All Outputs (3)

The Use of Art Observation Interventions to Improve Medical Students' Diagnostic Skills: A Scoping Review (2023)
Journal Article
Mehta, A., & Agius, S. (2023). The Use of Art Observation Interventions to Improve Medical Students' Diagnostic Skills: A Scoping Review. Perspectives on Medical Education, 12(1), 169-178. https://doi.org/10.5334/pme.20

Clinical observation skills are fundamental to the practice of medicine. Yet, the skill of looking carefully is rarely taught within the medical curriculum. This may be a contributory factor in diagnostic errors in healthcare. A growing number of med... Read More about The Use of Art Observation Interventions to Improve Medical Students' Diagnostic Skills: A Scoping Review.

Harnessing the medical humanities to consider LGBT+ elder healthcare within the undergraduate curriculum (2021)
Presentation / Conference Contribution
Agius, S., & Church, H. (2021, August). Harnessing the medical humanities to consider LGBT+ elder healthcare within the undergraduate curriculum. Poster presented at AMEE 2021, Virtual

Background: Many older LGBT+ adults [elders] in the UK will have endured extraordinary discrimination and homophobia/transphobia during their life course, often intersectional, which may have had an enduring impact upon their physical and mental well... Read More about Harnessing the medical humanities to consider LGBT+ elder healthcare within the undergraduate curriculum.

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.