Associate Clinical Educators

Interview With Agnes Jacobs From The Pharmacy Show 2024

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Meducate Academy at The Pharmacy Show 2024

Welcome to Meducate Academy’s 2nd year running Interactive Workshops at The Pharmacy Show 2024!

We are excited to kick off this event by introducing you to Meducate Academy’s mission—empowering healthcare professionals with essential communication and consultation skills. To start, we’ll provide a brief introduction to our distinguished speakers, all experts in their fields, dedicated to guiding you through this learning journey.

Unveiling the Art of Communication

We’ll delve into the fundamental principles of effective communication, especially within the complex dynamics of healthcare settings. Understanding how to connect with patients through clear and empathetic dialogue is crucial in fostering trust and delivering quality care.

Establishing and Nurturing Rapport in Difficult Conversations

In this session, you’ll learn how to build and maintain rapport during difficult discussions. With a focus on active listening and emotional intelligence, we’ll explore how to navigate these challenging situations while preserving a compassionate and professional approach.

Deciphering the Anatomy of a Poor Consultation (Scenario)

Through a scenario-based analysis, we’ll examine the key factors that contribute to a less-than-ideal consultation. This will allow participants to identify common pitfalls and develop strategies for improvement in their own practice.

Physical Examination for Pharmacists: ENT, Cardio, and Manual Blood Pressure

Next, we’ll introduce the essential physical examinations that pharmacists are expected to perform. From ENT and cardiovascular assessments to manually checking blood pressure, you’ll also learn how to identify critical “red flags” during these procedures.

Showcasing a Model Consultation

We’ll present a live demonstration of a model consultation, showcasing best practices in communication, examination, and patient care. This session will highlight the core elements that lead to successful and effective consultations.

Hands-on Practical Workshops

In the practical workshops, you’ll have the chance to get hands-on experience with guidance from our experienced Associate Clinical Educators. This interactive experience will deepen your skills in both consultation and physical assessment.

Insights from Associate Clinical Educators and Participants

You’ll also benefit from the valuable insights shared by both our Associate Clinical Educators and fellow attendees, fostering a collaborative learning environment.

Interactive Question and Answer Session

Finally, we’ll wrap up with an interactive Q&A session. This is your opportunity to ask questions, clarify any doubts, and engage directly with our experts, ensuring you leave the workshop with a clear understanding of the topics covered.

Have a listen to the conversation or read the transcript below and we will hopefully see you at the NEC in October. We look forward to an insightful and engaging day ahead!

Agnes: Hello, everyone! My name is Agnes, and I’m the Content Lead for The Pharmacy Show, which will be returning to Birmingham on the 13th and 14th of October this year. Be sure to mark those dates in your diary if you haven’t already! I’m thrilled to be joined today by Bob from Meducate Academy. I’m also excited to announce that this will be the second year in a row that Bob and his team will be joining us at The Pharmacy Show to deliver a range of workshops. These workshops are designed to help you enhance your consultation and communication skills over the course of the two days. So, thank you, Bob, for being with us today.

Bob: Great to be here again, Agnes.

Agnes: Wonderful! It’s fantastic to have you with us. For those in the audience who may not have heard about Meducate Academy, could you start by giving us a brief overview of what you do?

Bob: Absolutely. So, I founded Meducate Academy in 2018, and I currently serve as its Director. Meducate Academy was established to fill a gap in the training market, not just for pharmacists but also for other healthcare professionals such as medics, nurses, physiotherapists, and physician associates. Initially, much of our work focused on physician associates, but over time, we’ve seen increasing demand from pharmacists due to the upskilling that’s been happening within the profession. Essentially, we provide medical role players—what we call “Associate Clinical Educators”—who are trained in both clinical and communication skills. We’ve been working with several companies, including ProPharmacy, to help pharmacists refine their consultation and clinical abilities.

Agnes: That sounds brilliant. You mentioned a couple of terms there, “Associate Clinical Educators” and “Medical Role Players.” Could you explain the distinction between these roles for those who might not be familiar?

Bob: Sure. I think many people have some awareness of role-playing, particularly how it can simulate real-life situations. It’s used in various industries, but it’s particularly crucial in medicine. A Medical Role Player is someone who is trained in communication skills—how to effectively gather patient history and navigate complex interactions. As they say in medicine, about 80% of a diagnosis comes from obtaining a good history, so communication is vital.

Now, our Medical Role Players go a step further—they’ve been trained in clinical skills, which is why we refer to them as “Associate Clinical Educators.” They are essentially medical role players on steroids! They simulate real-life medical scenarios, such as difficult conversations or handling challenging patients, and provide detailed feedback. For example, we recently did some work with Wolverhampton University, helping pharmacy students manage scenarios like racism in the workplace. It’s all about refining communication to build trust and achieve positive outcomes in real clinical settings.

Agnes: That’s certainly fascinating. I’m going to throw you a bit of a curveball question here. What are the key benefits of learning through role play compared to more traditional learning methods, like being told what to do in a classroom setting?

Bob: That’s a great question. The major benefit of using role players—especially those who are highly qualified like ours—is that we can simulate scenarios very realistically. Actors, while skilled, need additional training to perform medical role plays effectively. Our role players are trained not only to act but also to give expert, measured feedback. For instance, during a scenario, we might call a “time-out” to pause and dissect what’s happening. We offer feedback on what went well, what didn’t, and we’ll go back into the scenario to practice again with improvements. This iterative learning process is much more effective than traditional learning because students get real-time feedback from professionals.

If you’re role-playing with peers or friends, they might tell you everything’s fine, but we focus on constructive criticism. We’re sensitive in our approach, and the aim is to build confidence without the fear of failure. In fact, it’s a safe space to make mistakes so that when you face these situations in real life, you’ll know exactly how to handle them.

Agnes: That makes a lot of sense. Essentially, students are rehearsing real-life situations, which gives them a toolbox to draw from when they face these challenges in their careers.

Bob: Exactly! That’s what it is—rehearsing for real-life interactions. I always tell students, “You’re not acting; you’re being yourself.” That’s the key: we create an environment where they can safely explore these scenarios. We often get students who say, “I didn’t sign up to be a pharmacist to do acting,” and I remind them, “You’re not acting; you’re practising communication.” By doing this in a safe setting, they can make mistakes without consequences, learn from them, and be prepared for real-world situations.

Agnes: I love that. It’s so important to have that space where people feel comfortable learning from mistakes. And I’ve heard that in your workshops, even those who are hesitant at first eventually queue up to get involved!

Bob: Absolutely. It’s about building that initial confidence. Once participants see how it works and how helpful it is, there’s usually no holding them back. We’ve worked with pharmacists recently who were initially hesitant but soon couldn’t wait to jump into the role-play scenarios. Our job is to guide and motivate them, and once they feel comfortable, they’re all in.

Agnes: That’s amazing! Speaking of workshops, could you tell us a bit more about what you’re planning for The Pharmacy Show this year? What can attendees expect to take away?

