3. Formative Assignment – Peer review and Tutor review
This module offers you the opportunity to receive both formative feedback from your module peers and your module tutors and this will be based on early drafts of your assignments.
• You will only be giving and receiving peer feedback on Part A. For peer feedback you will need to upload your Part A draft in Activity 5.1 discussion forum in Week 5.
• We suggest you share both Part A (Analysis of your teaching) and Part B (Reflection) of the formative assignment with your module tutor for feedback. Both Part A and Part B should be uploaded into Turnitin in the normal way for tutor feedback in Week 6. We are aware that at this stage in the module you may not have written a lot for either (or both) Part A & B, however it is important you share as much as you can in order to benefit from the tutor feedback.
Peer feedback should be completed during Week 6, however tutor feedback will be returned 2 weeks after submission.
3. Formative Assignment – Peer review and Tutor review
3.1. Formative Assignment – Peer review
Peer Review – Overview
This formative activity will take place in your smaller groups (A,B and C) to allow for in-depth peer support and peer feedback. Before you undertake this activity please review the section in Week 3 around giving effective feedback.
Please do adhere to the dates for this activity as it is key as many of you as possible engage in a timely way to make the activity as beneficial as possible.
Please upload your draft assignments by the first day of Week 5 and peer feedback must be completed by the end of Week 6. Uploading later than Week 6 may mean that others in the discussion group are not able to provide feedback.
Aim
We invite you to submit a draft of Part A of the summative assignment (detail below). The aim is to offer you the opportunity to enhance your practice by giving, receiving and acting upon peer feedback.
Feedback is important to you in your role as an educator. In this context you might provide or receive insights which could inform and shape your teaching which then could be integrated into your summative assignment. You may also wish to reflect upon and evaluate the role of feedback in your wider role as a clinical educator. What have you learned? How might you take this forward to your future practice?
Peer Review
Step 1:
Prepare your draft of Summative Assignment Part A – Analysis of your teaching and upload it to the Activity 5.1 Group discussion forum in Week 5.
Step 2:
Provide peer feedback
During Weeks 5-6, please provide feedback for your peers using the Peer Review Feedback form in Week 5. You are encouraged to provide as many feedback as possible to your peers within your group and also reflect and respond to the feedback that you have received. (You should visit the discussion forum regularly during the peer feedback weeks to check for new posts.)
Peer Review and Feedback Guidance
There is a good practice on feedback (giving and receiving) document and an introduction to Peer Review in the Learning Skills section.
3. Formative Assignment – Peer review and Tutor review
3.2. Formative Assignment – Tutor review
As is normal practice you will receive tutor feedback on your early drafts of both Part A (Analysis of your teaching) and Part B (Reflection). The tutors know your work is not finished and indeed some of you might not have been able to deliver the teaching session planned for your assignment by this time. However you should still write as much as you can at this stage and include any attachments that are ready to be shared as drafts e.g. lesson plans, Assessment tools etc. You can also add short explanatory notes detailing future plans so the tutor knows your direction of travel.
Please use the Cover Page found under Assessment Information to communicate with your tutor, the extent of your assignment and any specific feedback you require.
4. Summative Assignment
The assignment takes the form of a written piece of work (3500 words ± 10% excluding references and any appendices) and is aligned with the module learning outcomes. The assignment has two parts.
For more information about what is and is not included in the word count see the Student Handbook, section Assessment Overview.
Part A – Critical Analysis of your teaching – 2000 words
Plan, with reference to the appropriate curriculum, and undertake a significant tutorial (either individually or in a small group) with appropriate learners, (we suggest a minimum duration of 1 hour). It should be based either on your own specialty training curriculum, or on the over-arching curriculum in your own university or the relevant curriculum from your own working environment. The tutorial should be based on how best to enable your students’ learning in the clinical environment and should reflect the complexity of them acquiring the skills described in the module.
Offer a critical analysis of the teaching session and its outcomes based on a careful analytical Assessment of your peer feedback, lesson plan, your learners’ Assessments and your tutorial with reference to the appropriate evidence. This analysis should be an integration of theory and practice and be based on the core literature around teaching and learning of skills. It also should lead you to explore how this might be developed in future teaching.
The feedback component is a critical element for Part A and in order to have some external feedback of the session, ask a *peer* to:
1. Observe your teaching using one of the two templates/models we have provided in the Peer Observation Checklists document in Learning Skills.
