How can we fight back against the tick boxing? Here are six, simple ways that I think we, as trainers in particular, can make a significant difference to the quality of assessments.
In these days of evidence based medicine, the story is often looked down upon as archaic, just an anecdote, having no place in modern medicine. Is this true? Have stories nothing to teach us anymore?
Using the metaphor of a Where's Wally book, here is my Wally's Guide to Educating Clinicians!
Researchers tested the learning of students who had either taken handwritten notes or notes on a (non internet enabled) laptop during a presentation and they discovered that those who had taken handwritten notes did better.
A recent tweet from the account of the QI Elves has added a new Rubber Duck to my consciousness and rather bizarrely it is related to my interest in Diagnostic Thinking. Is it possible that a rubber duck could reduce errors and improve patient safety?
This is a very briefly summary of evidence based learning strategies and then my suggestion of how we can apply them to our busy, everyday clinical practice. This is not meant as a substitute for quality time spent with an experienced educator but it is something we can do for ourselves to help compliment and consolidate any formal learning that we receive.
Those who give positive feedback are focusing on the receiver, it is altogether a more altruistic behaviour. They are like the people who show up on the streets to cheer at running events, standing for hours to clap people on and shout encouragement, with nothing more to gain than the enjoyment of seeing others succeed. I think we need to show positive feedback, or more correctly the people who take the time to give it, the respect they deserve.