Bob: Definitely. We’ve got some exciting things planned. We’ll be focusing on key areas of clinical education, especially those that are becoming more relevant as pharmacists take on broader roles. For example, we’ll cover ENT (Ear, Nose, and Throat) examinations and some basic cardiovascular assessments, like how to listen to the heart and take manual blood pressure. Many people rely on electronic blood pressure machines these days, but there’s real value in knowing how to take a manual reading.

In addition to the clinical skills, we’ll be incorporating communication elements throughout the workshops. These sessions will be quite intensive, but we’ve designed them so that participants can either refresh existing skills or learn new ones. Our team of Associate Clinical Educators will be there to guide everyone through the process. I’m really looking forward to it!

Agnes: That sounds fantastic! It’s clear that there’s a lot to look forward to at The Pharmacy Show. For anyone watching who’s intrigued but perhaps a little nervous, I’d encourage you to check out the website and sign up for one of these workshops. You might start at the back of the room, but I’m sure you’ll be drawn in by how engaging and helpful the sessions are!

Bob: Absolutely! We saw that happen last year, and I expect the same this time around. We’ve got a really experienced team who are not just educators but also performers, so they know how to create a fun and engaging environment. We’re here to help everyone feel comfortable, no matter their level of experience.

Agnes: I’m sure the workshops will be just as popular this year! Thank you, Bob, for taking the time to chat with us and give us a sneak peek into what’s coming. For those interested, head over to the Pharmacy Show website and book a time slot that fits around the other events you want to attend. We look forward to seeing you in just a few weeks!

Bob: Thanks, Agnes. I’m really looking forward to it. See you all in Birmingham soon!

Agnes: Absolutely, thanks again, Bob. Take care!

If you are a Pharmacist and wish to sign up for one or more of our free workshops hit the link here www.thepharmacyshow.co.uk and we look forward to seeing you at the NEC in Birmingham.

Contact Meducate Academy today to take your training programs to the next level.

For an informal chat please get in touch with me: bobspour@meducateacademy.com or on 07870 611850

Meducate’s Recent Achievements & Future Goals In Medical Education

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1st Year Physician Associate students collaborate with an ACE on the patient journey at Chester University

Meducate Academy – Reflecting on Our Recent Achievements and Future Goals in Medical Education

As summer approaches, it’s an ideal time to reflect on Meducate Academy’s accomplishments over the past few months and consider how we can continue to elevate our teaching standards. This period has been marked by a diverse array of topics and students, ranging from potential medical students to seasoned professionals, including pharmacists, physician associates, and doctors.

In this blog post, we’ll take a closer look at the busy months we’ve had at Chester University Medical School, our rewarding engagements with the Physician Associate Programme, and our collaborative efforts with Cliniskills. We’ll also share insights into our expanding reach to Aston and Kensington, ongoing work with the University of Birmingham Pharmacy undergraduates, and the exciting addition of Ruth Newton as our new Advanced Clinical Specialist & Ambassador. Stay tuned for upcoming events and more details on how we are continuously striving to make a meaningful impact in medical education.

Busy Months at Chester University Medical School

The University of Chester Medical School has kept us particularly busy, especially with the new medical school opening in September. Throughout April and May, we conducted numerous interviews to assess prospective students. It’s a privilege to be part of this process, focusing on evaluating candidates’ communication skills and problem-solving abilities. Alongside Mark Reynolds, who played the role of a patient during our roleplay sessions, I acted as an assessor, ensuring we identified students with strong interpersonal skills. While most sessions were held at the university, we also conducted several virtual interviews for international candidates on Teams.

Engaging Physician Associate Students

Our work with the Physician Associate Programme has been equally demanding and rewarding. We’ve primarily engaged with first-year students, helping them apply their foundational knowledge in cardiology, respiratory, gastrointestinal, and cranial nerve examinations. These sessions incorporated high-fidelity simulations to enhance their developing communication skills. The “Patient Journey” simulation, in particular, demonstrated the effectiveness of this blended learning approach.

In medical education, the term “patient journey” refers to the comprehensive pathway a patient experiences from the onset of symptoms to the resolution of their health issue. This concept includes all interactions and processes a patient undergoes within the healthcare system. Our ACEs™ provide the student Physician Associate with a realistic hi-fidelity simulation of a “real patient” Here’s a breakdown of the key aspects:

Initial Encounter: This includes the patient’s first recognition of symptoms and their initial steps to seek medical help, which could involve self-care, consulting with family, or visiting a primary care provider.

Diagnosis: The journey continues with the diagnostic process, where healthcare professionals gather the patient’s history, perform physical examinations, and order diagnostic tests to identify the underlying cause of the symptoms.

Treatment Planning: Once a diagnosis is made, a treatment plan is developed. This could involve medications, surgeries, lifestyle changes, or other therapeutic interventions. The plan may be discussed with the patient and their family, considering their preferences and concerns.

Treatment and Management: This phase includes the implementation of the treatment plan. The patient might need to visit various healthcare providers, undergo procedures, or follow specific regimens. This phase often requires coordination between multiple healthcare professionals.

Follow-up and Monitoring: After the initial treatment, ongoing follow-up is necessary to monitor the patient’s progress, manage any side effects, and make adjustments to the treatment plan as needed. This phase ensures that the patient is recovering well and that any complications are promptly addressed. (This would be discussed with the student but not simulated.)

Outcome and Long-term Care: The patient journey also encompasses the long-term outcomes and any necessary chronic care management. This could involve rehabilitation, ongoing medication, lifestyle adjustments, or palliative care in some cases.

Patient Experience: Throughout this journey, the patient’s experience is a crucial component. This includes their interactions with healthcare providers, the clarity of information provided, emotional support, and overall satisfaction with the care received. In this case, the ACE would give measured and accurate feedback on the process alongside a clinician who would give feedback on the clinical aspects of the interaction.

In medical education, understanding the patient journey is essential for training healthcare professionals to provide holistic and patient-centred care. It helps students and practitioners appreciate the importance of each step in the process and the need for effective communication, empathy, and coordination among healthcare providers to ensure the best outcomes for patients.

Collaborations with Salford University

In the Northwest, we had the opportunity to collaborate with the simulation team at Salford University. Greg and Mark delivered a comprehensive demonstration of musculoskeletal (MSK) examinations, both on-site and via Teams for remote participants. This experience highlighted our expertise in MSK examinations, an area where our founder and director, Bob, continues to make significant contributions at the Royal Orthopaedic Hospital in Birmingham as an independent ACE™.

Our YouTube channel features a full range of MSK examination tutorials, which we encourage those interested to explore.

Expanding Our Reach: Aston and Kensington

Next, we expanded our reach to Aston and Kensington, working with a large team of Associate Clinical Educators (ACEs)™. In collaboration with Cliniskills, we ran several stations to teach pharmacists how to conduct ENT, cardiovascular, and blood pressure examinations. This was very well received and the work will continue into 2025.

Continuing with the theme of pharmacy, we also delivered training on gastrointestinal and respiratory examinations to experienced pharmacists at the Humanitarian Academy for Development. The pharmacists’ enthusiasm and engagement during these sessions were truly inspiring.