2. Give you detailed feedback on the event.
Ask a learner or learners to:
1. Review/Evaluate your teaching session
2. Suggest any improvements/recommendations for the future delivery of this session.
This essay should be written in the 3rd person as it is not a personal account of your experience. It should include lesson plans** and other background documents (e.g. handouts, task sheets, slides etc.) from the teaching session as appendices (these will not be included in the word count). You are not required to provide a reflective account in Part A of the assignment.
*Please note that feedback from peers can be from those in your working/clinical context, peers within the module (either in the formative feedback exercise or at a virtual classroom) and tutor feedback from your formative submission.
** The lesson plan that you develop for your teaching session/event should be different from the lesson plan you submitted in the ‘Learning and Teaching’ module. We would advise that as far as possible you create a new lesson plan altogether. If you can’t please ensure that you change the lesson plan as much as you can. In addition, you will need to carry out the session with your learners. When you are critically appraising your teaching session you must use a different theoretical lens and or different dimensions of a previously used theory to provide justification for each component of your teaching event/session. Our rationale for suggesting the development of a new lesson is that if you are using the same lesson plan that you developed in the ‘Learning and Teaching Module’ you will likely receive a high similarity report which would constitute as self-plagiarism and a form of academic misconduct, potentially resulting in formal action being taken against you.
See also the Assessment Resources.
Part B – Critical Reflection – 1500 words
A reflective analysis of your own learning and development throughout the module: describe the impact that the module study activities and your teaching project experiences have had upon your own thinking and professional practice as a teacher. Your analysis should involve taking your reader through a reflective model addressing your planning, your experience, your feedback and your plans for development. (Select from Kolb, Johns or Gibbs and please indicate at the start of Part B which you are using – see below.)
This essay should be written in the first person, but please ensure that you use relevant literature and theory to support your assertions in your reflection.
Word Count
The word count for each part of this assignment is clearly stated. Please note that the documentary evidence and references are not included in this word count limit.
BOOK Understanding medical education: evidence, theory and practice
Swanwick, T., Forrest, K. & O’Brien, B. C.3rd editionHoboken, NJWiley-Blackwell2018
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Week 1: Workplace Learning Theory (0)
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Essential Reading (7)
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ARTICLE Medicine as a Community of Practice: Implications for Medical Education
Cruess, R. L., Cruess, S. R. & Steinert, Y.Academic Medicine93(2)2018-02185 – 191
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ARTICLE What makes a good clinical student and teacher? An exploratory study
Goldie, J., Dowie, A., Goldie, A., Cotton, P. & Morrison, J.BMC medical education15(1)2015-03-1040 – 40
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ARTICLE Curriculum structure, content, learning and assessment in European undergraduate dental education – update 2010
Manogue, M ; McLoughlin, J ; Christersson, C ; Delap, E ; Lindh, C ; Schoonheim‐Klein, M ; Plasschaert, AEuropean journal of dental education15(3)2011133 – 141
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ARTICLE Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators
Mukhalalati, Banan Abdulrzaq ; Taylor, AndreaJournal of Medical Education and Curricular Development620191 – 10
Note: This is an alternative for Implementing adult learning theory into dental education (McHarg).
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ARTICLE Integrating Social Determinants of Health into Dental Curricula: An Interprofessional Approach
Sabato, Emily ; Owens, Jessica ; Mauro, Ann Marie ; Findley, Patricia ; Lamba, Sangeeta ; Fenesy, KimJournal of dental education82(3)2018237 – 245
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BOOK Understanding medical education : evidence, theory and practice
Swanwick, T.Swanwick, Tim,; Forrest, Kirsty,; O’Brien, Bridget C.,3rd edition.Hoboken, NJ :Wiley-Blackwell2018.Total Pages 580 pages .
Note: Read Chapter 7 “Work-based learning”, pp. 97-109 by Morris, C. and Blaney, D.
