KIPRIME Workplaced Learning
Teaching and learning to be values-based
Teaching on evidence-based practice is mainstream in medical education. In recent years there has been increasing recognition that balanced clinical decision making has to take account of the individual patient’s values as well as the clinical evidence, and this is now legally mandated in UK. This talk reflects on 14 years’ experience of developing teaching and research in this area, looking at some of the challenges and some of the more fruitful educational approaches.
This talk is a part of the KIPRIME Symposia
Workplace learning in acute internal medicine care prepare student nurses to handle stress and prioritise in a complex context: an ethnographic study
Presenter – Anna Kiessling
Background: Several interview and survey studies have identified factors that facilitate or hinder student nurses workplace learning. The common outset for these studies is an evaluation of learning in a short-term perspective. However, the outcome of learning can be recognized otherwise dependent on when it is evaluated. The aim of the present study was to explore student nurses opportunities for learning at an acute internal medicine ward and their perceived learning outcome in a long-term perspective.
Methods: Ethnographic observations were performed of student nurses opportunities for interaction and learning at an acute internal medicine ward. Field notes were taken, transcribed and analyzed. Two years later retrospective interviews were performed with registered nurses who had performed workplace learning at this ward.
Results: Three themes were identified: To handle shifting situations - illustrating how student nurses learnt to adapt to shifting situations, manage stress, create time for learning and put up with hierarchies; To build relationships - illustrating how student nurses learnt to build relationships and interact professionally and with patients; To act independently - illustrating how student nurses were able to train to act independently on the ward, take responsibility, and prioritise in that complex context.
Conclusion: Workplace learning at the acute internal medicine ward was characterized by a high workload with frequent stressful situations. To learn in such a context prepared the student nurses to handle stress and shifting situations over time, to interact, to take responsibility, and to prioritize in a complex context.
Contact Person: Anna Kiessling
Department: Department of Clinical Sciences, Danderyd Hospital
University: Karolinska Institutet
Development and evaluation of an objective structured practical examination (OSPE) for assessment of practical skills in biomedical laboratory science
Presenter – Catharina Hultgren
The objective structured clinical examination (OSCE) is a well-established type of examination for the assessment of clinical skills. The assessment of individual laboratory skills on the other hand is often neglected. The objective structured practical examination (OSPE) is adapted from the objective structured clinical examination (OSCE) to assess laboratory and preclinical skills and is a practical, reliable and valid alternative for the assessment of practical skills.
In an OSPE several different laboratory and preclinical skills can be assessed both individually and simultaneously. The emphasis of this study was to develop and evaluate an OSPE in a student group consisting of 85 biomedical laboratory scientist students enrolled in semester 4 (spring 2015-2016), with a male to female ratio of 14 to 71. The OSPE was divided into ten different stations and were evaluated according to individual assessment protocols designed for each station. Each assessment protocol consisted of 5 to15 different assessment criteria’s, which in turn were linked to the course curriculum. Almost 66% of the students passed the initial OSPE. The influence of the order of the stations and the need of a refreshment station was also evaluated, and no correlation could be drawn from this. In order to assess the quality of each examiner an independent observer was enrolled to observe the examiners. From student surveys it was obvious that some stations were perceived to be more difficult and stressful than others, but the objectivity of the individual stations was considered high and the assessment protocols a guarantee for the objectivity. As a whole the students considered the examination to be both valid and fair.
In conclusion, the introduction of OSPE in the education of biomedical laboratory scientist was considered as a practical, reliable and valid alternative for the examination of practical skills.
Contact Person: Catharina Hultgren
Department: Department of Laboratory Medicine, Division of Clinical Chemistry
University: Karolinska Institutet