Ongoing Work with the University of Birmingham

Our ongoing collaboration with the University of Birmingham’s undergraduate pharmacy program has been highly productive. We have been actively involved in Objective Structured Clinical Examinations (OSCEs) and teaching sessions. In the coming weeks, we look forward to participating in staff training sessions.

Welcoming Ruth Newton and Upcoming Events

We are delighted to welcome Ruth Newton as our new Advanced Clinical Specialist & Ambassador. Ruth, a medical education and nutrition pharmacist at The Countess of Chester Hospital, also serves as a visiting lecturer for the Physician Associate Programme at the University. I’ll be hosting a podcast with Ruth for Meducate Academy soon, so stay tuned for that.

Additionally, we are excited to announce our involvement in this year’s Pharmacy Show at the NEC. Being invited once again as educational partners is an honour, and we look forward to bringing our workshops to a wider audience. More details on this will be shared soon.

In summary, the past few months have been a period of significant activity and achievement. As we move forward, we remain committed to improving our teaching standards and expanding our reach to make a meaningful impact in medical education.

Join us on our journey of advancing healthcare education and empowering professionals for the challenges that lie ahead. Stay updated on our upcoming training sessions and university collaborations by bookmarking and following our blog Associate Clinical Educators.

If you’re a Clinical Lead or Medical Role Player and wish to discuss working with Meducate Academy Ltd., or if you would like us to give you a demonstration and a workshop at your institution.

Please contact: bobspour@meducateacademy.com or on 07870 611850

 

Effective Clinical Communication: A Guide for Associate Clinical Educators

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Meducate Academy Founder, Bob, assists a Pharmacy Undergraduate in managing a challenging patient encounter
Meducate Academy Founder and Training Director Bob helps a Pharmacy Undergraduate deal with a difficult patient

Navigating the intricacies of clinical communication is imperative for Associate Clinical Educators as they mould the next generation of healthcare professionals. Understanding this necessity, I’ve meticulously crafted a condensed yet thorough resource to bolster teaching efforts. Whether guiding budding medical practitioners or refining personal aptitude, this guide is designed to serve as an invaluable asset.

Mike Kinsella, Associate Clinical Educator, emphasizes effective communication during a cardiovascular exam with Undergraduate Pharmacists at The University of Birmingham
Associate Clinical Educator Mike Kinsella explains the importance of good communication with Undergraduate Pharmacists at The University of Birmingham

As an Associate Clinical Educator, it’s crucial for us to periodically revisit the expectations we have for our students concerning clinical communication. Recognizing this need, I’ve developed a concise yet comprehensive aid to assist you during your teaching endeavours. Whether you’re guiding aspiring medical professionals or refreshing your understanding, this simplified aide memoire aims to be a valuable resource for all.

In the realm of medicine, effective communication is not just a skill; it’s an art form. From conveying critical information to patients and their families to collaborating seamlessly with colleagues, the ability to communicate clearly and empathetically is paramount for any healthcare professional. In this guide, we delve into the importance of clinical communication for healthcare providers and offer valuable insights to help master this essential aspect of medical practice.

Why is Clinical Communication Important?

Clear and effective communication lies at the heart of quality healthcare delivery for several reasons:

1. Patient Understanding: Patients often come to healthcare settings feeling vulnerable and anxious. Clear communication helps them understand their condition, treatment options, and what to expect, fostering trust and cooperation.

2. Informed Decision-Making: Informed consent is a cornerstone of medical ethics. Effective communication ensures that patients have the information they need to make decisions about their care that align with their values and preferences.

3. Team Collaboration: Healthcare is rarely a solitary endeavour. Effective communication among healthcare teams is crucial for coordinated care, preventing errors, and optimizing patient outcomes.

4. Empathy and Support: Patients and their families are not just cases; they are human beings facing challenging circumstances. Empathetic communication can provide comfort and support, improving the overall patient experience.

Key Principles of Clinical Communication

1. Active Listening: This involves not just hearing, but truly understanding what the patient is saying. Pay attention to both verbal and nonverbal cues, and encourage patients to express their concerns and preferences.

2. Clarity and Simplicity: Medical jargon can be confusing for patients. Use plain language and avoid technical terms whenever possible. Ensure that patients leave consultations with a clear understanding of their condition and treatment plan.

3. Empathy and Respect: Treat patients with dignity and respect, and strive to understand their perspectives and emotions. Empathy goes a long way in building trust and rapport.

4. Cultural Competence: Recognize and respect cultural differences that may influence communication preferences and healthcare decisions. Tailor your approach accordingly to ensure effective communication across diverse patient populations.

5. Nonverbal Communication: Body language, facial expressions, and tone of voice can convey as much meaning as words. Maintain eye contact, use open body language, and convey warmth and compassion in your interactions.

6. Adaptability: Every patient is unique, and what works for one may not work for another. Be flexible in your communication style, adapting it to suit the individual needs and preferences of each patient.

Tools and Techniques for Improving Clinical Communication

1. Patient-Centered Communication Models: Familiarize yourself with frameworks such as the SPIKES protocol for breaking bad news or the teach-back method for confirming patient understanding. These structured approaches can help streamline communication and ensure key points are addressed.

2. Role-Playing and Simulation: Practice communication skills through role-playing exercises or simulation scenarios. This allows you to hone your abilities in a safe and supportive environment, receiving feedback from peers and mentors.

3. Continuing Education: Attend workshops, seminars, and online courses focused on communication skills in healthcare. Continuing education opportunities can provide valuable insights and strategies for enhancing your clinical communication abilities.

4. Feedback and Reflection: Solicit feedback from patients, colleagues, and supervisors on your communication skills. Reflect on your experiences, identifying areas for improvement and setting goals for ongoing development.

Conclusion

Effective clinical communication is not just a desirable skill; it’s an ethical imperative and a cornerstone of quality healthcare delivery. By embracing principles of empathy, clarity, and cultural competence, healthcare providers can forge stronger connections with patients, facilitate informed decision-making, and ultimately improve patient outcomes. Through ongoing practice, education, and reflection, mastering the art of clinical communication is within reach for every healthcare professional.

Join us on our journey of advancing healthcare education and empowering professionals for the challenges that lie ahead. Stay updated on our upcoming training sessions and university collaborations by bookmarking and following our blog Associate Clinical Educators.

If you’re a Clinical Lead or Medical Role Player and wish to discuss working with Meducate Academy Ltd., or if you would like us to give you a demonstration and a workshop at your institution.

Please contact: bobspour@meducateacademy.com or on 07870 611850

Mastering Leadership in Medical Training: A Comprehensive Guide

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Meducate Academy ACEs emphasise collaboration, innovation, and excellence in the dynamic field of medical training.

Discover practical insights for effective leadership in medical training with a focus on key concepts like the SMARTER model, team management styles, and situational leadership. Our guide discusses the importance of self-reflection, pacing in leadership, and applying a model based on environment, behaviour, beliefs, values, identity, and vision. Emphasizing collaboration, innovation, and excellence in the dynamic field of medical training, the guide outlines a commitment to empowerment and transformative leadership. Exploring leadership styles, it concludes with an overview of directing, coaching, supporting, and delegating, offering detailed behavioural approaches. A valuable resource for healthcare professionals navigating the complexities of leadership in medical training.