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ARTICLE Experiential learning: AMEE Guide No. 63
Yardley, S., Teunissen, P. W. & Dornan, T.Medical Teacher34(2)2012e102 –
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Optional Reading (4)
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ARTICLE Legitimate participation of medical students in community attachments
Eggleton, K., Fortier, R., Fishman, T., Hawken, S. J. & Goodyear-Smith, F.Education for primary care30(1)201935 – 40
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ARTICLE Clinical teaching improvement: The transportability of the Stanford Faculty Development Program
Johansson, J., Skeff, K. & Stratos, G.Medical Teacher31(8)2009e377 – e382
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ARTICLE Implementing adult learning theory into dental education | Faculty Dental Journal
McHarg, J.Faculty Dental Journal1(2)43 – 46
Note: This reading is currently unavailable in the library
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ARTICLE Validation of the 25-Item Stanford Faculty Development Program Tool on Clinical Teaching Effectiveness
Mintz, M., Southern, D. A., Ghali, W. A. & Ma, I. W. YTeaching and Learning in Medicine27(2)2015-04-03174 – 181
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Week 2: Learning and Teaching in Multidisciplinary Teams (0)
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Essential Reading (9)
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ARTICLE Peer-Helped Learning Associated with Team-based Learning in Dental Education
Al Kawas, S. & Hamdy, H.Health Professions Education3(1)201738 – 43
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BOOK CHAPTER Interprofessional education
Freeth, Della, Savin-Baden, Maggi, Thistlethwaite, Jillin Understanding medical education : evidence, theory and practice by Tim Swanwick, Kirsty Forrest, and Bridget C. O’BrienSwanwick, Tim,; Forrest, Kirsty,; O’Brien, Bridget C.,3rd edition.Hoboken, NJ :Wiley-Blackwell2018.191 – 206
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DOCUMENT Education for the Dental Team: Make Your Practice a Centre of Learning Excellence
Cure, R.
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ARTICLE Changing stress while stressing change: The role of interprofessional education in mediating stress in the introduction of a transformative technology
Gillan, C., Wiljer, D., Harnett, N., Briggs, K., Catton, P.Journal of Interprofessional Care24(6)2010710 – 721
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ARTICLE Assessment of high-fidelity simulation training in radiation oncology using an outcomes logic model
Giuliani, M., Gillan, C., Wong, O. & Harnett, N.Radiation Oncology9(Article 189)20141 –
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ARTICLE Promoting interprofessional collaboration in oncology through a teamwork skills simulation programme
James, T.A., Page, J.S., Sprague J.Journal of Interprofessional Care30(4)2016539 – 541
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ARTICLE Integrated Medical‐Dental Delivery Systems: Models in a Changing Environment and Their Implications for Dental Education
Jones, Judith A ; Snyder, John J ; Gesko, David S ; Helgeson, Michael JJournal of dental education81(9)2017eS21 – eS29
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ARTICLE “We Are All Students:” An Interprofessional Education Approach to Teaching Radiation Oncology Residents
Tan, K.Journal of Medical Imaging and Radiation Sciences42(4)2011183 – 188
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ARTICLE Dental and Dental Hygiene Intraprofessional Education: A Pilot Program and Assessment of Students’ and Patients’ Satisfaction
Vickie E. JonesJournal of Dental Education81(10)20171203 – 1212
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Optional Reading (4)
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ARTICLE “Two are better than one”: a pilot study of how radiologist and oncologists can collaborate in target volume definition
Horan, G., Roques, T. W., Curtin, J. & Barrett, ACancer Imaging6(1)200616 – 19
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ARTICLE Results of a National Survey of Radiotherapy Planning and Delivery in the UK in 2007
Jefferies, S ; Taylor, A ; Reznek, RClinical Oncology21(3)2008204 – 217
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ARTICLE Current Views on Clinical Oncology Training from the 2015 Oncology Registrars’ Forum Survey
Kosmin, M., Brown, S., & Haque, C.Clinical Oncology28(9)2016e121 – e125
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ARTICLE The benefits of integrating dental and dental therapy and hygiene students in undergraduate curricula
Zahra, Daniel ; Belfield, Louise ; Bennett, Jon ; Zaric, Svetislav ; Mcilwaine, ClareEuropean journal of dental education23(1)2019e12 – e16
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Week 3: Clinical Teaching Approaches (0)
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Essential Reading (14)
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ARTICLE Giving feedback in clinical settings
Cantillon, Peter ; Sargeant, JoanBMJ337(nov10 2)2008a1961 – a1961
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ARTICLE Learning to give feedback in medical education
Chowdhury, R. R. & Kalu, G.The Obstetrician & Gynaecologist6(4)2004243 – 247
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ARTICLE What are consultation models for?
