2014

Friends House, Euston Road, Lon-don

£32.50 (non ASME)/£25 (ASME)

Keynote speaker Peter Johnston, TASME Executive liaison— Educational Culture within

medicine Clinical Teaching Fellow posts: How to get one and then make the most of it— Workshop by

Duncan Still

Please register online at www.asme.org.uk

Annual Scientific Meeting 15-17 July 2014

BT Murrayfield Stadium, Edin-burgh, Scotland.

For more information, please check the

website www.asme.org.uk

Background

Preparation for practice is a key function of undergraduate medical education. Junior doc-tors feel underprepared for their role, particu-larly regarding prioritisation of workload and time management. 1

“Hospital Based Practice” (HBP) is a module in the final year curriculum at Newcastle Universi-ty. Several of the HBP learning outcomes are based on preparing the student for practice as a junior doctor. The students are expected to acquire many of these skills by osmosis; e.g. prioritisation of tasks and time management. Being interested in simulation I wanted to apply it to the “softer” but essential skills.

What did I do?

I designed a ward simulation exercise for final year medical students simulating the junior doctor role prior to their on call shadowing placement. The exercise involved giving and receiving handover, prioritising tasks and deal-ing with regular interruptions. Each individual student worked with a nurse role player to look after the simulated patients for twenty-five minutes. The simulated patients were given scripts to interrupt the student. The student carried a bleep and received phone calls throughout. Figure one shows the student receiving a handover at the start of the simula-tion exercise.

After the session the student received feed-back and created a learning plan for their forth-coming shadowing shifts.

Did it work?

Prior to the session the student was given a questionnaire. They were asked to consider the on call shadowing shifts and list their learning priorities/how these would be achieved. After the simulation the student filled in the ques-tionnaire again.

Student feedback was overwhelmingly positive suggesting they gained new insight into the role of the junior doctor. Their learning needs

moved from “knowledge-based” to “practical-based”, and approach to learning from “observation” to “practice”. The students highlighted multi-tasking and prioritising inde-pendently as the most useful aspect of the simulation. Students overall felt less prepared for practice following this insight, however there was a new eagerness to perform the jobs of a junior doctor rather than observing whilst shadowing.

Summary

This session gives the learners the opportunity to recognise the skills they are yet to acquire. Importantly it allows the student to make mis-takes with time to improve before starting work. The session empowers the learner to create a very personalised learning plan and seek out learning opportunities to achieve their goals.

This session aims to work synergistically with shadowing placements. The ward is the “real world”, however simulation allows the student full responsibility and provides insight into the role of a junior doctor.

Acknowledgments

I would like to thank the education department at Northumbria Healthcare NHS Foundation Trust for their support and encouragement throughout the development of this session and with my application for the TASME TIE prize. Special thanks to Yeewan Wong, Theresa Martinez and Lindsey Wanless for making the ward look so authentic.

References

Illing et al: Perceptions of UK medical graduates’ preparedness for prac-tice: A multi-centre qualitative study reflecting the importance of learning on the job. 2013

GMC Tomorrow’s Doctors 2009

Dr Susie Smith, Teaching Education Fellow, Northumbria Healthcare NHS Trust

Email: susiesmith86@hotmail.co.uk Twitter: @weesmithy99

See www.tasme.org.uk for details of

how to apply for the 2015 TIE prize

TASME NEWSLETTER | Issue 10 Contact us: info@tasme.org.uk Follow us on and @TASME1

TASME at the ASME ASM 2014 Joint TASME/JASME Social!

TASME is a special interest group of ASME 12 Queen Street, Edinburgh, EH2 1JE

Tel: +44 (0) 131 225 9111 Fax: +44 (0) 131 225 9444 Email: info@asme.org.uk

Website: www.asme.org.uk

The 2014 ASM marked the changeover for the TASME Committee.

TASME would like to thank Duncan Shrewsbury, Victoria Tippett, Cliff Shelton, Isabelle Hancock and Esther Mitchell for their efforts, contributions, and vision dur-ing the infancy of TASME.

Shamim Nassrally (Chair) Sham is an Acute Medical Registrar in Lon-don. He has previously been a Regional Lead in the West Midlands.

James Fisher & Neil Patel (Regional Hub Co-Ordinators) James is a ST6 in Geriatric and General Internal Medicine in the North East. He was previously TASME North East's Re-gional Representative and is the co-founder of the Association of Elderly Medi-cine Education. Neil is a ST5 Acute Medicine Trainee with a Special Interest in Medical Education cur-rently training at John Radcliffe Hospital Oxford.

Dana Abraham (Secretary) Dana is a GP trainee based in London. Da-na was a co-chair of JASME last year and is

also on the ASME Leadership Development Group.

Sophie Hill (Events Lead) Sophie is an Ophthalmology SpR in Nottingham and undertaking a Clinical Teaching Fellowship.

Rakesh Patel (Research) Rakesh is a NIHR Academic Clinical Lectur-er in Medical Education/Honorary Special-ist Registrar in Nephrology and General Medicine at the University of Leicester .

Jim McHugh & Peter Ward (Website) Jim is an Ophthalmology Registrar working in South Thames. He has a Masters degree in Surgical Education from Imperial Col-lege.

Peter is an Academic F2 in the West Mid-lands, based at University Hospital of North Staffordshire.

Robyn Goodier (Communications/Newsletter) Robyn is a Core Surgical Trainee in the West Midlands having completed her Aca-demic FY2 in Education at the University of Leicester.

Zoe Cousland (TIE Prize Lead, Social Events Co-Ordinator) Zoe is a Renal Trainee in the West of Scotland, having done a Clinical Teaching Fellowship at Keele Uni-versity between core and speciality training

Ashley Newton (JASME liaison) Ashley is an Educational Academic F2 in the Mersey Deanery and is a previous JASME co-chair.

The 2014 ASME ASM held in Brighton was host to a number of TASME events and gatherings including four workshops:

Practical Teaching in the Clinical Environment facilitated by Victoria Tippet, Shamim Nassrally, Cliff Shelton, and Ping-Yi Kuo

Clinical Teaching Fellowships: Strengths, Opportunities and Pathways facilitated by Duncan Shrewsbury, Cliff Shelton, Duncan Still and Dave Little

Running a Committee –Strategy, Solutions and Survival facili-tated by Peter Johnston, Shamim Nassrally, Isabella Hancock

Mindfulness in Medical Education facilitated by Duncan Shrewsbury and Duncan Still

The workshops were well attended and had excellent partici-pation received good feedback including comments such as “Best session of the conference by far” and “Really useful exercise for me – loved the doing is learning approach”. TASME will build on this year’s success with further develop-ment of the existing workshops and the creation of innova-tive new workshops throughout the year for other TASME events and next years ASM.

At the ASM this year TASME and our sister group, JASME held our first joint social! Held at Ole, Ole Tapas bar there were almost fifty attendees to enjoy the wonderful Spanish flamenco dancing, not to mention the excellent food and conversation.

Please drop us a line to suggest ideas for venues for a

social for next year’s ASM in Edinburgh!

New TASME Committee