In my extensive experience collaborating with various organizations and overseeing my personal ventures, such as managing one of the largest Muay Thai groups in the UK and founding the Meducate Academy, I’ve come to understand the essence of effective leadership. Leading from the front, actively participating, and providing support are pivotal elements in successful leadership—a stark contrast to organizations merely paying lip service to teamwork.

Frustration often arose when working for teams that didn’t align actions with their words. This discontent led me to prefer entrepreneurial pursuits, where I could both work for myself and empower others. Many have asked me about the qualities of a good leader, prompting me to reflect on and document my fundamental leadership principles.

Here’s a concise overview of key ideas I apply daily. Your insights and experiences on these concepts are highly encouraged:

“When the best leader’s work is done, people say, ‘We did it ourselves’.”

Embrace the SMARTER Model:

· Specific
· Measurable
· Achievable
· Realistic
· Timely
· Ecology
· Resources

Recognize the 4 team management styles, with the ultimate aim of becoming a situational leader:

· A boss has conscripts; a leader has recruits.
· A boss wields power; a leader holds influence.
· A boss says “I will”; a leader says “we will.”
· A boss gets people to do things; a leader inspires them to want to do things.
· A boss is obeyed; a leader is followed.

Reflect on your leadership role in life:

· Identify existing leadership roles.
· Consider where you serve as a role model.
· Define what aspect of leadership appeals to you.
· Explore why you want to be a leader and what it will bring you.

Understand the importance of pacing in leadership, acknowledging and aligning with others’ starting points.

Pacing in Organizations Leading in Organizations:

· Manager – Leader

o Seeks control. – Facilitates change
o Keeps procedures going. – Creates new procedures
o Does things right. – Does the right things
o Mainly at the neurological level of skill. – At the neurological level of identity
o Administration. – Innovation
o Get people to do things. – Get people to want to do things by appealing to their beliefs and identity

When thinking about leadership and team building I tend toward using the following model:

ENVIRONMENT

Current Circumstances: Engaged in the dynamic field of medical training, navigating the challenges and opportunities that arise within this evolving landscape.

Workplace Details and Colleagues: Collaborating with a diverse team of healthcare professionals, educators, and administrators. Thriving in an environment that values innovation, teamwork, and excellence in medical education.

Daily Routine and Impact on Others: Diligently shaping the medical training landscape. My contributions positively impact colleagues by fostering a culture of continuous learning, effective collaboration, and patient-centred care.

BEHAVIOR AND CAPABILITIES

Skills and Appreciated Qualities: Demonstrate proficiency in your relevant skills, with a keen ability to specialise.

Recognized Strengths and Praised Attributes: Acknowledged for Specific Strengths, including Strategic Planning, and Decision-making. Colleagues appreciate my Attributes, e.g., empathy that enhances team dynamics and elevates the workplace culture.

Communication Skills: Possess strong verbal and written communication skills, effectively conveying complex medical concepts to diverse audiences. Recognized for fostering open communication and active listening within the team.

BELIEFS AND VALUES

Importance of Leadership: Hold a deep conviction regarding the transformative power of leadership in advancing medical training and healthcare. Believe that strong leadership is instrumental in creating a positive impact on both professionals and patient outcomes.

Desired Accomplishments: Aspire to your Leadership Goals, e.g., enhance medical curriculum, and foster interdisciplinary collaboration to contribute significantly to the advancement of medical education. Committed to achieving tangible outcomes that reflect excellence and innovation.

Beliefs About Good Leadership: Adhere to the philosophy that good leadership involves your Leadership Philosophy, e.g., empowering others, leading by example. Value collaborative decision-making, inclusivity, and a visionary approach to navigating challenges in the medical field.

IDENTITY

Self-Perception as a Leader: Embrace my role as a leader with humility, recognizing the privilege and responsibility it entails. Strive to be an authentic, approachable leader who leads with integrity and empathy.

Alignment with Personal Values and Lifestyle: Align leadership practices with your values, e.g., integrity, and continuous learning. Integrate leadership seamlessly into your lifestyle, emphasizing the importance of a balanced and purposeful approach.

Preferred Leadership Models: Draw inspiration from leadership models that prioritize your Preferred Leadership Models, e.g., servant leadership, and transformational leadership. Continuously seek to evolve and refine your leadership style to meet the evolving needs of the medical training landscape.

VISION

Motivations for Leadership: Motivated by the opportunity to contribute to the future of healthcare through impactful leadership in medical training. Aspire to inspire and nurture the next generation of healthcare professionals.

Vision Fuel Sources: Driven by a vision fueled by:

· Personal development: Constantly evolving as a leader and learner.
· Relationships: Building strong, collaborative partnerships within and beyond the medical community.
· Family: Striving for a healthcare system that prioritizes the well-being of families and communities.
· Work: Envisioning a workplace that values innovation, inclusivity, and continuous improvement.
· Health: Committed to promoting health and wellness within the medical community.
· Leisure: Finding inspiration and rejuvenation in moments of leisure to sustain passion and commitment.

This leadership CV encapsulates a commitment to mastering leadership within the intricate realm of medical training, emphasizing collaboration, empowerment, and a transformative approach to leadership.

Exploring Leadership Styles and Behaviours

1. Directing: Providing Specific Instructions and Close Supervision

In the directing leadership style, a leader takes charge by offering precise instructions and closely overseeing tasks. This approach is often employed in situations where clarity and control are paramount. A directing leader provides a roadmap for team members, leaving little room for interpretation. This style is effective in high-stakes scenarios where immediate decisions and actions are crucial.

Behavioural Approach: Directive

· Structure: Clearly outline tasks, goals, and expectations.
· Supervise: Monitor progress closely, ensuring adherence to guidelines.
· Control: Establish a controlled environment, maintaining order and discipline.

2. Coaching: Directing, Supervising, Explaining, Soliciting Suggestions, and Supporting Progress

Coaching involves a more interactive leadership style, where the leader not only provides guidance but actively engages with team members. This approach includes explaining decisions, seeking input, and offering support for personal and professional growth. The coaching style is effective in developing team members’ skills and fostering a collaborative environment.

Behavioural Approach: Directive and Supportive

· Structure: Provide a framework while encouraging input.
· Supervise: Offer guidance and support, ensuring progress.
· Listen: Actively engage with team members, seeking and valuing their input.
· Encourage: Support individual and team progress, praising achievements.

3. Supporting: Facilitating and Supporting Subordinates’ Efforts

The supporting leadership style involves empowering team members by offering guidance and facilitating their efforts. This approach values collaboration and shared responsibility for decision-making. Leaders who adopt this style create an environment where individuals feel supported and encouraged to contribute their ideas and skills.

Behavioural Approach: Supportive

· Praise: Acknowledge and appreciate team members’ contributions.
· Facilitate: Enable collaboration and provide necessary resources.
· Listen: Foster open communication, valuing diverse perspectives.
· Encourage: Cultivate a supportive atmosphere, promoting shared responsibility.