Denness, C.InnovAiT6(9)2013592 – 599
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ARTICLE AMEE Guide No. 27: Effective educational and clinical supervision
Kilminster, S., Cottrell, D., Grant, J. & Jolly, B.Medical Teacher29(1)20072 – 19
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ARTICLE Faculty staff perceptions of feedback to residents after direct observation of clinical skills
Kogan, Jennifer R ; Conforti, Lisa N ; Bernabeo, Elizabeth C ; Durning, Steven J ; Hauer, Karen E ; Holmboe, Eric SMedical education46(2)2012201 – 215
Note: You can begin the reading at the section entitled ‘Factors influencing feedback’ on page 206.
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ARTICLE Twelve tips for giving feedback effectively in the clinical environment
Ramani, S. & Krackov, S. K.Medical Teacher34(10)2012787 – 791
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ARTICLE Active patient involvement in the education of health professionals
Towle, A., Bainbridge, L., Godolphin, W., Katz, A., Kline, C., Lown, B., Madularu, I., Solomon, P. & Thistlethwaite, J.Medical Education44(1)201064 – 74
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ARTICLE ‘Even now it makes me angry’: health care students’ professionalism dilemma narratives
Monrouxe, Lynn V ; Rees, Charlotte E ; Endacott, Ruth ; Ternan, EdwinaMedical education48(5)2014502 – 517
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ARTICLE Ethical Dilemmas Reported by Fourth‐Year Dental Students
Helen M. Sharp,Raymond A. Kuthy,Keith E. HellerJournal of Dental Education69(10)20051116 – 1122
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ARTICLE Developing understanding and enactment of professionalism: undergraduate dental students’ perceptions of influential experiences in this process
A. RanautaBritish Dental Journal225(7)2018662 – 666
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WEBSITE Student Professionalism
General Dental CouncilGeneral Dental Council
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DOCUMENT Standards for the Dental Team
General Dental Council
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WEBSITE Guidance for those employing, supervising or training trainee/students.
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DOCUMENT Standards for Education Standards and requirements for providers
General Dental Council2015
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Optional Reading (3)
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BOOK CHAPTER Models of supervision and the supervisory relationship
Beinhart, H.in Supervision and clinical psychology : theory, practice and perspectives Steen, Linda,; Fleming, Ian,edited by Fleming, I. & Steen, L.2nd edition.Hove, East Sussex :Routledge2012.47 – 62
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WEBSITE Mentoring, clinical supervision and preceptoring: clarifying the conceptual definitions for Australian rural nurses. A review of the literature
Mills, J., Francis, K. & Bonner, A.52005/08/11
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ARTICLE Patient‐oriented learning: a review of the role of the patient in the education of medical students
Spencer, John ; Blackmore, David ; Heard, Sam ; McCrorie, Peter ; McHaffie, David ; Scherpbier, Albert ; Gupta, Tarun Sen ; Singh, Kuldip ; Southgate, LesleyMedical education34(10)2000851 – 857
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Week 4: Assessment in Workplace (0)
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Essential Reading (7)
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ARTICLE Trainee doctors’ views on workplace-based assessments: Are they just a tick box exercise?
Bindal, T., Wall, D. & Goodyear, H. M.Medical Teacher33(11)2011919 – 927
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DOCUMENT Work-based assessment: a practical guide – Building an assessment system around work
Campbell, C.Tripartite Alliance (RACP; RACS; RCPSC)
Note: Start reading from pg. 16
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ARTICLE Nuts and Bolts of Entrustable Professional Activities
Cate, O. T.Journal of Graduate Medical Education5(1)2013157 – 158
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ARTICLE A primer on entrustable professional activities
Cate, Olle tenKorean journal of medical education30(1)20181 – 10
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ARTICLE Procedure-based assessments: an appropriate assessment tool?
