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Abstract
ABSTRACT Background Increasingly, professional bodies expect doctors to not only provide patient care but also educate students, trainees and patients. Few medical students, however, receive formal tuition in terms of the theory and practice of medical education. A curriculum restructure from an MBBS to a Doctor of Medicine (MD) program provided an opportunity to develop three Masters streams: Clinical research, Capstones and educational Professional Projects. This submission describes how one Australian medical school is preparing some students for their future roles as medical educators through MD Professional Projects. Design Framed by the 12 roles of the medical ‘teacher’, most students undertaking these projects take on Resource Developer (including simulation) and Assessor roles. For those choosing resource development (excluding simulation) or assessment, the Association for Medical Education (AMEE) Student Essential Skills in Medical Education (ESME) Course is compulsory. For those choosing educational research, the ESME Course is optional. Outcomes By December 2020, four MD cohorts will have graduated with 69 students having undertaken educational MD Professional Projects, with fifty-one completing the ESME Course. MD students have created a range of resources for the curriculum, their colleagues and the local healthcare community. In addition to the expected learning we identified additional value-added outcomes for learners (e.g. skill development), the curriculum (e.g. areas of difficulty), academic supervisors’ roles (e.g. role-modelling) and for the health care community (e.g. as expert reviewers). Conclusions Engaging in scholarly activities such the ESME Course and developing learning resources not only provided MD students with a more in-depth theoretical knowledge in a range of clinical areas, but also developed skills that would prepare them for their future roles as medical educators. As supervisors, we identified the value these projects add to the broader health community as well as personal and professional benefits for ourselves.
Highlights
Professional bodies expect doctors to provide patient care and educate students, trainees and patients
As academic supervisors reflecting on our adver tised intended learning outcomes, the MD Profession Project ‘process’ over four years and the range of final ‘products’ developed, we have identified several addi tional outcomes that have the potential to add value to students’ future professional careers, and the curriculum, MD supervisors and the broader health professional community
By engaging with their various MD Professional Projects, it is hoped that students develop a range of professional skills that will assist them in their future roles as educators, evidence-based researchers and managers
Summary
Professional bodies expect doctors to provide patient care and educate students, trainees and patients. A curriculum restructure from an MBBS to a Doctor of Medicine (MD) program provided an opportunity to develop three Masters streams: Clinical research, Capstones and educational Professional Projects This submission describes how one Australian medical school is preparing some students for their future roles as medical educators through MD Professional Projects. At various points during their medical studies and train ing, students learn to engage with patients in different health care contexts, ranging from large urban hospi tals to primary health care and General Practice (Family Medicine) clinics in the community. Their engagement with patients is generally overseen by clinical supervisors who may be trainees (e.g. interns, residents), specialists and consultants. Newly graduated interns, residents and highly experienced consultants, individually and collectively, are all responsible for creating a conducive environment in which they engage stu dents and trainees in learning opportunities, provide feedback and are often involved in assessment
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