4. Delegating: Turning Over Responsibility and Problem-Solving

Delegating is a leadership style where the leader entrusts team members with responsibilities and problem-solving tasks. This approach relies on the expertise and autonomy of team members, promoting a sense of ownership. Leaders who adopt a delegating style empower their team to take initiative and showcase their skills.

Behavioural Approach: Supportive

· Praise: Recognize achievements resulting from delegated responsibilities.
· Facilitate: Ensure team members have the necessary resources and support.
· Listen: Encourage open communication for effective problem-solving.
· Encourage: Reinforce a culture of initiative and autonomy.

Avoiding Seagull Management: Consistent Commitment and Engagement

Seagull management, characterized by swooping in, creating chaos, and departing, is detrimental to effective leadership. Leaders should steer clear of this approach and instead focus on consistent commitment and engagement. Effective leadership requires ongoing dedication to understanding team dynamics, fostering a positive work environment, and providing continuous support. By avoiding the pitfalls of seagull management, leaders can establish trust, build strong teams, and achieve sustained success in their endeavours.

If you’re a Clinical Lead and wish to discuss working with Meducate Academy Ltd., we would love to give you a demonstration and a workshop at your institution.

Please contact: bobspour@meducateacademy.com or on 07870 611850

Mastering Clinical Skills: Meducate Academy’s Thriving Cliniskills Partnership

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The Meducate Academy team at the 2 Day Cliniskills event for community pharmacists
The Meducate Academy team line up during the 2-Day Cliniskills event dedicated to community pharmacists

In September, Meducate Academy saw a surge in activity, notably due to our successful partnership with Cliniskills and participation in The Pharmacy Show. Out Associate Clinical Educators focused on teaching ENT and cardiovascular examinations to community pharmacists and worked with undergraduates at the University of Birmingham. Upcoming events include workshops at The Pharmacy Show, a collaborative book project, and training at Wolverhampton University.

As September unfolded, it brought with it an unexpected surge of activity at Meducate Academy. This bustling month was driven by the unique circumstances it presented, with a significant portion of our students either diving into their clinical placements or savouring the last moments of their summer break.

Partnering with Cliniskills

A major contributor to our busy schedule was our thriving partnership with Cliniskills. This collaboration came with a multitude of responsibilities, from booking the right ACEs to meticulously planning our teaching sessions. Each session demanded precision and proficiency, requiring our team to consistently deliver at the highest level.

Our Mission: Equipping Future Healthcare Professionals

Our mission was clear: to equip these students with the skills and knowledge they needed to excel in their roles, particularly in conducting ENT and cardiovascular examinations for community pharmacists. Our students hailed from diverse backgrounds, with varying levels of experience. Some were seasoned professionals seeking a refresher, while others were eager newcomers, offering us a unique opportunity to make a lasting impact.

It was in these foundational lessons that we truly excelled. Witnessing the transformation of students from different walks of life, some with extensive experience and others just starting their journey was an incredibly fulfilling experience. We remained acutely aware of the unique challenges our students faced and the ever-evolving demands of the healthcare industry.

A Commitment to Excellence

As we navigated the intricacies of teaching, it became evident that our commitment to excellence resonated with our students. The dedication of our team, combined with the determination of the students and pharmacists, bore testament to the success of our programs. Together, we ventured into a new era of healthcare education, fully aware of our role in shaping the future of healthcare professionals.

Expanding Horizons: Teaching Beyond Boundaries

Vicky, Bob, Mark, and Howard of Meducate Academy posing for a photo after a productive day of training undergraduate pharmacists at The University of Birmingham.
Vicky, Bob, Mark and Howard of Meducate Academy after a productive day of training at The University of Birmingham.

Simultaneously, we eagerly anticipated future sessions in Bristol, Slough, and Manchester as the months progressed. These upcoming sessions also offered an opportunity to engage with third-year undergraduate pharmacy students. Their task of rapidly honing consultation and examination skills, as they prepare to become independent prescribers, underscored the importance of our work.

The intensity of our recent sessions was complemented by the joy we derived from working with these ambitious students. The positive feedback we received fueled our enthusiasm for deeper engagements in clinical skills during future meetings.

Showcasing Our Expertise at The Pharmacy Show

As September transitioned into October, we found ourselves preparing for a prominent event – our workshops at The Pharmacy Show hosted at the NEC. This platform allowed us to demonstrate our expertise in teaching concentration skills and clinical skills to the attending delegates. With three one-hour sessions planned each day, we aimed to cater to the specific needs and interests of our audience.

Our workshops, which explore both poor and effective consultations, had previously left a lasting impression at Dudley College, often accompanied by smiles. Mark Reynolds’ playful portrayal of an inept pharmacist added a touch of humour to our educational sessions. For more details about The Pharmacy Show event click here to find out more information and to book your place. We genuinely hope to meet many of you in person to discuss not only these topics but also the book I’m currently co-authoring.

A Collaborative Book Project

Speaking of the book, I’m thrilled to share the exciting news. My colleague, friend, and former student, Teresa Dowsing, has joined me as a co-author. Theresa is lending her expertise to the clinical aspects of our book, which offers behind-the-scenes insights into the OSCE examinations. We believe this addition will significantly benefit students in enhancing their skill sets. See next month’s blog post to read and watch the video of Teresa Dowsing in conversation with Meducate Academy.

Upcoming Training Event at Wolverhampton University

Lastly, on the 21st of October, we have another training event on the horizon. This time, we’ll be providing training for new ACES at Wolverhampton University. It promises to be another enriching experience in our journey of imparting valuable clinical skills and knowledge.

Overcoming Challenges: Looking Forward

Regrettably, our previous event was derailed by an unforeseen railway strike, causing disappointment for both our team and the eager participants. However, we’re approaching this upcoming event with optimism, hoping for smoother logistics and an uninterrupted learning experience.

For this occasion, we’ve designed an intimate setting, ensuring a select group will have the privilege of being instructed by our most seasoned Associate Clinical Educators and a highly qualified clinician who will enrich the learning process. This unique opportunity invites medical role players to enhance their skill sets and expand their portfolios.

If you’re a medical role player eager to bolster your experience and broaden your horizons, we warmly invite you to get in touch with us and secure your spot on the course. Learning can work up an appetite, so rest assured, we have you covered. Participants will be treated to complimentary lunch and refreshments throughout the day, ensuring not only a day of education but also a delightful culinary experience. Don’t miss out on this valuable opportunity to grow your skills while enjoying a nourishing meal in a supportive learning environment.

 

If you’re a Clinical Lead and wish to discuss working with Meducate Academy Ltd., we would love to give you a demonstration and a workshop at your institution.

Please contact: bobspour@meducateacademy.com or on 07870 611850

Meducate Academy’s Summer Adventures: Collaborations and Preparations

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Clinical examiners and Associate Clinical Educators working together on a Chester University Physician Associate OSCEs
Clinical examiners and Associate Clinical Educators working together on a Chester University Physician Associate OSCEs

A Sneak Peek into Meducate Academy’s Busy Summer Break

Summer is often a season of relaxation and leisure, but for Meducate Academy, the months of July and August are far from quiet. While the classrooms may be emptier, our commitment to excellence in medical education continues. As we take a brief hiatus from our regular teaching schedule, we find ourselves immersed in a whirlwind of collaborations and preparations that promise exciting developments for the upcoming academic term.