Mendes da Costa, TBulletin of the Royal College of Surgeons of England96(7)2014236 – 238
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ARTICLE Assessment formats in dental medicine: An overview
Gerhard-Szep, Susanne ; Güntsch, Arndt ; Pospiech, Peter ; Söhnel, Andreas ; Scheutzel, Petra ; Wassmann, Torsten ; Zahn, TugbaGMS journal for medical education33(4)2016Doc65 –
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ARTICLE The Structured Clinical Operative Test (SCOT) in dental competency assessment
Newton, J P ; Mossey, P ABritish Dental Journal190(7)2001387 – 390
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Optional Reading (3)
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ARTICLE Experiences of GP trainees in undertaking telephone consultations: a mixed-methods study
Chaudhry, Umar ; Ibison, Judith ; Harris, Tess ; Rafi, Imran ; Johnston, Miles ; Fawns, TimBJGP open4(1)2020bjgpopen20X101008 –
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ARTICLE The audio-COT (consultation observation tool): developing a new assessment tool for GP training
Sales, Bryony ; Scallan, Samantha ; Crane, Sue ; Lyon-Maris, JohnnyEducation for Primary Care26(5)2015335 – 339
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ARTICLE Systematic review of the literature on assessment, feedback and physicians’ clinical performance: BEME Guide No. 7
Veloski, Jon ; Boex, James R ; Grasberger, Margaret J ; Evans, Adam ; Wolfson, Daniel BMedical Teacher28(2)2009117 – 128
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Week 5: Reflective Professional Practice (0)
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Essential Reading (11)
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ARTICLE Twelve tips for teaching reflection at all levels of medical education
Aronson, L.Medical Teacher33(3)2011-03200 – 205
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ARTICLE Supporting the development of a professional identity: General principles
Cruess, S. R., Cruess, R. L. & Steinert, Y.Medical Teacher41(6)2019-06-03641 – 649
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ARTICLE Do portfolios have a future?
Driessen, E.Advances in Health Sciences Education22(1)2017-3221 – 228
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DOCUMENT Resources for use with reflection or learning journals’ from her book Learning Journals – a handbook for reflective practice and professional development
Moon, J.
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DOCUMENT Reflection and Learning in Professional Development
Moon, J.
Note: This reading provides a short guide by Jenny Moon along with questions and prompts that facilitate deeper and more profound reflection. However, if you would like to read more in depth on Reflection, please read Moon J. 1999. Reflection and Learning in Professional Development. Abingdon: Kogan Page, under Optional Reading. There could be topics that would be of some interest to you.
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ARTICLE Taking the learning beyond the individual: how reflection informs change in practice
Muir, F., Scott, M., McConville, K., Watson, K., Behbehani, K. & Sukkar, F.International Journal of Medical Education52014-02-0824 – 30
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ARTICLE The use of reflection in medical education: AMEE Guide No. 44
Sandars, J.Medical Teacher31(8)2009685 – 695
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ARTICLE Does a summative portfolio foster the development of capabilities such as reflective practice and understanding ethics? An Assessment from two medical schools
O’sullivan, A. J., Howe, A. C., Miles, S., Harris, P., Hughes, C. S., Jones, P., Scicluna, H. & Leinster, S. J.Medical Teacher34(1)2012-01e21 –
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ARTICLE Case based learning–a review of the literature: is there scope for this educational paradigm in prehospital education?
Williams, B.Emergency Medicine Journal22(8)2005-08-01577 – 581
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DOCUMENT Enhanced CPD guidance P L A N
General Dental CouncilGeneral Dental Council2018
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ARTICLE Reflective learning in community‐based dental education
Strauss, R., Mofidi, M., Sandler, E. S., Williamson Iii, R., McMurtry, B. A., Carl, L. S., & Neal, E. M.67(11)20031234 – 1242
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Optional Reading (8)
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BOOK CHAPTER Keeping a Journal: The Diamonds of the Dustheap
Bolton, G.in The therapeutic potential of creative writing [electronic resource] : writing myself by Bolton, Gillie.London ;; Philadelphia :Jessica Kingsley Publishers1999.29 – 48
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BOOK CHAPTER Reflective Writing: A How-to Guide
Bolton, G.in Reflective practice : writing and professional development by Bolton, G.3rd ed.London :; Los Angeles, Calif. ;Sage2010.103 – 119
Note: Please read Chapter 6: Reflective Writing: A How-to Guide.
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ARTICLE The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11
Buckley, S., Coleman, J., Davison, I., Khan, K. S., Zamora, J., Malick, S., Morley, D., Pollard, D., Ashcroft, T., Popovic, C. & Sayers, J.Medical Teacher31(4)2009-01282 – 298
Further reading
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BOOK Reflection in learning & professional development : theory & practice
Moon, Jennifer A.London :Kogan Page1999.Total Pages 229 p. diagrs.
