Design, implementation and evaluation of a spiral module combining data science, digital health and evidence-based medicine in the undergraduate medical curriculum: A mixed methods study.

Background: Digital health, data science and health informatics are increasingly important in health and healthcare, but largely ignored in undergraduate medical training.

Methods: In a large UK medical school, with staff and students, we co-designed a new, 'spiral' module (with iterative revisiting of content), covering data science, digital health and evidence-based medicine, implementing in September 2019 in all year groups with continuous evaluation and improvement until 2022.

Results: In 2018/19, a new module, 'Doctor as Data Scientist', was co-designed by academic staff (n = 14), students (n = 23), and doctors (n = 7).

Evaluating a novel intervention in undergraduate medicine: an MBBS Curriculum Map.

Background: Following student feedback, a Curriculum Map (CM) was commissioned in 2018 at UCL Medical School (UCLMS). After exploring key requirements of a CM, the second phase focused on building a prototype before its launch. This study evaluates this novel pedagogical intervention following its implementation, from the perspective of its primary users, UCL medical students.

Medical student perceptions of reflective practice in the undergraduate curriculum.

Reflective practice (RP) forms a core component of medical professionalism but, despite its benefits, it remains largely undervalued among medical students. The aim of this study was to explore medical students' attitudes and barriers to engagement with RP in the undergraduate programme at a UK based medical school. This was a qualitative study based on the methodology of phenomenology.

Cross-sectional exploration of the impact of the Dr Bawa-Garba case on doctors' professional behaviours and attitudes towards the regulator.

Objective: This paper examines the impact on doctors' attitudes towards the General Medical Council (GMC) and on professional behaviours (reflective practice and raising concerns) following the Dr Bawa-Garba case.

Design: A cross-sectional survey designed using the theoretical lens of the theory of planned behaviour (TPB) was administered from September 2017 to February 2019. By chance, this coincided with critical events in the Dr Bawa-Garba case.

Approaching an undergraduate medical curriculum map: challenges and expectations.

Background: Feedback received from medical students at University College London Medical School (UCLMS) suggested a lack of clarity regarding the contents and subsequent assessment of the undergraduate curriculum. In order to address these issues, a specialist team was established with the aim of designing and implementing a Curriculum Map (CM), which have been recognised in their ability to provide a centralised, visual representation of the curriculum. While multiple perspectives from educators to stakeholders can be considered here, the need for the CM to remain student centred was identified as key at UCLMS.

'You've got mail!': Clinical and practical skills teaching re-imagined during COVID-19.

With the outbreak of COVID-19, there was widespread cessation of face-to-face teaching in medical schools from March 2020. 130 students in their first clinical year at a large London medical school were at risk of missing part of their clinical and practical procedure teaching. We mailed a teaching pack containing clinical consumables and gave instructions to prepare fruit, vegetables and kitchen sponges as a replacement for manikins.

What should medical students be taught about abortion? An evaluation of student attitudes towards their abortion teaching and their future involvement in abortion care.

Background: One in three women in the United Kingdom (UK) will have an abortion before age 45, making abortion provision an essential aspect of reproductive healthcare. Despite this, abortion remains ethically contested and stigmatised, with variable teaching in UK medical schools and concerns about falling numbers of doctors willing to participate in abortion care. University College London Medical School (UCLMS) has designed practical, inclusive, teaching that aims to give students an understanding of the importance of abortion care and prepare them to be competent practitioners in this area.

LGBT+ Health Teaching within the Undergraduate Medical Curriculum.

Unlabelled: Introduction: The lesbian, gay, bisexual, and transgender (LGBT+) population experience health and social inequalities, including discrimination within healthcare services. There is a growing international awareness of the importance of providing healthcare professionals and students with dedicated training on LGBT+ health.

Methods: We introduced a compulsory teaching programme in a large London-based medical school, including a visit from a transgender patient.

Practical tips for teaching academic integrity in the digital age.

This article was migrated. The article was marked as recommended. Medical education, as with other areas of healthcare education, is susceptible to cheating, with national and international examples cited in the literature.

Twelve tips for teaching medical students about female genital mutilation (FGM).

This article was migrated. The article was marked as recommended. Seeing women or girls from FGM practising communities can be a challenge for healthcare professionals, involving a complex interplay of professional duties, legal requirements, social and cultural understanding, and sensitive, skilled communication.

Improving patient safety by enhancing raising concerns at medical school.

Background: Doctors and medical students have a professional responsibility to raise concerns. Failure to raise concerns may compromise patient safety. It is widely known that medical students frequently encounter unprofessional behaviours in the workplace, but little is known about the barriers to raising concerns amongst medical students.

Enabling honest reflection: a review.

Background: Reflective practice provides a backbone to professionalism, a commitment to lifelong learning and competency-based education in the form of reflective portfolios. Changes in health care culture have promoted a move towards openness and reflection on challenging clinical encounters.

Issue: Engagement with reflection has historically proved challenging to clinical educators.