Teaching and Preparations in Progress

While the halls of Meducate Academy might echo with fewer footsteps during these months, they are far from silent. Our dedicated team is hard at work, ensuring that we are well-prepared for the academic year ahead. A few select sessions are still being conducted, particularly focusing on teaching Physician Associates and getting ready for the challenges that the new term will bring.

Recently, we wrapped up an intensive series of teaching sessions for the Physician Associate program at Chester University. To put our students’ skills to the test, we organized two days of Mock OSCEs. The results of these exams were encouraging, though we must maintain confidentiality regarding the specific outcomes. What we can reveal is the dedication of our team and the remarkable efforts put forth by our Associate Clinical Educators who truly shone during these two crucial days.

Forging New Alliances and Celebrating Success Stories

The quieter moments of summer provide us with the perfect opportunity to extend our reach and create new partnerships. This year has seen the birth of some truly remarkable collaborations that are set to take Meducate Academy to new heights. While confidentiality prevents us from naming all our partners, we’re thrilled to share a glimpse of the exciting ventures that lie ahead.

One of our most noteworthy partnerships is with Cliniskills, a group of healthcare professionals and experts in healthcare higher education. Drawing from their firsthand experiences in patient care, Cliniskills understands the challenges of upskilling while managing the demands of a clinical profession. They are dedicated to transforming healthcare through targeted development that adapts to evolving service needs in both the public and private sectors. As a part of their mission, they offer comprehensive, national-scale training that delivers lasting impact.

We’re honoured that Cliniskills has placed its trust in us to assist in delivering some of this training as Associate Clinical Educators and Medical Roleplayers. Our collaboration will kick off with courses starting in September in Birmingham, followed by sessions in Slough, Bristol, and Manchester. This news is incredibly exciting for us, and it stands as a testament to the hard work and dedication of our team of ACEs.

Chester University ACEs and examiners working together on day 2 of the Physician Associate OSCEs
Chester University ACEs and examiners working together on day 2 of the Physician Associate OSCEs

A Spotlight on Consultation and Clinical Skills Workshops

And, as if that weren’t enough excitement, we’ve also been invited to contribute our expertise to The Pharmacy Show. This is a wonderful opportunity for us to showcase our proficiency in consultation and clinical skills through interactive workshops. The chance to engage with a diverse audience of healthcare professionals is a testament to the reputation we’ve built and the knowledge we’ve amassed over the years.

Exciting Workshops at The Pharmacy Show: Empowering Pharmacists

At The Pharmacy Show, we’re excited to present three immersive workshops, each lasting 45 to 60 minutes, on both event days. Our main focus is on addressing challenges that Pharmacists commonly encounter when dealing with demanding patients. The workshop sessions are structured as follows:

  1. Introduction to Meducate Academy and Speakers: Get introduced to the purpose of Meducate Academy and a brief overview of the speakers.
  2. Unveiling the Art of Communication: Explore the fundamental aspects of effective communication in healthcare settings.
  3. Establishing and Nurturing Rapport in Difficult Conversations: Dive into the skill of building and maintaining rapport during challenging discussions.
  4. Mastering Active Listening Techniques: Acquire valuable techniques for active listening, and enhancing patient interactions.
  5. Deciphering the Anatomy of a Poor Consultation (Scenario): Engage in a scenario-based analysis of elements contributing to an unfavourable consultation
  6. Insights from Associate Clinical Educators and Participants: Benefit from insights shared by Associate Clinical Educators and fellow attendees.
  7. Showcasing a Model Consultation: Witness a demonstration of a successful consultation that embodies best practices.
  8. Interactive Question and Answer Session: Engage interactively to seek clarifications and interact with our experts.

 

Meducate Academy’s workshops at The Pharmacy Show promise to empower Pharmacists with actionable skills and insights, enabling them to adeptly navigate challenging patient interactions. This exceptional opportunity equips you to enhance your communication prowess and enrich patient care. Join us in our endeavour to transform healthcare interactions for the better.

Final Thoughts

As the summer sun warms the days, Meducate Academy remains steadfast in its commitment to excellence. The seemingly quiet months of July and August are, in reality, a hive of activity as we collaborate with exceptional partners, prepare for the new academic term, and celebrate the successes that continue to fuel our passion for medical education. The journey ahead is filled with promise, and we can’t wait to share all that we’ve learned and accomplished with our students, partners, and the entire medical community. Stay tuned for more updates as we embark on this exciting chapter of growth and discovery!

 

If you’re a Pharmacy Clinical Lead and wish to discuss working with Meducate Academy Ltd., we would love to give you a demonstration and a workshop at your institution.

Please contact: bobspour@meducateacademy.com or on 07870 611850

The Role of Independent Prescribing Course in Enhancing Healthcare Professionals’ Skills

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PA students engaging with the interaction between ACEs and Clinicians at Chester University

The Independent Prescribing Course is an essential component of healthcare education, equipping professionals with the skills and knowledge required to prescribe medication safely and effectively. The course covers clinical skills, legal and ethical considerations, and patient care, enhancing the quality of healthcare services provided to patients. This article highlights the significant role of the Independent Prescribing Course in empowering healthcare professionals to take on greater responsibilities in their practice. By preparing professionals to prescribe with confidence, the course contributes to modern healthcare education and practice.

Working as an ACE offers numerous opportunities to collaborate with a diverse group of healthcare professionals, which is one of the most rewarding aspects of this profession, in addition to witnessing students’ success in their exams and progression into becoming skilled clinicians. Although our primary focus has been on Physician Associates, we have recently been granted the privilege of working with Pharmacists and prospective international students who seek admission to the University of Chester’s new MbChb Course.

Our founder, Bob, has been serving as a visiting lecturer at the University of Chester for the past two years and has been entrusted with the responsibility of assisting in the recruitment process of new international medical students. Bob’s duties involve working alongside a medical role-player to evaluate candidates’ ability to communicate effectively with patients who have underlying medical issues. The situation presented to the candidates was not a medical diagnosis but rather a scenario that required them to showcase their problem-solving and rapport-building skills. This task can be challenging even for native English speakers, let alone for those with English as a second language. The interviews were conducted online, which posed a different set of challenges. We are pleased to note that our contribution has been highly appreciated, and the interviews are scheduled to continue for the next two months.

We have also been provided with an opportunity to collaborate with the University of Wolverhampton’s Pharmacy Program, wherein we have supplied ACEs to their current curriculum. Working alongside Pharmacists has been a different kind of challenge as they are expected to have a fundamental understanding of some clinical skills in addition to their ability to prescribe the appropriate medication to patients. Our collaboration with the Clinical Lead, Teresa Dowsing, of the current PA Program and the teaching staff of the Wolverhampton Pharmacy Course has been instrumental in achieving success in this initiative.

We have also been asked to help students prepare for the Independent Prescribing Course, which is another exciting development for us.

