TOPICS IN MEDICAL EDUCATION ELECTIVE BLOCK: A STUDY USING DELPHI METHOD

Geraldo Geraldo; Elisabeth Rukmini

doi:10.22146/jpki.46608

TOPICS IN MEDICAL EDUCATION ELECTIVE BLOCK: A STUDY USING DELPHI METHOD

https://doi.org/10.22146/jpki.46608

Geraldo Geraldo⁽¹⁾, Elisabeth Rukmini^(2*)

(1) Medical Education Unit Fakultas Kedokteran dan Ilmu Kesehatan Universitas Katolik Indonesia Atma Jaya
(2) Medical Education Unit Fakultas Kedokteran dan Ilmu Kesehatan Universitas Katolik Indonesia Atma Jaya
(*) Corresponding Author

Abstract

Background: Problematic practices performed by doctors and clinical phase students often be found in the workplace settings. Common problems related to team working is the highest rated problems. To overcome this problem, we designed an elective course, Medical Education block (ME) and have implemented the course since 2014. This study aimed to find topics in ME which were meaningful toward medical student’s practices.

Methods: A Delphi method were utilized. The experts were the subjects themselves to acknowledge that they were the participants of the ME block, other elective blocks, and clerkship. There were 21 respondents consisted of 2012, 2013 and 2014 bathces. All the subjects were in their clerkship or at the end of their education. They were divided into two groups: who enrolled in ME (n=10), and other blocks (n=11). The questionnaire was consisted of three parts. The first part listed 5 main topics with responses of agree/disagree. The second part listed the same topics, but subjects needed to response the weight on each topic. The last part listed 27 topics in ME Block that might or might not relate to clerkship. Responses were given in agree/disagree.

Results: Using two-rounded Delphi method, we found the average of rate of agreement (roa) on the first round was 88% and the second was 81%. There were only 2 statements of the second part which had roa >70%. Thus, the second part went to the 2nd round together with the 3 statements of the third parts. Finally, there were only 2 statements of the second parts achieved roa and there were 2 topics left undecided of the third part.

Conclusion: Few topics which were proven useful for medical students were personal education, medical education research, and professionalism.

Keywords: practices, medical education, elective course

Keywords

practices, medical education, elective course

Full Text:

PDF

References

Weaver SJ, Dy SM, Rosen MA. Team-training in healthcare: a narrative synthesis of the literature. BMJ Qual Saf. 2014;23(5):359–72.
Belfrage A, Grotmol KS, Lien L, Moum T, Wiese RV, Tyssen R. Medical school predictors of later perceived mastery of clinical work among Norwegian doctors: a cohort study with 10-year and 20-year follow-up. BMJ Open. 2017;7(9):e014462.
Hamilton AL, Kerins J, MacCrossan MA, Tallentire VR. Medical students’ non-technical skills (Medi-StuNTS): preliminary work developing a behavioural marker system for the non-technical skills of medical students in acute care. BMJ STEL. 2018;bmjstel-2018-000310.
Muddiman E, Bullock AD, Hampton JM, Allery L, MacDonaldJ,WebbKL,etal.Disciplinaryboundaries and integrating care: using Q-methodology to understand trainee views on being a good doctor. BMC Med Educ. 2019;19(1):59–59.
Jorm C, Roberts C, Lim R, Roper J, Skinner C, Robertson J, et al. A large-scale mass casualty simulation to develop the non-technical skills medical students require for collaborative teamwork. BMC Med Educ. 2016;16:83–83.
Renschler L, Rhodes D, Cox C. Effect of interprofessional clinical education programme length on students’ attitudes towards teamwork. J Interprof Care. 2016;30(3):338–46.
Wilson AJ, Palmer L, Levett-Jones T, Gilligan C, Outram S. Interprofessional collaborative practice for medication safety: Nursing, pharmacy, and medical graduates’ experiences and perspectives. J Interprof Care. 2016;30(5):649–54.
Al-Abdulrazzaq D, Al-Fadhli A, Arshad A. Advanced medical students’ experiences and views on professionalism at Kuwait University. BMC Med Educ. 2014;14:150.
Premkumar K, Vinod E, Sathishkumar S, Pulimood AB, Umaefulam V, Prasanna Samuel P, et al. Self-directed learning readiness of Indian medical students: a mixed method study. BMC Med Educ. 2018;18(1). Available from: https://bmcmededuc. biomedcentral.com/articles/10.1186/s12909-018-1244-9.
Palis A, Quiros P. Adult learning principles and presentation pearls. Middle East African J Ophthalmol. 2014;21(2):114–22.
Swanwick T, Forrest K, O’Brien BC. Understanding Medical Education: Evidence, Theory, and Practice. John Wiley & Sons; 2019. 598 p.
Ishikawa H, Son D, Eto M, Kitamura K, Kiuchi T. Changes in patient-centered attitude and confidence in communicating with patients: a longitudinal study of resident physicians. BMC Med Educ. 2018;18(1):20–20.
Hudson JN, Lethbridge A, Vella S, Caputi P. Decline in medical students’ attitudes to interprofessional learning and patient-centredness. Med Educ. 2016;50(5):550–9.
Gonzalo JD, Wolpaw D, Graaf D, Thompson BM. Educating patient-centered, systems-aware physicians: a qualitative analysis of medical student perceptions of value-added clinical systems learning roles. BMC Med Educ. 2018;18(1):248–248.
Oswald A. Can we model trust and humility to help students make meaning of patient-centred care and interprofessional learning? Med Educ. 2016;50(5):506–8.
Ji YA, Nam SJ, Kim HG, Lee J, Lee S-K. Research topics and trends in medical education by social network analysis. BMC Med Educ. 2018;18(1):222.
Teodorczuk A, Yardley S, Patel R, Rogers GD, Billett S, Worley P, et al. Medical education research should extend further into clinical practice. Med Educ. 2017;51(11):1098–100.
Wood W, McCollum J, Kukreja P, Vetter IL, Morgan CJ, Hossein Zadeh Maleki A, et al. Graduate medical education scholarly activities initiatives: a systematic review and meta-analysis. BMC Med Educ [Internet]. 2018 [cited 2019 Jun 14];18(1). Available from: https://bmcmededuc. biomedcentral.com/articles/10.1186/s12909-018-1407-8.
DiGioia AM, Greenhouse PK. Creating value with the patient- and family-centered care methodology and practice: what trainees need to know, why, and strategies for medical education. AMA J Ethics. 2016;18(1):33–9.