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Outputs (195)

The F3 phenomenon: Early‐career training breaks in medical training. A scoping review (2021)
Journal Article
Church, H. R., & Agius, S. (2021). The F3 phenomenon: Early‐career training breaks in medical training. A scoping review. Medical Education, 55(9), 1033-1046. https://doi.org/10.1111/medu.14543

Background
Since 2017 more than 50% of UK doctors have undertaken a ‘Foundation 3 (F3) Year’ training break after completing their Foundation Programme (the first two years following graduation), rather than immediately enter specialty training. The... Read More about The F3 phenomenon: Early‐career training breaks in medical training. A scoping review.

The experience of widening participation students in undergraduate medical education in the UK: A qualitative systematic review (2021)
Journal Article
Krstić, C., Krstić, L., Tulloch, A., Agius, S., Warren, A., & Doody, G. A. (2021). The experience of widening participation students in undergraduate medical education in the UK: A qualitative systematic review. Medical Teacher, 43(9), 1044-1053. https://doi.org/10.1080/0142159x.2021.1908976

Most Widening Participation (WP) research is focused on medical school recruitment; there is a paucity of research examining whether the experience of medical school itself is an equal experience for both 'traditional' and WP students. This qualitati... Read More about The experience of widening participation students in undergraduate medical education in the UK: A qualitative systematic review.

The challenge of understanding, evaluating and providing feedback on regulation during group learning (2021)
Journal Article
Sandars, J., Cecilio-Fernandes, D., Gandomkar, R., & Patel, R. (2021). The challenge of understanding, evaluating and providing feedback on regulation during group learning. Scientia Medica, 31(1), Article e39294. https://doi.org/10.15448/1980-6108.2021.1.39294

Learning in groups is commonly used in academic and clinical health professions education (HPE). There is growing recognition that regulation during learning is essential for both the individual learner and group learning. The authors in this article... Read More about The challenge of understanding, evaluating and providing feedback on regulation during group learning.

Rethinking the course of psychotic disorders: modelling long-term symptom trajectories (2021)
Journal Article
Morgan, C., Dazzan, P., Lappin, J., Heslin, M., Donoghue, K., Fearon, P., Jones, P. B., Murray, R. M., Doody, G. A., & Reininghaus, U. (2022). Rethinking the course of psychotic disorders: modelling long-term symptom trajectories. Psychological Medicine, 52(13), 2641-2650. https://doi.org/10.1017/s0033291720004705

Background
The clinical course of psychotic disorders is highly variable. Typically, researchers have captured different course types using broad pre-defined categories. However, whether these adequately capture symptom trajectories of psychotic di... Read More about Rethinking the course of psychotic disorders: modelling long-term symptom trajectories.

Avoid ‘running before we can walk’ in medical education research: The importance of design and development research (2020)
Journal Article
Sandars, J., Cecilio-Fernandes, D., Patel, R., & Gandomkar, R. (2021). Avoid ‘running before we can walk’ in medical education research: The importance of design and development research. Medical Teacher, 43(11), 1335-1336. https://doi.org/10.1080/0142159X.2020.1854452

Design and development research has the aim of understanding the feasibility and acceptability of implementing early-stage pilot research before interventions are fully implemented and evaluated for their impact. Increasing the use of design and deve... Read More about Avoid ‘running before we can walk’ in medical education research: The importance of design and development research.

Deliberate Practice in Simulation-Based Surgical Skills Training: A Scoping Review (2020)
Journal Article
Higgins, M., Madan, C. R., & Patel, R. (2021). Deliberate Practice in Simulation-Based Surgical Skills Training: A Scoping Review. Journal of Surgical Education, 78(4), 1328-1339. https://doi.org/10.1016/j.jsurg.2020.11.008

BACKGROUND: In recent years there has been a shift from traditional Halstedian methods toward more simulation-based medical education (SBME) for developing surgical skills. Questions remain about the role and value of SBME, although feedback and enga... Read More about Deliberate Practice in Simulation-Based Surgical Skills Training: A Scoping Review.

A qualitative exploration of the lived experience of GP trainees failing to progress in training (2020)
Journal Article
Winter, R., Norman, R. I., & Patel, R. (2021). A qualitative exploration of the lived experience of GP trainees failing to progress in training. Education for Primary Care, 32(1), 10-18. https://doi.org/10.1080/14739879.2020.1831970

Challenges facing general practice are multiple and extreme. Amongst them is the increasing difficulty of recruiting and retaining General Practitioners (GPs). GPs cite heavy workload, work-related stress, little family time and psychological ill-hea... Read More about A qualitative exploration of the lived experience of GP trainees failing to progress in training.

Consensus statement on the content of clinical reasoning curricula in undergraduate medical education (2020)
Journal Article
Cooper, N., Bartlett, M., Gay, S., Hammond, A., Lillicrap, M., Matthan, J., & Singh, M. (2021). Consensus statement on the content of clinical reasoning curricula in undergraduate medical education. Medical Teacher, 43(2), 152-159. https://doi.org/10.1080/0142159X.2020.1842343

Introduction
Effective clinical reasoning is required for safe patient care. Students and postgraduate trainees largely learn the knowledge, skills and behaviours required for effective clinical reasoning implicitly, through experience and apprentic... Read More about Consensus statement on the content of clinical reasoning curricula in undergraduate medical education.