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Teaching in the new NHS: the specialised ward based teacher
S M Kilminster1, A Delmotte, H Frith
1Department of Medical Education, Coleridge House, Northern General Hospital, Herries Rd., Sheffield S5 7AU, UK. s.kilminster@leeds.ac.uk
Specialised ward-based teachers (WBTs) significantly improved medical students' clinical skills and performance in Objective Structured Clinical Examinations (OSCEs). This role shows potential for enhancing undergraduate medical education.
Area of Science:
- Medical Education
- Clinical Skills Training
- Undergraduate Medical Studies
Background:
- Clinical experience is crucial for third-year medical undergraduates.
- There is a need to optimize the quality of clinical teaching and learning.
- Specialised roles may enhance student engagement and skill development.
Purpose of the Study:
- To evaluate the impact of introducing specialized ward-based teachers (WBTs).
- To assess WBTs' effectiveness in improving clinical experience for medical students.
- To determine if WBTs influence Objective Structured Clinical Examination (OSCE) scores.
Main Methods:
- Employed quantitative and qualitative research methods.
- Included interviews with WBTs, consultants, and coordinators.
- Utilized student questionnaires, evaluations, and OSCE score analysis.
Main Results:
- WBTs demonstrated a positive effect on student OSCE performance.
- 94% of students felt WBTs improved their examination skills.
- 87% of students reported WBTs enhanced their history-taking abilities.
Conclusions:
- Specialized WBTs can effectively manage clinical experience and enhance learning for medical students.
- The WBT role has potential for development as clinical teaching evolves.
- This model offers a strategy to improve undergraduate medical education outcomes.
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