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Available at Main Library General Shelving : 370.152 3 M 818 and more locations
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DOCUMENT One-Minute Preceptor Authored by: PAEA’s Committee on Clinical Education
PAEA’s Committee on Clinical Education2017
Note: For the application of One Minute Preceptor, you can also read, Faculty development seminars based on the one-minute preceptor improve feedback in the ambulatory setting (Salerno, S.M., 2002)
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ARTICLE Faculty development seminars based on the one-minute preceptor improve feedback in the ambulatory setting
Salerno, S. M., O’Malley, P. G., Pangaro, L. N., Moores, L. K., & Jeffrey L. Jackson, J.L.Journal of General Internal Medicine17(10)2002779 – 787
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BOOK CHAPTER Teaching artistry through reflection-in-action
Schon, D. A.in Educating the reflective practitioner by Schon, Donald A.London :; San Francisco, Calif. ;Jossey-Bassc1987.22 – 40
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Available at Main Library General Shelving : 378.013 S 371 and more locations
BOOK Transformation through journal writing [electronic resource] : the art of self-reflection for the helping professions
Wood, Jane.London ;; Philadelphia :Jessica Kingsley Publishers2013.Total Pages 1 online resource (242 p.)
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Week 6: Simulation, Technical and Non-Technical Skills (0)
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Essential Reading (13)
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BOOK CHAPTER Simulation in Medical Education
Battista, A. & Nestel, D.in Understanding medical education : evidence, theory and practice by Tim Swanwick, Kirsty Forrest and Bridget C. O’BrienSwanwick, Tim,; Forrest, Kirsty,; O’Brien, Bridget C.,3rd edition.Hoboken, NJ :Wiley-Blackwell2018.151 – 162
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Available at Main Library General Shelving : 610.76 U 55 and more locations
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BLOG A New Series on Education Theory – ICE Blog
Chan, T.2017
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ARTICLE The Five-Stage Model of Adult Skill Acquisition
Dreyfus, Stuart EBulletin of science, technology & society24(3)2016177 – 181
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ARTICLE Rating Anaesthetists’ Non-Technical Skills — The Ants System
Flin, R ; Fletcher, G ; McGeorge, P ; Glavin, R ; Maran, N ; Patey, RProceedings of the Human Factors and Ergonomics Society Annual Meeting47(12)20031498 – 1501
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BOOK CHAPTER Simulation in Medical Education
Ker, J., & Bradley, P.in Understanding medical education : evidence, theory, and practice by SWANWICK, TSwanwick, Tim,Second edition.Chichester :Wiley-Blackwell2014.175 – 192
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ARTICLE Exploring transformative learning when developing medical students’ non‐technical skills
Kerins, J., Smith, S. E., Phillips, E. C., Clarke, B., Hamilton, A. L. & Tallentire, V. R.Medical Education54(3)2020264 – 274
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ARTICLE Effects of Peyton’s Four-Step Approach on Objective Performance Measures in Technical Skills Training: A Controlled Trial
Krautter, M., Weyrich, P., Schultz, J. H., Buss, S. J., Maatouk, I., Jünger, J. & Nikendei, C.Teaching and Learning in Medicine23(3)11 Jul 2011244 – 250
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DOCUMENT PRINCIPLES OF ADULT LEARNING
Lieb, S.1991
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ARTICLE Establishing a Safe Container for Learning in Simulation: Th… : Simulation in Healthcare
Rudolph, J. W., Raemer, D. B. & Simon, R.Simulation in Healthcare: Journal of the Society for Simulation in Healthcare9(6)2014339 – 349
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ARTICLE Assessing the Clinical Skills of Dental Students: A Review of the Literature.
