Medical Education | Associate Clinical Educators

Professionalism in Undergraduate Medicine: Key Insights and Challenges

August 6, 2024 by R Spour

In the ever-evolving field of medical education, professionalism is paramount in shaping future health professionals. Our comprehensive guide, “Professionalism in Undergraduate Medicine: Key Insights and Challenges,” delves into the essential aspects of ethical practice, patient-centered care, and lifelong learning. We explore the integration of professionalism into medical curriculums, the importance of role models, and effective assessment methods. Addressing challenges such as cultural sensitivity, resistance to change, and student burnout, we emphasize the need for continuous improvement and effective communication. By fostering a culture of excellence and integrity, we aim to prepare the next generation of healthcare professionals to provide high-quality, compassionate patient care.

When I am training new Associate Clinical Educators (ACEs) to work for Meducate Academy, I’m focused on more than just their ability to discuss communication issues or demonstrate basic knowledge of body systems and examination techniques. My expectations go beyond these foundational skills; I also require them to assist students in understanding questions about professional conduct and ensuring safe practices.

The content of this month’s post is relevant not only to the ACEs but also to a wide range of other professions. I invested considerable thought into this article, as the topic of professionalism frequently arises in my discussions. Reflecting on what it truly means to be professional, I realize I could share numerous alarming anecdotes about individuals and organizations lacking many of the attributes I’m about to explore.

In our training sessions, we delve deeply into the nuances of professional behaviour. This includes adhering to ethical standards, maintaining a commitment to continuous learning, and embodying a respectful and empathetic approach towards patients and colleagues. It is crucial that ACES must understand their role in fostering a safe learning environment, where students feel supported not only in their technical skills but also in their development as compassionate and ethical practitioners.

Moreover, professionalism includes effective communication, accountability, and the ability to manage and reflect on feedback constructively. These qualities are crucial for ACEs, who must exemplify them for the students they mentor. By emphasizing these aspects, our goal is to nurture a culture of excellence and integrity within Meducate Academy.

Through these comprehensive training programs, our goal is to prepare ACEs to not only excel in their instructional roles but also to instil in their students the values that define true professionalism. This, in turn, ensures that the next generation of healthcare professionals is equipped with the knowledge, skills, and ethical framework necessary to provide high-quality, safe patient care.

Vision

Professionalism in undergraduate medical education is fundamental to shaping future health professionals who not only excel in clinical knowledge and skills but also uphold the highest ethical standards and interpersonal competencies. The vision encompasses:

Ethical Practice

Ensuring that future clinicians adhere to the highest moral principles involves instilling values such as honesty, integrity, accountability, and respect for patient autonomy. This ethical foundation guides decision-making and fosters trust in the doctor-patient relationship.

Patient-Centered Care

Prioritizing the needs and values of patients requires that medical students learn to listen actively, show empathy, and involve patients in their own care. This approach enhances patient satisfaction and health outcomes.

Lifelong Learning

Promoting a commitment to continuous improvement and adaptation to advancements in medicine is crucial. This involves teaching students the importance of staying current with medical research, technologies, and best practices throughout their careers.

Interpersonal Skills

Fostering respectful and effective communication with patients, families, and colleagues is essential. This includes teaching students to work well within healthcare teams, manage conflicts, and convey complex information clearly and compassionately.

Considerations

Several key considerations must be addressed to integrate professionalism into undergraduate medical education successfully:

Curriculum Design

Integrating professionalism into the curriculum requires a combination of theoretical instruction and practical experiences. This might include dedicated courses on medical ethics, communication skills, and reflective practice, as well as embedding these themes throughout clinical training.

Role Models

Experienced healthcare professionals who embody professionalism play a crucial role in teaching by example. Mentorship programs and shadowing opportunities can expose students to exemplary professional behaviour in real-world settings.

Assessment Methods

Developing reliable and valid methods to assess professionalism is challenging but essential. Tools such as 360-degree feedback, reflective writing assignments, objective structured clinical examinations (OSCEs), and patient feedback can be used to evaluate students’ professional behaviour.