Meducate Academy Associated Clinical Educators Greg and Bob working together with clinicians make a formidable teamThe Independent Prescribing Course is a medical education program designed to equip healthcare professionals with the necessary skills and knowledge to prescribe medication independently. This course is typically intended for healthcare professionals such as pharmacists, nurses, physiotherapists and optometrists who are required to prescribe medication as part of their professional responsibilities.

The Independent Prescribing Course aims to enhance the healthcare professional’s ability to prescribe safely, effectively, and appropriately within their clinical competence. This includes the ability to identify clinical signs and symptoms, diagnose medical conditions, and determine the most appropriate course of treatment.

The course also covers aspects related to the legal and ethical aspects of prescribing medication, such as informed consent, record-keeping, and confidentiality. Upon completing the course, healthcare professionals are eligible to register with the appropriate regulatory body, such as the General Pharmaceutical Council or Nursing and Midwifery Council, as independent prescribers.

The Independent Prescribing Course plays a crucial role in medical education by equipping healthcare professionals with the skills and knowledge to prescribe medication safely and effectively. This enhances the quality of care provided to patients and enables healthcare professionals to take on greater responsibilities in their practice, contributing to the delivery of high-quality healthcare services.

Despite these recent developments, we also continue to remain committed to working with Physician Associate students at both Chester and Wolverhampton on an ongoing basis.

If you are a Medical Roleplayer and would like to take your skill set to the next level sign up for our training courses in 2023. Our next one is on March 25th and it’s free! Give Bob a call on 07870 611850 if you would like more details or want to ask anything about our courses.

An ACE™ Is Not a Simulated Patient, But A Simulated Patient On Steroids!

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1st Year Physician Associate Students and Associate Clinical Educators at Wolverhampton University

Recently my attention was drawn to an article, ‘It’s Not An Acting Job … Don’t Underestimate What A Simulated Patient Does”: A Qualitative Study Exploring the Perspectives of Simulated Patients in Health Professions Education”, which was submitted to the journal of the Society for Simulation in Healthcare about Simulated Patients (SP).

The article, whilst interesting and enlightening, discusses the work of the ‘normal’ SP, and shows how valuable their contribution is to medical education. However the title sums up the fact that an SP is more than just an actor who learns their lines and portrays a character. Any role player will be quick to alert you to the fact that, unlike actors, the SP has to give feedback on the communications skills of the student clinician. This is beyond what we expect an actor to be capable of doing.

A good SP can improvise around a common theme, for example breaking bad news. However each student will approach this in a variety of different ways and this is based on their communication style. Some may be hesitant to break the bad news, whilst others may be more exp-licit with their communication. It is the job of the SP to respond to the different approaches that students have effectively, and then give feedback on what the student did well and how they can improve their communication for the benefit of the ‘patient’.

Some students will build rapport readily and easily whilst others need feedback on how to do this more effectively. Non-verbal language also plays its part in communication as we have discussed in a previous post. However, if the SP is presenting with a specific physical condition i.e. central chest pains, the student will respond by performing an examination, for example ‘cardio-vascular’. An SP is unable to give feedback on this part of the process. This is where to Associate Clinical Educator (ACE™) excels.

What the article previously mentioned didn’t cover (and I wouldn’t expect it to) was how an ACE™ can take the interaction to the next level.

An ACE™ is not a Simulated Patient, he’s a simulated patient on steroids! On many occasions I have spoken to clinicians who mistake what we do for medical roleplay and/or that we are simply simulated patients. This is simply not the case.

An ACE™, whilst giving feedback on the communication, will also be able to quickly inform the student whether of not the examination itself is being performed correctly. For example, below is a typical respiratory examination as expected to be performed by a first year physician associate student:

    • Introduction using full name and role
    • Confirms patient’s full name and DOB
    • Explains examination and takes informed consent for examination.
    • Asks if they want a chaperone
    • Washes/disinfects hands
    • Exposes patient appropriately and maintains dignity
    • Inspects the patient’s chest (looking for scars, asymmetry, both axillary area)
    • Positions patient on the couch at 45 degree angle and asks if they have any pain anywhere
    • Inspects the patient’s hands looking for peripheral cyanosis, clubbing, tar staining, CO2 flap
    • Checks patient’s pulse (radial/brachial) checks for rate (90 bpm), rhythm and character
    • Counts respiratory rate (offers to do for one minute: 18/min)
    • Checks patients face for pursed lip breathing, central cyanosis, pale conjunctiva etc.
    • Palpates patient’s chest checking for chest expansion and apex beat
    • Percusses the chest (top middle bottom, axillar, compares left and right)
    • Auscultates the chest (top middle and bottom and both axillar)
    • Checks tactile vocal fremitus or vocal resonance
    • Checks for sacral oedema, feet and legs (for swelling and tenderness)
    • Checks for lymphadenopathy (supraclavicular, cervical, submandibular, etc) from behind
    • Concludes examination, offers to help patient dress
    • Summarises findings in a logical systematic manner (including important negatives)
    • Gives differential diagnosis

Senior Associate Clinical Educator teaching session at Wolverhampton universityThe role of the ACE™ therefore is to give feedback on all of the above. This will ensure that the student performs the examination correctly,to the standard of the current OSCE curriculum and demonstrates safe practice. As you can see the function of the ACE™ far exceeds that of a simulated patient or role player.

This level of expertise requires training and a high degree of commitment from the ACE™ and with that in mind, Meducate Academy continues to train and support new and experienced ACEs whilst they work with us. Alongside that, the various institutions and academics we work with will continue guide and assist us in producing the best outcomes for their students. Vitally important when you consider the role OSCEs play in the students development and assessment.

Training is ongoing and we are still in negotiation with academic institutions to ratify our position in the industry through a strict accreditation process. This will ensure that the quality of our ACEs is of the highest standard and meets the requirements of any academic institution.

 

If you are a Clinical Educator and would like to take advantage of using ACEs as part of your clinical teaching, book now for a free consultation. Contact us via the form below or even give us a call on 07870611850. Thanks again for reading this post.

The Importance Of Simulation In Medical Education

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Professor Jim Parle discusses the use of Associate Clinical Educators at the online conference

Professor Parle was our keynote speaker at the conference and it was an honour to have him join us. What follows is an abridged version of the talk. If you want to view the complete talk it is available in the video above.

“I’ve been involved with the ACE process for something like 15-18 years or so. I am now a retired professor at the University of Birmingham and I’ve been using ACEs and similar kinds of approaches to education for a long time. What I’m going to do today is to go straight into talking about what ACEs are and why we introduced them into the Physician Associate Course and what sparked my interest in education generally.

“We used ACEs on the PA programme for probably at least 15 years if not longer, so for today’s conference I would like to spend more time talking about simulation generally. Also, would like to talk about why we need simulation and why I think we need more simulation and why I think we need high fidelity simulation by which I mean using real human beings, not computers or robots!

“Obviously there’s an ethical issue about performing intimate or any kind of physical examination on actual patients. When I was a student, which is quite a long time ago, we used to examine patients without consent. The patient wasn’t really given an opportunity to say no.

