In addition to normal scholarly activity such as formal evaluation of teaching, programme development, staff are undertaking a number of additional scholarship initiatives within the Centre.
Lysa Owen is currently writing up her Doctoral research thesis entitled “Simulation based medical education: the relationship between Motivation, relevance and realism”. The majority of the published literature in simulation based medical education focusses on the process of the simulation learning activity or outcome of the learning in terms of attitudes, skills, or patient outcome. Lysa’s thesis argues that in order to produce robust evidence for outcomes it is imperative that the input factors such as motivation are also carefully considered and evaluated. Her research offers insight into these factors and will be of interest to curriculum designers as well as teachers who deliver simulation based training.
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George Hogg has recently completed the Doctor of Education at the University of Dundee. His thesis, entitled ‘Can meso-simulation increase medical students’ confidence in recognising and responding to clinical deterioration in adult hospital patients?’ led to the development and implementation of the RADAR programme. Recognising Acute Deterioration Active Response is a simulation-based programme which includes simulated patients and make-up (Moulage) to replicate the physical, physiological and conscious level changes which occur in deteriorating patients. Students work in small groups to assess and manage a deteriorating patient in a simulated hospital environment.
The research demonstrated that this approach to teaching students how to respond to deteriorating patients is beneficial in terms of the reality that simulated patients add to the situation. RADAR is now an integral part of the undergraduate programme and includes interprofessional sessions in which the medical students learn with from and about the roles of nursing students in a deterioration episode.
RADAR was recognised by the College of Medicine, Dentistry and Nursing for the Innovation in Teaching Award in 2012.
If you would like to contact George about this work please email him on firstname.lastname@example.org
Audrey Gregory has recently completed a PG Cert Teaching in Higher Education and plan to progress from this to attaining a Masters degree in Education. As part of this she aims to develop a system to support the transfer of skills taught within the clinical skills centre to the clinical area. Through partnership working with undergraduate medical students and the NHS she hopes to achieve supported, measurable training experiences within areas of clinical practice.
With a background in acute and critical care nursing she is keen to be more involved in interprofessional health care education and also to develop her role in acute care teaching.
In addition, recent study has raised her interest in developing her teaching practice to become more inclusive particularly in identification of the existence of barriers to learning.
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Roddy McLeod is currently undertaking a Professional Doctorate (D. Ed) on student assessment methods. More specifically, Evaluating the validity and feasibility of (DOPS) assessment tool on senior medical students in the simulated and clinical setting. Roddy is currently developing methods to evaluate accurately the clinical competence of a student and to direct his or her learning appropriately is worthwhile. Ward Based Assessments (WBAs) include DOPS (Direct Observation of Practical Procedure), Skills Checklists, Video Assessment. Underlying principle of WBA tools is feedback and all based on the principle of an assessor observing a student/trainee in a workplace or practice setting. Through simulation, medical students are directly engaged and receive immediate feedback and reinforcement, robust assessment methods ensure standards are met and that satisfactory progress has been demonstrated.
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Lana Fisher is a GP and also works as a Clinical Teaching Fellow at University of Dundee Medical School. She is currently doing a Masters in Clinical Education. Her dissertation project is looking at the development of a general practice specialty training DVD resource. This resource, which is in its final stages of development, is aimed at helping GP trainees develop consultation skills and prepare for the MRCGP Clinical Skills Assessment exam. It comprises a DVD showing GP trainees doing consultations with simulated patients (recorded during a formative assessment) and an accompanying teaching guide. The aims of Lana’s Masters project are firstly to outline/ reflect on the development process and secondly to conduct interview based research to explore acceptability to the GP trainees involved. She hope that this research will be of interest to others involved in postgraduate training and educational development.
If you would like to contact Lana about her work please email her on email@example.com