This paper outlines a research project conducted at Leeds University School of Medicine with Assessment & Learning in Practice Settings Centre for Excellence in Teaching and Learning, collaboration between the Universities of Leeds, Huddersfield, Bradford, Leeds Metropolitan University and the University of York St John.The research conducted is a proof of concept, examining the impact of delivering competency based assessment via personal digital assistants (PDAs) amongst a group of final year undergraduate medical students. This evaluation reports the student experience of mobile technology for assessment with positive effects; concluding that overall the students found completing assessments using a PDA straight forward and that the structured format of the assessment resulted in an increased, improved level of feedback, allowing students to improve their skills during the placement. A relationship between using the PDA for learning and setting goals for achievement was clearly demonstrated.
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There are health care policy, service delivery, and educational drivers for the involvement of patients in medical education. In this article, we explore some of these drivers and the current theoretical paradigms through which patient involvement in medical education is examined. The roles that patients currently play in medical education are considered, along with aims, benefits, and potential drawbacks of involvement for patients, students, and medical educators. A review of current literature and the limitations thereof is included. The gap between policy and practice is considered, and potential reasons for this gap are suggested. Lastly, the impact of patient-led education is considered, and how patient-led education can best be used to transform student learning.
The University of Liverpool introduced a new integrated spiral MBChB undergraduate medical curriculum in 2014/15. One aspect of this change was ensuring that key stakeholder partners (such as Trusts, hospitals and community GPs) felt supported and knowledgeable about the new programme delivery. Therefore, a World Cafe event was organised to identify issues relating to the new programme, and what the University could do to support the delivery of the curriculum in placement settings. Results from the event were thematically coded into topics including student skills, attendance, good practice, professionalism and technology. The event provided valuable information for the school and medical educators to help improve the student experience across placements and ensure effective partner working between stakeholders.
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