“Obviously you should never do this kind of thing and fortunately, times have changed. I remember my first female patient examination, in which I was embarrassed. She was embarrassed, and I was probably incompetent. I don’t think I hurt the patient, but I didn’t know what I was doing. Looking back now, it was a ridiculous way to learn to carry out examinations. That is one reason we need to think about simulation.

“There’s also the point that medical students need repeated practise and repeated, focused and relevant feedback. You don’t really get that from a patient and when you examine a patient, they rarely know whether you’re doing a good job. We don’t really give them a voice, so we need to have or recruit a patient or patient substitute who is skilled in that area.

“There’s also the issue that students arrive with different levels of skill. You therefore need somebody who can work at the level the student is at. We can’t expect a real patient to do that, as they’ve got their own problems and their own things to focus on when in a consultation. An ACE, however, can do that and more, because we have trained them to be able to show certain kinds of pathology or abnormalities.

“I’ll give you an example: A patient comes off his or her bike and injures their chest. Maybe a couple of fractured ribs and difficulty breathing. If you were to examine an actual patient, they will be in a great deal of pain. They will have tenderness around the area and having restricted breathing. It would be unethical to subject an actual patient to multiple examinations by new students. With an ACE, that problem won’t occur. Some of our ACEs can even demonstrate asymmetric breathing and can obviously be examined throughout the day by many students with no ill effects.

“We can therefore reproduce an extremely convincing simulation with an actual person who the student has to interact with just like an actual patient, but they’re not putting a patient through all that kind of discomfort.

“I just want to add the importance of recognising what is also normal and an ACE can present both sides of this situation. Consider the previous example of asymmetric breathing. The ACE can easily demonstrate what is normal, then quickly change to abnormal. I can only assert that it’s much easier to learn something that’s abnormal when you have something normal to compare it with and, obviously, vice versa. The ACE  can do this. Is able to switch asymmetric breathing too symmetrical breathing and back again so the student can see the difference and we as human beings are good at spotting differences but not so good at spotting absolute values. On a similar but not quite the same theme, I am concerned that if we learn something incorrectly, then it becomes difficult to unlearn it.

“I think it’s really important when students are learning physical examination skills that they compare normal with abnormal there and then. This means that they get immediate feedback, and which they don’t necessarily get with mannequins.

“Because of austerity and the current COVID crisis, students are not able to wander as freely around the wards interacting with patients as they did during my time as a student. So pressure on clinical learning environments and the clinicians who might teach us has become more and more restricted. It’s becoming increasingly difficult for students, whether medical, physician associates or pharmacists, and I’m sure it’s true of other clinical professions that an ACE could fulfill that role.

“An ACE is somebody who’s been trained to use their body and their psyche in educating clinicians by responding appropriately when asked to do something by a student. An ACE, as well as being a responsive patient, can also play a naïve patient, so if simple instructions are not given, the ACE will respond appropriately. If the student wants to take a blood pressure, for example, then the ACE knows exactly how this should be done. An ACE can replicate being a patient who has never had it done and do a variety of things that will affect the blood pressure reading. The ACE can then teach the student how to do it correctly. The student can see the blood pressure go up and down when a patient moves their arm or flexes their muscles. They will see the blood pressure go up and down. The student then gets the reason for doing it correctly and shows that they can do it correctly. This is immediate feedback and students love feedback. They’re always asking for more feedback! If it applies to the individual students’ strengths and weaknesses, they then improve straight away.

“So in conclusion I think I would say that what ACEs bring to the interaction is that they can role play, they can show abnormalities including assessments, they can understand what errors students make or errors patients make and then feedback to the students.

“The most important thing I want you to remember from what I’ve said is it’s sometimes good to take the clinician out of the room when the ACE is working. You do not want a clinician in there. If you have a clinician in with the ACE there, they’ll inevitably get into discussions about various pathologies and what a particular system does in terms of it’s function.

“The ACE is there to work as a tool to aid in the learning of the systems exams. We can do the theory at another session. Making full use of the ACE is vital and students’ feedback always shows they learn the examination processes quicker when the academic leaves the room!”

Click here to watch Professor Jim Parle talking about the value of using ACEs as simulated patients on the ACE National Conference 

Report & Video Of Ace National Online Conference 2021

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The Meducate ACE National Conference attracted some great speakers
The Meducate Academy online AEC conference was a great success and attracted some great speakers

We began September with our first ACE National Online Conference held online using Zoom as the platform, and it went well.

We had six speakers talk about their personal experience of working with ACEs as part of their programmes of teaching. Coming from a variety of backgrounds, they talked at length about the real value of the ACE as a hi-fidelity simulated patient. As well as discussing the pros and cons of using ACEs and also about the students experience of working an ACE.

Professor Jim Parle started the proceedings with a brief chat about the development of the ACE role. Indeed, it was Jim who created the role of the ACE at the University of Birmingham many years ago alongside the ISU. Although retired, he still likes to play an active role in medical education, and it was an honour for us to have him as our keynote speaker.

Other speakers included James Ennis, the Clinical Lead at the University of Chester who also utilises ACEs in all of his teaching modules and is currently doing a PhD which takes a focussed look at the role of simulation in clinical teaching.

Director of Meducate Academy with Mark Reynolds
Founder and Director of Meducate Academy Bob behind the scenes with Mark Reynolds

Uzo Ehiogu, a teaching fellow and senior physiotherapist at the Royal Orthopedic Hospital in Birmingham, speaks about his experiences using volunteer patients and the ACE, and talks about the relative values of both when he is working with 4th year medical students from the University of Birmingham.

The current President of the Faculty of Physician Associates, Kate Straughton, shared her experiences of working alongside ACEs at The University of Birmingham on the PA Course there. She talked a little about her time as a student Physician Associate and how the ACEs helped her when she studied at Birmingham, where she is now a senior lecturer.

Peter Gorman was next up and he went into great detail about how he used ACEs to transform the way his University (Wolverhampton) coped with the demands that the Pandemic placed on the staff and the students. He also talked about the initiatives he came up with to keep the students engaged during this difficult time.

Finally, we heard from Sarah Baig, a Clinical Pharmacologist who used ACEs for the very first time at The University of Birmingham on the Independent Prescribing Course. New to the whole concept of the ACE, Sarah expressed how valuable the ACE can be compared to the run-of-the-mill role player when it comes to clinical examinations.

Host and Chairman Mark Reynolds
ACE Online Conference Host and Chairman Mark Reynolds

We want to say thanks to all the speakers and also to the delegates who attended. Some as far away as the USA! We know that some delegates would have liked to have attended but couldn’t, which is why we recorded the conference so that you may listen to the speakers at your leisure.

We are planning our next conference which is being held online again in March 2022, so look out for information on that soon.

We are also going to run an online conference in November aimed specifically at Physician Associates and how to approach physical examinations and how to prepare for the OSCEs. All Physician Associates students are invited and the conference will be free and will feature several speakers, including some of the speakers in this video. You will also have the opportunity to put your questions directly to each speaker. It will be a bit like Question Time but a lot more fun.

We will post specific dates for these events on social media and on this blog.

Watch the full video of the Ace National Online Conference