Cultural Sensitivity

Medical education must address the diverse cultural backgrounds of students and patients. This includes teaching cultural competence and humility, which helps future doctors provide respectful and effective care to patients from various backgrounds.

Feedback Mechanisms

Implementing constructive feedback systems is vital for promoting self-improvement. Regular, formative feedback helps students recognize their strengths and areas for growth in professionalism.

Opportunities

The integration of professionalism in undergraduate medical education offers numerous opportunities:

Enhanced Patient Trust

Building trust between future physicians and their patients through professionalism leads to better patient engagement and adherence to treatment plans.

Improved Healthcare Outcomes

Professional behaviour, characterized by empathy, clear communication, and ethical practice, directly contributes to better patient outcomes and satisfaction.

Interdisciplinary Collaboration

Encouraging teamwork and collaboration across various healthcare disciplines fosters a holistic approach to patient care, improving the quality and efficiency of healthcare delivery.

Career Advancement

Professionalism is often a key determinant in career progression and leadership roles. Students who demonstrate high levels of professionalism are more likely to be selected for prestigious residencies and leadership positions.

Research and Innovation

A professional and ethical approach to medical research ensures the integrity and credibility of scientific findings, fostering an environment where innovation can thrive while maintaining public trust.

Challenges

Despite the benefits, promoting professionalism among undergraduate medical students presents several challenges:

Subjectivity

Professionalism can be subjective and difficult to measure consistently. Different educators and evaluators might have varying standards and interpretations of professional behaviour.

Resistance to Change

Some students and faculty may resist new approaches to teaching professionalism, especially if they perceive these methods as subjective or intrusive.

Time Constraints

The already demanding medical curriculum may leave little room for additional focus on professionalism. Balancing the teaching of medical knowledge and skills with the development of professional behaviours can be challenging.

Cultural Differences

Diverse cultural norms and values can complicate the standardization of professionalism. What is considered professional in one culture may not be seen the same way in another, necessitating a flexible and inclusive approach.

Burnout

High stress and burnout among medical students can negatively impact their professional behaviour. Addressing student well-being and promoting resilience is essential to maintaining professionalism under pressure.

Conclusion

Professionalism is a critical component of undergraduate medical education, essential for developing competent, ethical, and empathetic clinicians. While there are significant opportunities to enhance medical training through the integration of professionalism, it is crucial to address the inherent challenges thoughtfully and strategically. By doing so, we can ensure that the next generation of clinicians is well-equipped to meet the evolving demands of the healthcare landscape, ultimately leading to better patient care and improved health outcomes.

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 Academy’s Busy Summer: Preparing for the New Academic Year

July 15, 2024July 15, 2024 by R Spour

Meducate Academy’s summer season is a hive of activity, focused on preparing for the upcoming academic year. The team is busy refining courses and materials to deliver top-notch medical education. Intensive teaching sessions for Physician Associate programs at Chester University and collaborations with Pharmacy students at The University of Birmingham have been completed recently. New partnerships, including with Cliniskills and The Royal Orthopaedic Hospital in Birmingham, enhance our impact, offering clinical education to students from Aston University and the University of Birmingham. Additionally, we are preparing for The Pharmacy Show at the NEC in October, where we will showcase our expertise in consultation and clinical skills through interactive workshops. Meducate Academy is gearing up for a dynamic year ahead, committed to innovation and excellence in medical education.

Meducate Academy’s summer season isn’t just about kicking back and taking it easy. While the usual hustle and bustle of students may quiet down, behind the scenes, our team is ramping up efforts to ensure we’re ready to deliver high-quality medical education when the new term rolls around.

Teaching and Preparations in Full Swing

Despite the quieter halls, Meducate Academy is abuzz with activity. Our dedicated team is hard at work, fine-tuning our courses and preparing materials for the upcoming academic year. Sessions are still underway, particularly focused on training Physician Associates and Medical Students and preparing for the unique challenges that lie ahead.

Recently, we wrapped up intensive teaching sessions for Physician Associate programs at Chester University and partnered with Pharmacy students at The University of Birmingham, ensuring they are equipped with the latest knowledge and skills needed in their respective fields.

