AMEE Berlin 2002 Programme

5L5 “Capturing the learning”: the
development of interprofessional
education in the Faculty of Medicine,
Health and Biological Sciences,
University of Southampton
D Humphris* and S Colly
New Generation Project, Building 67, University of
Southampton, Highfield, Southampton, Hants SO17 1BJ, UK
The Faculty of Medicine, Health & Biological Sciences,
University of Southampton have a track record of
developing a number of successful small
interprofessional teaching and learning projects. This
paper reports the findings of a study designed to
‘Capture the Learning’ emerging from the experience
of the last decade of inter-professional education
activity in the Faculty. This small-scale qualitative study
involved interviews with 16 key informants from a
range of professional backgrounds, from across the
Faculty and service. This paper reports the key emergent
themes from the analysis of data. This includes a
reflection on the conditions necessary for the
development of interprofessional education and
learning in the Faculty. The outcomes of this study will
be related to the development of the Faculty’s
commitment to the establishment of the New
Generation Project.
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5L6 Learning interprofessionally: a
review of experiences
A Le May*, F Kitsell, I Giles and C Stephens
School of Nursing & Midwifery, Building 67, University of
Southampton, Southampton, Hants SO17 1BJ, UK
This paper details the educational approaches used in
a programme of interprofessional education within the
Faculty of Medicine, Health and Biological Sciences
at the University of Southampton. This initiative
focussed on 1,000 first year undergraduate students
undertaking courses in medicine, midwifery, nursing,
occupational therapy, physiotherapy and podiatry.
Students were split into 100 facilitated learning groups
and asked to construct a scenario, from a selection of
clinical topics, against which they answered 3 clinically
focussed questions and critically appraised their
experiences of team working. Assessment was through
an oral presentation of their work to peers and
facilitators. The entire experience has been evaluated
from both the students’ and the facilitators’ view points
– salient issues raised in this evaluation will be
presented and discussed in the light of planned future
interprofessional exercises during the second and third
years of these students’ programmes. Conclusions
surrounding the opportunities and barriers to
interprofessional education will be drawn.
Session 5M Teaching about EBM, critical thinking and research
5M1 Questions as the key to knowledge:
teaching medical students in
Evidence-Based Medicine
Jonna Skov Madsen*, Birgitta Wallstedt, Carl Joakim
Brandt and Mogens Horder
Odense University Hospital, Department of Clinical
Biochemistry, DK-5000 Odense C, DENMARK
There is a focus on teaching Evidence-Based Medicine
(EBM) but until recently EBM training was not
incorporated in our undergraduate curriculum. We
introduced an EBM course in the 9th semester (out of
13) in the subject matter ‘clinical biochemistry’. The
course consisted of seven (1-hour) lectures during three
weeks. First an introduction to the EBM method was
given after which students in small groups chose and
focused their own question, undertook a structured
search and selected one article. The process and results
were subsequently presented to and discussed within
the entire group of students. The course was evaluated
using a questionnaire. Students improved in the
evaluation of scientific articles and in seeking
information and reported that they had been stimulated
to understand concepts instead of memorising details.
In our opinion medical students should be introduced
to EBM at an early stage to be able to practice EBM
throughout their education.
Tuesday 4 September
5M2 Teaching Evidence-Based Medicine
to healthcare professionals:
implementing and evaluating the
programme
C Osonnaya*, K Osonnaya and E Burke
Department of General Practice and Primary Care, Queen Mary
College, University of London, Mile End Road, London E1 4NS,
UK
Many papers have described the importance of
exposing healthcare professionals to the ‘new
paradigm’ of evidence-based medicine (EBM) as one
of the best ways to improve patient care. To this end,
we developed and evaluated short courses in EBM for
health professionals from 1998 to 2000 at the United
Medical Education Consortium, London. Each of the
courses lasts for four weeks. The aims of the course
are to enable participants to learn how to go through
logical laid questions, search on-line databases, review
articles critically and apply information from the
literature to specific clinical questions. All the
participants were surveyed immediately before and
after the short course to assess changes in reading,
critical evaluation and literature search in medical
decision making. The results showed that on-line
database search and critical appraisal skills increased
significantly in the participants, as did their tendency
to use MEDLINE, BIDS and original research articles
to solve clinical problems.