Biomedical subjects

Gaynor Lloyd-Jones

Publications and source records attributed to Gaynor Lloyd-Jones.

4 recordsLinked to original sources

PubMed2006

An evaluation of digital, split-site and traditional formats in conference poster sessions.

The paper reports an evaluation of digital, split-site and traditional poster presentations at the Association for Medical Education in Europe (AMEE) conference in September 2004. The programme included 300 posters in 19 sessions, viewed, potentially, by 1265 conference participants, in parallel with other events. The instrument was a questionnaire of 16 open- and closed-format questions applied opportunistically and gaining 250 complete responses. Qualitative and quantitative analysis suggested that no one format was preferred. Each had different strengths and weaknesses relating to seeing and hearing the presenter and viewing the poster. Opportunities for discussion were highly valued.

Association↗

PubMed2005

Beyond 'tomorrow's doctors': a review of basic medical education in the UK.

Basic medical education in the UK has been radically reshaped in the past 15 years, prompted by the General Medical Council who drove, supported and monitored the changes. Central aims of the reform included a reduction in curricular factual content, greater prominence of skills acquisition, eradication of the pre-clinical/clinical divide and a higher profile for community-based teaching and learning. Some of the major developments are outlined, although change continues in other areas. Consequences of the initiative include greater choice in the courses now offered to applicants to medical school, the growth of medical education units within medical schools and greater interest in medical education generally.

Clinical Competence↗

PubMed2004

Self-directed learning and student pragmatism.

OBJECTIVE: To explore the experience and practice of students entering a problem-based (PBL) medical undergraduate course and to identify contributory social, curricular and contextual factors. DESIGN: A multiple case study exploiting the natural experimental features of the setting. Qualitative data collection methods, including participant observation, interviews and focus groups were supplemented by a survey. SETTING: The medical school at the University of Liverpool between 1996 and 1998, which launched an integrated PBL curriculum in line with recommendations of the General Medical Council of the UK. PARTICIPANTS: Two successive cohorts of first year medical students entering the PBL course. RESULTS: The first case study findings demonstrated student insecurity and dependence on the faculty resources rather than conforming to PBL principles. Uncertainty gradually diminished but resource dependence persisted, endorsed by peer interaction. Survey results confirmed the qualitative findings. The hypotheses raised for the second case study predicted replications of resource dependent learning, social influences and initial insecurity. Only the first two were upheld. Second year students' advice on textbooks undercut initial uncertainty but insecurity and social comparison reappeared following the changeover of PBL groups and tutors in the second semester. Survey results were replicated. CONCLUSION: Student learning was socially agreed amongst the peer group and directed by faculty given resources. It was not self-directed. Claims made for PBL type curricula may not be justified and GMC recommendations may remain unfulfilled without rigorous attention to educational principles.

Cohort Studies↗

PubMed2003

Standards for medical educators.

CONTEXT: In the current UK socio-political climate of mounting regulation of professional practice, a debate on the topic of standards amongst medical teachers seems timely. The role of teacher is increasingly recognised as a core professional activity for all doctors and one that cannot be left to chance, aptitude or inclination. As a consequence, faculties have developed a plethora of teacher training programmes for medical teachers. But what is good medical teaching? Unless we know what it is, how can we develop it? One possible approach is to develop clear and comprehensive standards, defining what we mean by competent or effective clinical teaching. METHODS: In this article we have evaluated and compared two models of standards for clinical educators. The first is the outcome-based approach developed at Dundee Medical School and the second is the scholarship model devised initially by Boyer and then elaborated by Glassick and Fincher et al. The key features of both models are briefly described and their comparative strengths and problematic aspects explored. CONCLUSION: Both models offer interesting and stimulating ideas and together they provide an instructive contrast. They make a valuable contribution to the ongoing process of improving the provision of medical education.

Clinical Competence↗