Forging New Alliances and Celebrating Success Stories

Summer presents the perfect opportunity for us to expand our horizons and build new partnerships. This year has been particularly fruitful, marked by significant collaborations that promise to elevate Meducate Academy’s impact on medical education.

Among our most exciting new partnerships is with Cliniskills, a respected group of healthcare professionals and educators specializing in healthcare training. Their expertise in patient care and healthcare education aligns perfectly with our mission to provide comprehensive and impactful medical education. We’re thrilled to join forces with Cliniskills as Associate Clinical Educators and Medical Role-players, contributing to their mission of advancing healthcare through targeted development programs.

Additionally, we are honoured to announce our collaboration with The Royal Orthopaedic Hospital in Birmingham, where we will be involved in supplying Associate Clinical Educators for the teaching sessions for medical students from Aston University and the University of Birmingham. These sessions, focusing on Musculoskeletal (MSK) examinations, will be conducted twice weekly throughout the academic terms. This partnership signifies a significant step forward in our commitment to delivering high-quality medical education in collaboration with esteemed healthcare institutions. More Information will follow once we start the sessions in August 2024.

Spotlight on Consultation and Clinical Skills Workshops

As if our partnerships weren’t exciting enough, we’re also gearing up for another round at The Pharmacy Show at the NEC in October. This prestigious event provides us with an invaluable platform to showcase our expertise in consultation and clinical skills through interactive workshops. It’s a fantastic opportunity to engage with a diverse audience of healthcare professionals, sharing insights and innovations that define Meducate Academy’s approach to medical education.

Looking Forward

With so much happening behind the scenes during what might appear to be a quiet summer break, Meducate Academy is poised for an exciting year ahead. Stay tuned for more updates and insights as we continue to innovate and excel in medical education through high-fidelity simulation.

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

Mastering The Skill of Listening: A Key To Patient-Centred Care

June 14, 2023May 30, 2023 by R Spour

Image showing Meducate Academy teaching consultation skills to a group of pharmacists during their Clinical Pharmaceutical Team Meeting. — Meducate Academy Teaching Consultation Skills to Pharmacists at their Clinical Pharmaceutical Team Meeting

In this article, we explore the role of ACEs in healthcare education and the importance of effective communication skills. We discuss the impact of active listening on building rapport with patients and avoiding miscommunication. Drawing insights from experienced pharmacists, we address the challenges of difficult conversations in healthcare. We also highlight the wisdom of Plutarch and the practicality of Anatol Rapoport’s rules for navigating such conversations. By emphasizing the collaborative nature of communication and its life-saving potential, we stress the significance of effective listening skills. ACEs and healthcare professionals are encouraged to prioritize listening as a foundational skill and utilize tools like the Rappoport Rules for improved communication.

Image of Agenda of Pharmaceutical Team Meeting at Dudley College of Technology — Pharmaceutical Team Meeting at Dudley College of Technology Agenda featuring Meducate Academy

How often do you hear what someone is saying but fail to truly listen? How frequently do you find yourself waiting for the person to finish speaking so that you can assert your own thoughts, often with a prepared speech centered around your own agenda, without genuinely addressing the original question? These are the subjects I intend to explore in my writing this month.

As ACEs (Associate Clinical Educators), it is necessary and important that we provide accurate feedback on students’ technical competencies. The feedback should, of course, be relevant and precise, enabling the students to develop as safe practitioners. Another essential aspect of our role is to assist students in developing effective communication tools to establish rapport and gain the trust of simulated patients. This becomes particularly relevant when students embark on their journey to master the art of effective history-taking, marking their initial exploration of the realm of effective communication.

I always emphasize to students that the essence of communication lies in the response one receives. This is crucial because failing to genuinely listen to the patient can result in miscommunication. Each party brings their own agenda to the conversation – the clinician and the patient have their respective goals. It is no wonder that communication can be seen as something of a dark art. Therefore, the role of the ACE is to carefully guide the students through the process.

Always remember that a conversation is a partnership. It is a collaborative process, led by the patients’ ideas, concerns, and expectations, with the clinician and the patient working together.