Taylor, Carly L.|Grey, Nick|Satterthwaite, Julian D.Journal of Education and Learning2(1)2013/00/0020 – 31
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ARTICLE Program Assessment models and related theories: AMEE Guide No. 67
Frye, A. W., & Hemmer, P. A.Medical Teacher34(5)2012
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ARTICLE Using Gagne’s theory and Peyton’s four-step approach to teach inferior alveolar nerve block injection
Abubaker QutieshatJournal of Dental Research and Review5(3)201875 –
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ARTICLE Dentists are humans too – education in human factors within dental care
E. WalshawBritish Dental Journal224(11)2018/06901 – 904
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Optional Reading (10)
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ARTICLE Using Gagne’s theory to teach procedural skills
Buscombe, CharlotteThe clinical teacher10(5)2013302 – 307
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ARTICLE The application of the challenge point framework in medical education
Guadagnoli, M.,Morin, M. P. & Dubrowski, A.Medical Education46(5)2012/05/01447 – 453
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WEBSITE How educational theory can inform the training and practice of vascular surgeons
Mitchell, E. L.Elsevier56
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ARTICLE Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis
Hatala, R., Cook, D. A., Zendejas, B., Hamstra, S. J. & Brydges, R.Advances in Health Sciences Education19(2)2014/05/01251 – 272
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ARTICLE Pediatric resident resuscitation skills improve after “Rapid Cycle Deliberate Practice” training
Hunt, E. A.Resuscitation85(7)945 – 951
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WEBSITE Which Reality Matters? Questions on the Path to High Engagem… : Simulation in Healthcare
Rudolph, J. W., Simon, R. & Raemer, D. B.2007
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ARTICLE Paramedics’ non-technical skills: a literature review
Shields, A. & Flin, R.Emergency Medicine Journal30(5)2013/05/01350 – 354
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ARTICLE Simulcast : a case study in the establishment of a virtual community of simulation practice
SYMON, B., SPURR, J. & BRAZIL, V.Advances in Simulation5(1)20201 –
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ARTICLE Establishing a Virtual Community of Practice in Simulation:… : Simulation in Healthcare
THOMA, B., BRAZIL, V., SPURR, J., PALAGANAS, J., EPPICH, W., GRANT, V. & CHENG, A.Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare13(2)2018124 – 130
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ARTICLE A critical review of simulation‐based medical education research: 2003–2009
McGaghie, W. C., Issenberg, S. B., Petrusa, E. R. & Scalese, R. J.Medical Education44(1)2010/01/0150 – 63
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Week 8: Organisational Culture and Support (0)
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Essential Reading (12)
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ARTICLE Resilience in action: leading for resilience in response to COVID-19
Barton, M. A., Christianson, M., Myers, C. G. & Sutcliffe, K.BMJ Leader2020-05-27leader-2020-000260 –
Essential
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ARTICLE ‘Waiting in the wings’; Lived experience at the threshold of clinical practice
Coakley, N., O’Leary, P. & Bennett, D.Medical Education53(7)2019-07698 – 709
Essential
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ARTICLE Multiple and multidimensional transitions from trainee to trained doctor: a qualitative longitudinal study in the UK
Gordon, L., Jindal-Snape, D., Morrison, J., Muldoon, J., Needham, G., Siebert, S. & Rees, C.BMJ Open7(11)2017-11e018583 –
Essential
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DOCUMENT Promoting Excellence: Standards for Medical Education and Training
GMC2015
Essential
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ARTICLE Interventions Designed to Improve the Learning Environment in the Health Professions: A Scoping Review
Gruppen, L., Irby, D. M., Durning, S. J. & Maggio, L. A.MedEdPublish7(3)2018
Essential
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DOCUMENT Medical professionalism matters. Report and recommendations
GMC2016
Essential
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ARTICLE Ten key features of the future medical school—not an impossible dream
Harden, R. M.Medical Teacher40(10)2018-10-031010 – 1015
Essential
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ARTICLE The Dental Education Environment
Haden, N. Karl ; Andrieu, Sandra C ; Chadwick, D. Gregory ; Chmar, Jacqueline E ; Cole, James R ; George, Mary C ; Glickman, Gerald N ; Glover, Joel F ; Goldberg, Jerold S ; Hendricson, William D ; Meyerowitz, Cyril ; Neumann, Laura ; Pyle, Marsha ; Tedesco, Lisa A ; Valachovic, Richard W ; Weaver, Richard G ; Winder, Ronald L ; Young, Stephen K ; Kalkwarf, Kenneth LJournal of dental education70(12)20061265 – 1270
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ARTICLE DREEM‐ing of dentistry: Students’ perception of the academic learning environment in Australia
Nicole StormonEuropean Journal of Dental Education23(1)2019/02/0135 – 41
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ARTICLE In the Students’ Own Words: What Are the Strengths and Weaknesses of the Dental School Curriculum?
