Every doctor an educator?

Introduction: The education of the future health care workforce is fundamental to ensuring safe, effective, and inclusive patient care. Despite this there has been chronic underinvestment in health care education and, even though there is an increased need for educators, the true number of medical educators has been in relative decline for over a decade.

Purpose: In this paper, we focus on the role of doctors as medical educators.

Enhancing authenticity, diagnosticity and quivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study.

Introduction: Objective structured clinical exams (OSCEs) are a cornerstone of assessing the competence of trainee healthcare professionals, but have been criticised for (1) lacking authenticity, (2) variability in examiners' judgements which can challenge assessment equivalence and (3) for limited diagnosticity of trainees' focal strengths and weaknesses. In response, this study aims to investigate whether (1) sharing integrated-task OSCE stations across institutions can increase perceived authenticity, while (2) enhancing assessment equivalence by enabling comparison of the standard of examiners' judgements between institutions using a novel methodology (video-based score comparison and adjustment (VESCA)) and (3) exploring the potential to develop more diagnostic signals from data on students' performances.

Methods And Analysis: The study will use a complex intervention design, developing, implementing and sharing an integrated-task (research) OSCE across four UK medical schools.

Conceptualising and Teaching Biomedical Uncertainty to Medical Students: an Exploratory Qualitative Study.

Introduction: Certainty/uncertainty in medicine is a topic of popular debate. This study aims to understand how biomedical uncertainty is conceptualised by academic medical educators and how it is taught in a medical school in the UK.

Methods: This is an exploratory qualitative study grounded in ethnographic principles.

Understanding patient involvement in judging students' communication skills in OSCEs.

Introduction: Communication skills are assessed by medically-enculturated examiners using consensus frameworks which were developed with limited patient involvement. Assessments consequently risk rewarding performance which incompletely serves patients' authentic communication needs. Whilst regulators require patient involvement in assessment, little is known about how this can be achieved.

Pilot Evaluation of an Online Resource for Learning Paediatric Chest Radiograph Interpretation.

Introduction and aims Assessment of chest radiographs is a fundamental clinical skill, often taught opportunistically. Medical students are taught how to read adult chest radiographs, however, in our experience, there is often a lack of structured training for the interpretation of pediatric chest radiographs. Our aim was to develop and evaluate an online approach for medical students to learn this skill.

Clinical assessors' working conceptualisations of undergraduate consultation skills: a framework analysis of how assessors make expert judgements in practice.

Undergraduate clinical assessors make expert, multifaceted judgements of consultation skills in concert with medical school OSCE grading rubrics. Assessors are not cognitive machines: their judgements are made in the light of prior experience and social interactions with students. It is important to understand assessors' working conceptualisations of consultation skills and whether they could be used to develop assessment tools for undergraduate assessment.

'What do we do, doctor?' Transitions of identity and responsibility: a narrative analysis.

Transitioning from student to doctor is notoriously challenging. Newly qualified doctors feel required to make decisions before owning their new identity. It is essential to understand how responsibility relates to identity formation to improve transitions for doctors and patients.

The real costs of teaching medical students in general practice: a cost-collection survey of teaching practices across England.

Background: Current funding arrangements for undergraduate medical student placements in general practice are widely regarded as outdated, inequitable, and in need of urgent review.

Aim: To undertake a detailed costing exercise to inform the setting of a national English tariff for undergraduate medical student placements in general practice.

Design And Setting: A cost-collection survey in teaching practices across all regions of England between January 2017 and February 2017.

Facilitators and barriers to teaching undergraduate medical students in general practice.

Context: Globally, primary health care is facing workforce shortages. Longer and higher-quality placements in primary care increase the likelihood of medical students choosing this specialty. However, the recruitment and retention of community primary care teachers are challenging.

Twelve tips for expanding undergraduate clinical teaching capacity.

Undergraduate medical education has expanded substantially in recent years, through both establishing new programs and increasing student numbers in existing programs. This expansion has placed pressure on the capacity for training students in clinical placements, raising concerns about the risk of dilution of experience, and reducing work readiness. The concerns have been greatest in more traditional environments, where clinical placements in large academic medical centers are often the "gold standard".

An innovative long final year assistantship in general practice: description and evaluation.

We describe and evaluate an innovative immersive 15 week final year assistantship in general practice. Evaluation data was taken from five years of routinely collected School data and available national comparative data. The assistantship aims to enable students to consolidate knowledge and hone their skills through central participation in the care of large numbers of patients with acute and long term conditions.

'Knowledge leech' to 'part of the team': students' learning in rural communities of practice.

Background: Keele Medical School has a small accommodation hub for students placed within ten associated general practices in a predominantly rural area of England. Groups of up to eleven final year students spend fifteen weeks learning generic and transferable clinical skills in these practices.

Aim: To explore the evolving perceptions on students on their experiences throughout their placements.

Exposure of undergraduates to authentic GP teaching and subsequent entry to GP training: a quantitative study of UK medical schools.

Background: It has been suggested that the quantity of exposure to general practice teaching at medical school is associated with future choice of a career as a GP.

Aim: To examine the relationship between general practice exposure at medical school and the percentage of each school's graduates appointed to a general practice training programme after foundation training (postgraduate years 1 and 2).

Design And Setting: A quantitative study of 29 UK medical schools.

Green shoots of recovery: a realist evaluation of a team to support change in general practice.

Objective: A multidisciplinary support team for general practice was established in April 2014 by a local National Health Service (NHS) England management team. This work evaluates the team's effectiveness in supporting and promoting change in its first 2 years, using realist methodology.

Setting: Primary care in one area of England.

The epidemiology of teaching and training General Practices in England.

There is no national picture of teaching and training practices or the communities they serve. We aimed to describe the association between general practices' engagement with education and their characteristics, locality and patients' health-status and satisfaction. This data linkage study of all English practices calculated odds ratios for teaching and training status and practice, locality and patient variables.

Influences on students' career decisions concerning general practice: a focus group study.

Background: Despite concerns about recruitment to UK general practice, there has been no concerted educational intervention to address them.

Aim: To better understand how medical students' perceptions of their experiences of their undergraduate curriculum may affect choosing general practice as a career.

Design And Setting: Qualitative study comprising focus groups of a total of 58 students from a range of medical schools across the UK.

Teaching undergraduate students in rural general practice: an evaluation of a new rural campus in England.

Introduction: One approach to facilitating student interactions with patient pathways at Keele University School of Medicine, England, is the placement of medical students for 25% of their clinical placement time in general practices. The largest component is a 15-week 'student attachment' in primary care during the final year, which required the development of a new network of teaching practices in a rural district of England about 90 km (60 mi) from the main campus in North Staffordshire. The new accommodation and education hub was established in 2011-2012 to enable students to become immersed in those communities and learn about medical practice within a rural and remote context.

Teaching and learning clinical reasoning: tutors' perceptions of change in their own clinical practice.

Background: Clinical reasoning is an important skill for all clinicians and historically has rarely been formally taught either at undergraduate or postgraduate level. Clinical reasoning is taught as a formal course in the fourth year of the undergraduate programme at Keele School of Medicine by tutors who are all practicing general practitioners.

Aim: We aimed to explore the tutors' perceptions about how teaching on the course has impacted on their own consultation skills.