This topic emerged during a recent Clinical Pharmaceutical Team Meeting held at Dudley College, where my colleague Mark Reynolds and I were invited to speak about Enhancing Consultation Skills to a group of highly experienced Pharmacists. In addition to discussing generic communication skills, we presented a couple of scenarios illustrating poor and effective communication and engaged in discussions on the points raised.

One of the key themes that emerged from the pharmacists was the common problem of patients demanding specific drugs, such as antibiotics, and how to handle such situations. Another recurrent theme was the instances of angry patients being informed about the cost of prescriptions. In other words, the main focus of the discussion revolved around managing difficult conversations.

Effectively navigating a difficult conversation requires active listening, and most of the attendees were eager to hear our thoughts on this matter. Like any skill, it demands constant practice and simply paying attention to the conversation. However, finding the time to listen is challenging in today’s busy pharmacy or GP surgery, where restrictions are imposed on the duration of patient interactions. Nonetheless, learning this skill is vital.

In order to build rapport and gather important information, we allow the patient to talk and express their needs. This is of utmost importance.

Greek philosopher Plutarch, Greek philosopher philosopher, writer, magistrate and priest — Plutarch, Greek philosopher, writer, magistrate, and priest who lived during AD 46, extensively wrote about the subject of listening

Plutarch, the philosopher, writer, magistrate, and priest who lived during AD 46, extensively wrote about the subject of listening. It might be useful to briefly examine his views, as expressed in one of his letters to a young man about to embark on his studies. He discusses different types of listeners: the Lazy Listener, the Scornful Listener, the Excited Listener, and the overly confident listener.

The lazy listener is someone who only listens for information that interests them and shows no interest in what the speaker is saying. They wait for their turn to expand on their own interests, paying little attention to the speaker’s main topic of conversation. The scornful listener is judgmental of alternative ideas or beliefs, as they adhere strictly to their own set of values and beliefs. Plutarch notes that judgment is, in fact, a distraction of the mind, and these types of listeners tend to develop a distorted view of what is actually being said. It is better to have an open mind, he says – a sentiment with which I wholeheartedly agree. We must not let the speaker’s performance distract us from paying attention. Otherwise, we will quickly forget our purpose and potentially miss valuable information. Finally, Plutarch talks about the Overconfident Listener, who assumes they know what the speaker means right from the start and fails to listen for subtle, sometimes hidden, cues in the conversation. When this happens, it is important to step back and actively listen.

Even Plutarch recognized that a conversation is a collaborative process. The responsibility for the outcome of a conversation rests with the listener and with healthcare professionals. Achieving the correct outcome is crucial, and listening can literally save lives.

Throughout my experience as an actor, comedian, corporate trainer, NLP trainer, and associate clinical educator, I have employed various methods to teach communication skills to students in different fields of study. From armed response teams to salespeople, from actors to presenters, and more recently to physician associates, pharmacists, nurses, and young doctors, the process remains the same: learning to listen first and foremost.

At the recent Team Meeting in Dudley, I extensively discussed the use of Rapoport Rules as a valuable tool for communication skills. I encountered these rules a few years ago and have always wondered why they are not more widely known. Anatol Rapoport, a Russian-born American game theorist, developed a set of rules for handling difficult conversations:

Clearly re-express your conversation partner’s position, defining your understanding of what they want. This ensures clarity in the conversation and prevents you from straying off course with your own assumptions.
List points of agreement with your partner to develop rapport further.
Always mention something you have learned from the person you are talking with, further building agreement.
Only then can you proceed to disagree or compromise with the person. You can see how these rules can be helpful when patients hold fixed beliefs about vaccines, antibiotic use, or various other treatment-related ideas.

I encourage you to follow and practice these steps each time you engage in a difficult conversation. If you are an ACE, please be aware of these tools and pass these skills on to students during their history-taking sessions. The positive impact will be appreciated by everyone.

Next month, I will be talking about our work with Newcastle University PA program teaching musculoskeletal (MSK) examinations.

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

March 2, 2023February 28, 2023 by R Spour

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 team The 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.

Meducate Academy: Building New Initiatives For The Physician Associate In GP Practice

October 2, 2022August 31, 2022 by R Spour

Meducate Academy has recently been involved with building a new initiative in collaboration with a GP Practice and health authority in the South of England. There has been much talk of building PA Academies around the UK and Meducate Academy have now put a package together from the ground up to help any organisation interested in doing this.

