Medical teachers' concerns about the clinical teaching context

Seabrook, Mary

doi:10.1046/j.1365-2923.2003.01437.x

Cited by 83 publications

(84 citation statements)

References 14 publications

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“…2,3,17 In our study, the notion of presence is clearly related to amount of dedicated time that was allocated for supervision. The supervisors were allowed to prioritise supervision as they didn't have competing clinical duties.…”

Section: Discussionmentioning

confidence: 74%

“…The design created time for the supervisor to reflect, to follow the students' progress and the supervisors themselves got continuous feedback. On the whole, the design seemed to answer some problems described in the literature related to supervision in general 2,3,5,17 and on how to design clerkship. 26 …”

Section: Discussionmentioning

confidence: 99%

“…3,16 From a supervisor's perspective, the major obstacle to good supervision was the lack of time which caused stress when they had concurrent clinical and teaching demands. 2,3,17 Other impediments reported in the literature included insufficient pedagogic training regarding students' learning, poor support, insufficient leadership and recognition by hospital staff and notably, a perceived lack of inclusion among faculty. [17][18][19] The aim of the present study was to elucidate physicians' perceived and latent conceptions of their roles as supervisors of medical students when they had the opportunity of solely focusing on supervision.…”

Section: Introductionmentioning

confidence: 99%

“…2,3,17 Other impediments reported in the literature included insufficient pedagogic training regarding students' learning, poor support, insufficient leadership and recognition by hospital staff and notably, a perceived lack of inclusion among faculty. [17][18][19] The aim of the present study was to elucidate physicians' perceived and latent conceptions of their roles as supervisors of medical students when they had the opportunity of solely focusing on supervision. A deeper understanding of supervision from supervisors' own perspectives should provide valuable information on the design of basic clinical courses and the planning of educational activities for supervisors.…”

Section: Introductionmentioning

confidence: 99%

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The experience of physician supervisors with clerkship students: a qualitative study

Silén

Kiessling

Spaak

et al. 2011

Int. J. Medical Education

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Objectives: The purpose of this study was to describe fulltime physicians' conceptions of being clinical supervisors when introducing students to professional practice and having dedicated time with their students without the distraction of other clinical duties. Methods: The study was conducted during 2009 at Danderyd University Hospital in Stockholm, Sweden where 61 physicians have had the role of full-time supervisors. Nineteen of these physicians, both male (n = 9) and female (n = 10) varying in age and experience, were interviewed regarding their experience following supervision of firstyear clerkship students which were undertaking five weeks of introductory course in clinical skills. The interviews were transcribed verbatim and thematised using inductive content analysis according to theoretical assumptions of communication theory. Results: Being present in the moment and not having to worry about other clinical duties was identified as the most fundamental theme for supervision. Participants stressed the importance of dedicated time to fulfil their role. Three other themes: being a catalyst for learning; being an expert; and supporting students' sense of coherence, revealed how supervisors support student learning in different ways. Conclusions: Full-time supervision allowed physicians to pay close attention to the student's learning process as well as their interaction with patients or PBL group members. They were able to use their experience and expertise to engage students in their own learning and to give skilful feedback. Furthermore, they were able to create a coherent learning environment for students to realise the true meaning of being a doctor. These factors may become important in design of clinical courses.

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Section: Discussionmentioning

confidence: 74%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The experience of physician supervisors with clerkship students: a qualitative study

Silén

Kiessling

Spaak

et al. 2011

Int. J. Medical Education

View full text Add to dashboard Cite

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“…Despite the reform of the undergraduate medical curriculum in the 1990s, recent publications have continued to draw attention to the concept of the 'hidden curriculum' in medical education, and the fact that students still describe a hierarchical and competitive atmosphere, where students can experience humiliation in the learning environment (Marinker, 2001;Seabrook, 2003;Lempp & Seale, 2004). In considering the curriculum and the learning environment at both undergraduate and postgraduate levels, those charged with training need to reflect on a range of issues before embracing this new development of involving carers and service users in training.…”

Section: Background and Context Factorsmentioning

confidence: 99%

Involving carers and service users in the training of psychiatrists

2005

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In June 2005 it became mandatory for psychiatric trainees to receive training directly from people who experience mental health problems and their carers. This will be checked on approval visits to all training schemes, and accreditation may be withheld until this aspect of training is in place. For many of those who are responsible for training, this may be a new undertaking. We outline some of the issues that trainers need to consider when involving service users and carers in their training programmes, including background issues, how to prepare both those delivering and those receiving training, and logistical considerations. It is hoped that this paper will alert trainers to issues that need to be considered if such training is to be successful.

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Legacy of Abuse in a Sacred Profession: Another Call for Change

Osuch

2009

AMA Journal of Ethics

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Medicine is a sacred profession. Those called to enter it are largely kind, compassionate, insightful people who understand the nature of suffering and want to live their professional lives in service to relieving it. Why, then, do I contend that there is a legacy of abuse in medicine? I will examine two specific and dominant themes to explain my position-the culture of silence that has until recently surrounded medical error, and the methods employed in medical education. Both involve the inherent asymmetry of power in relationships and misuse of that power. Both foster conditions that, if they do not actually breed abuse, certainly tolerate it. Admitting Responsibility for Medical ErrorThe 2000 Institute of Medicine report, "To Err is Human," issued a compelling indictment against our profession, exposing multiple types of medical errors, and concluding that up to an estimated 100,000 patient deaths occur each year as a result of errors [1]. One of the elephants in the room of medicine had finally been exposed-that doctors, those most responsible for medical care, make mistakes. Although errors caused by carelessness, indifference, or lack of attention to detail are inexcusable to me, I recognize that most result from complex systems problems. This is not to say that we should not hold physicians, nurses, and other heath care workers accountable for errors, but that instead, we should recognize that most people who choose our field care deeply about their jobs and are devastated when a patient suffers because of a personal mistake. Rather than passing judgment but ignoring the error, blaming the person, or both, the entire team caring for the patient should be involved in discussing the error together, learning from it, and, ultimately, devising a plan to prevent a similar problem from occurring in the future.Admitting personal responsibility for a mistake is difficult, especially when we are well-intentioned and doing the best we can. It requires honesty, humility, and courage. It also entails that we remain acutely aware of the asymmetry of knowledge and power inherent in the patient-physician relationship. When a patient suffers because something went wrong, it is human nature for that person and his or her family to want to understand what happened. Our legacy of silence in the face of medical error in medicine has been, and in many cases, continues to be a poignant example of how we misuse our superior knowledge and, hence, our status. The very least that a patient and family deserve in this setting is a compassionate and transparent explanation, sincere apology, and communication of a plan of action to ensure that the error is not repeated with future patients. Apologizing for a medical

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Medical teachers' concerns about the clinical teaching context

Cited by 83 publications

References 14 publications

The experience of physician supervisors with clerkship students: a qualitative study

The experience of physician supervisors with clerkship students: a qualitative study

Involving carers and service users in the training of psychiatrists

Legacy of Abuse in a Sacred Profession: Another Call for Change

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