Henzi, David ; Davis, Elaine ; Jasinevicius, Roma ; Hendricson, WilliamJournal of dental education71(5)2007632 – 645
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ARTICLE Challenges in the transition to clinical training in dentistry: An ADEE special interest group initial report
Serrano, C. M ; Botelho, M. G ; Wesselink, P. R ; Vervoorn, J. MEuropean journal of dental education22(3)2018e451 – e457
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ARTICLE An analysis of clinical transition stresses experienced by dental students: A qualitative methods approach
Botelho, M ; Gao, X ; Bhuyan, S. YEuropean journal of dental education22(3)2018e564 – e572
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Optional Reading (6)
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ARTICLE Beyond the struggles: a scoping review on the transition to undergraduate clinical training
Atherley, A., Dolmans, D., Hu, W., Hegazi, I., Alexander, S. & Teunissen, P. W.Medical Education53(6)2019-06559 – 570
Essential
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ARTICLE Sociomateriality in medical practice and learning: attuning to what matters
Fenwick, T.Medical Education48(1)2014-0144 – 52
Further reading
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DOCUMENT Caring for doctors Caring for patients
GMC
Further reading
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ARTICLE Expanding the definition of learning: from self to social to system
Larsen, D. P.Medical Education53(6)2019-06539 – 542
Further reading
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WEBSITE Transition skills and strategies – Student Transitions
Further reading
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ARTICLE The Dundee Ready Educational Environment Measure (DREEM)—a generic instrument for measuring students’ perceptions of undergraduate health professions curricula: Medical Teacher: Vol 27, No 4
Roff, S.Medical Teacher27(4)2005
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Week 9: Clinical Reasoning (0)
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Essential Reading (5)
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ARTICLE Educational Strategies for Improving Clinical Reasoning
Cutrer, W. B., Sullivan, W. M. & Fleming, A. E.Current Problems in Pediatric and Adolescent Health Care43(9)2013-10248 – 257
Essential
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ARTICLE Self-Monitoring in Clinical Practice: A Challenge for Medical Educators
Epstein, R. M., Siegel, D. J., & Silberman, J.The Journal of continuing education in the health professions28(1)20085 – 13
Essential
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ARTICLE What every teacher needs to know about clinical reasoning
Eva, K. W.Medical Education39(1)2005-0198 – 106
Essential
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ARTICLE Clinical reasoning – A guide to improving teaching and practice
Linn, A. & Khaw, C.Australian Family Physician41(1)201218 – 20
Essential
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ARTICLE Using SNAPPS to Facilitate the Expression of Clinical Reasoning and Uncertainties: A Randomized Comparison Group Trial
Wolpaw, T., Papp, K. K. & Bordage, G.Academic Medicine84(4)2009-04517 – 524
Essential
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Optional Reading (9)
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ARTICLE What is so difficult about managing clinical reasoning difficulties?
Audétat, M-C., Dory, V., Nendaz, M., Vanpee, D., Pestiaux, D., Junod Perron, N. & Charlin, B.Medical Education46(2)2012-02216 – 227
Further reading
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ARTICLE Information and cognitive overload – How much is too much?
Byyny, R. L.
Recommended
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ARTICLE The Script Concordance Test: A Tool to Assess the Reflective Clinician
Charlin, Bernard ; Roy, Louise ; Brailovsky, Carlos ; Goulet, Francois ; van der Vleuten, CeesTeaching and Learning in Medicine12(4)2000189 – 195
Recommended
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ARTICLE Script concordance testing: From theory to practice: AMEE Guide No. 75
Lubarsky, S., Dory, V., Duggan, P., Gagnon, R. & Charlin, B.Medical Teacher35(3)2013184 – 193
Recommended
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BOOK The inner apprentice : an awareness-centred approach to vocational training for general practice
Neighbor, R.2nd ed.Oxford :Radcliffec2005.
Further reading
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Available at Medical Library General Shelving : 362.1720715 NEI and more locations
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ARTICLE Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives
Paas, F., van Gog, T. & Sweller, J.Educational Psychology Review22(2)2010-6115 – 121
Recommended
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BOOK Cognitive Load Theory: Theory and Applications
Plass, J. L., Moreno, R. & Brünken, R.CambridgeCambridge University Press2010
Note: Chapters 1 & 2
Further reading
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ARTICLE Student Uncertainties Drive Teaching During Case Presentations
Wolpaw, T., Côté, L., Papp, K. K. & Bordage, G.Academic Medicine87(9)2012-091210 – 1217
Further reading
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ARTICLE SNAPPS: A Learner-centered Model for Outpatient Education
Wolpaw, T. M.,Wolpaw, D. R. & Papp, K. K.Academic Medicine78(9)September 2003893 –
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