Seminars generally take place on the third Thursday of the month
1-2pm, 2.07 Garrod Building, Turner Street, Whitechapel, London E1 2AD
Thursday 19 April 2018, 1pm
Reflection in Action; experiences and development of reflective practice teaching in the undergraduate curriculum
Hosts: Dr Catherine M Marshall and Dr David Rigby
Teaching reflective practice is an important part of the undergraduate curriculum and can also be used to introduce students to educational theory and promote lifelong learning. This seminar will present examples of how this is currently being applied in the medical school and how this could be expanded in the future with reference to supporting students to develop effective reflective practice behaviours as part of their progression through the MEDPRO curriculum. As well as presenting our work, we would like to use this as an opportunity for discussion.
Thursday 17 May 2018, 1pm
The Change Laboratory – collective re-imagining of primary care education and practice
Host: Clare Morris
The Change Laboratory is an interventionist research methodology, sitting within the traditions of activity theory. Researcher-interventionists work with a cross section of an organisation (or system) who are grappling with a complex or challenging issue and are committed to working together to imagine and implement change. I will illustrate the method drawing on two studies. The first is focussed on the re-imagining of CBME placement. The second will be a multi-site study, funded by CLARCH extension funding – working with GP practices to analyse the factors that will lead to the successful employment and full integration of Physician Associates into the workforce. If interested, you can read more about the methodology in a free chapter preview here. There is the potential to become involved in a Change Lab project if interested.
Monday 9 July 2018, 1pm [NB, different day]
Title ‘Sharp Scratch!’ Exploring medical student perspectives on communicating with patients when doing practical procedures
Host: Dr Devina Raval
Clinical communication is an essential part of performing practical procedures. Whilst integration of procedural and communication skills is presumed, the communication aspect can still be neglected. I will present the data analysis of my master’s thesis and discuss student views regarding communication with patients during practical procedures, including if interactions with lay educators can contribute to students developing effective communication. I will also demonstrate the application of the model of learning described by Illeris (2004) to provide a theoretical lens to analyse and present the findings. There will also be an opportunity for discussion.