At this point, I can’t give too many details but suffice to say it was an extensive project, and we had to gather all of our resources to make it possible.

From administration to clinical teaching, from simulation to accreditation, and from recruitment to installation, we have finally put together what we think is the complete package for newly qualified Physician Associates who have got their first job.

It’s often been the case that once a PA has finished their studies and got themselves a job that things will go well. However, the feedback we have been getting is that this is not normally the case and that new PAs feel like they’re a little unprepared for moving into the workplace. It’s true to say that the employer often doesn’t have the time or resources to help and that’s where the PA Academy can fit in.

This involves some help from the employer (GP Surgery for example ) where they will release the PA one day a week for an initial period and then learn skills at the academy that will help them function at a higher level once in the workplace.

We include an example of what we have been working on below:

The Proposal

Meducate Academy will:

Format the proposed timetable for over 36 weeks.

Each session will last 3 hours and will involve the use of 2 Associate Clinical Educators (ACEs) and will cover the most common conditions encountered by Physician Associates in the first 3-6 months of working in a GP setting.

Produce an overall timetable outlining the basic schedule followed by a more in-depth breakdown of what we will teach to the PA in each session, including the learning outcomes for each session.

We will cover the following common conditions encountered by PAs in this type of setting which will include:

Chronic conditions

MSK

Diabetes

Contraception

HRT

ENT

Headaches and Dizziness

Co-Morbid Conditions

Triage

Telephone consultations

Note-taking/Referrals

We would also expect to discuss topics that might be in the public eye, such as changes in NICE Guidelines and Prescribing.

We will prepare this timetable in collaboration with Mr. James Ennis, Clinical Lead of the PA Programme at Chester University, who has over 10 years of experience working as a PA and as an academic teaching PAs.

Objectives

To create an Academy which will provide quality, continued professional development to PA Graduates in their first year of practice.

Achieve consistent 5-star ratings from GPs Practices and Graduates. These will be collated through several review platforms relating to the services offered through the Foundation Academy.

Aims

Create a syllabus of education that supports the PA in their first year in practice.

Develop a mentor/buddy system for each PA.

Create a feedback system that takes information from both GPs and PAs. This will allow for continuous development and improvements within the academy.

Seven Reasons for using Meducate Academy

1. References available from Senior Clinical Professionals.

2. Fully insured.

3. Supported by Prof Jim Parle and James Ennis Clinical Lead at Chester University Medical School.

4. Meducate Academy established in 2018

5. Created an Internal Accreditation and training programme for all the Associate Clinical Educators (ACE).

6. Create links with FPA and RCP regarding accrediting elements of the material for PA accessing CPD points.

7. Currently working alongside Orthopathways, assisting them in the development of software to help GP referral for MSK pathologies.

8. Intended affiliation with MSK groups such as Arthritis, UK.

Programme Outline

2 days in GP practice (or other)–Support offered–GP Educator

2 days at Foundation Academy–Support offered by GP Educators & ACEs (Associate Clinical Educators). This is based on 8 PAs in attendance. A typical day comprises 2 X 3 hr sessions.

Meducate Academy will create the syllabus. This will be signed off by the relevant clinicians. The syllabus will be based on information supplied by experienced Clinical Leads PAs and the attendees themselves.

We are currently conducting research based on the experiences of PAs who have been working in their chosen speciality for over 5 years. Results from which will help us determine the direction of the proposed course.

We will also collate feedback from the PA students who wish to attend the Academy. This approach will allow us to create a tailor-made programme comprising Student Directed Learning Modules (SDLM) ^TM.

Creation of a feedback loop for continuous improvement and development.

Regular Assessment of students every 3 months over the period of a 12-month timetable.

So, as you can see we have put a lot of effort into developing this model. Naturally, it will be subject to evaluation and ultimately evolution. If you are a clinician who thinks that this might help you with your current group of Physician Associates let us know. Please contact: bobspour@meducateacademy.com. We would love to have a chat and get some of your expert guidance.