AMEE Berlin 2002 Programme

Session 7H Teaching and learning (2)
7H1 “Project Carrapato (*Tick)”: a
psychological focus in medical
training
I R P Scavariello, M S V M Silveira, E H V Celeri*,
S L Brenelli and R S Cassorla
Group for Psychopedagogic Assistance to Medical/Nursing
Students and Resident Doctors - UNICAMP, Faculty of Medical
Sciences, Tessalia Vieira de Camargo St 126/6111, Barao
Geraldo District, Campinas, Sao Paulo 13083-970, BRAZIL
The separation of the basic course from the clinical
course can be a cause of anguish and conflict in medical
students. With the aim of reducing this conflict, the
teaching body at the medical school developed the
“Project Carrapato(*Tick)” during the reception for the
year 2000 freshmen. This project familiarised the
freshmen with the medical reality. The students
accompanied the hospital activities of the medical staff
for a week. After this, they were divided into 5 reflection
groups which were coordinated by the GRAPEME
professionals and FCM docents. The project was seen
as a possible preventive action because it helped
students to: reflect and expose their expectations,
anguish and fears; question their fantasies; experience
limitations. This can help to avoid or reduce the
development of inadequate defence mechanisms that
hinder personal and professional growth.
* next to (jargon)
7H2 Evaluating of videotape sessions
for learning communication skills
A Nogueras*, M Bernaus, X Claries and J de Nadal
I. Universitari Parc Tauli, Parc Tauli s/n,0820 Sabadell,
Barcelona, SPAIN
Evaluating training systems to develop and assess
communication skills is not easy. We report an
extension of our experience. Since 1997, we have
carried out a short training program in doctor-patient
communication for first year residents; it incorporates
simulated patients, role-play techniques and each
participant is videotaped. 81 residents have taken part.
Before and after the course, a validated video showing
a questionable doctor-patient interview is presented to
the students for evaluation of the doctor’s
communication skills, scored on a scale from 0 to 10.
The first day 25-percentile of the video interview score
varied every year and sometimes did not show a normal
distribution, nevertheless, the number of students that
scored high the first day always fell down notoriously
on the last day’s evaluation: in 1997 from 27% to 14%;
in 1998 from 39% to 6%; in 1999 from 50% to 37%
and in 2000 from 24% to 6%. It is concluded that videos
of validated simulations of clinical interviews can help
to evaluate the usefulness of courses such as the one
reported.
Wednesday 5 September
- 4.73 -
7H3 Acting up? The recruitment and
maintenance of a professional role
play team for undergraduate and
postgraduate medical training and
assessment
C M Wiskin* and P Croft
The Medical School, University of Birmingham, Edgbaston,
Birmingham B15 2TT, UK
Role play is widely used in medical education.
Professional role players provide constructive teaching
for participant development. The recruitment of
individuals with the aptitude for professional role play
is key. Theatrical sourcing may have its uses, but other
attributes need consideration. Our role play team has
10 years’ experience. Its role players are consistently
involved in undergraduate and specialist postgraduate
training. Demographics, educational/vocational
qualifications, professional experience and educational
interests of role players were collected. Supporting
evaluation comes from postgraduate delegates (all
specialties), facilitators and students. Not all actors can
role play, not all role players can act. Personal skills,
articulacy, intellectual involvement, improvisation and
teaching skills are crucial. Results, skills lists,
recruitment criteria and recommendations are
presented. Training role players is less of an issue than
the initial recruitment of individuals capable of
developing as medical educators.
7H4 Analysis of clinical competence at
pre-graduate level
Gitte Wichmann-Hansen* and Berit Eika
Enhed for Medicinsk Uddannelse, SVF, Universitetsparken,
Bygning 611, 8000 Aarhus C, DENMARK
The overall objective of this study is to explore what
opportunities the clinical clerkship offers medical
students to develop their clinical competence, and how
these opportunities can be maximized. The study takes
its theoretical starting point in a semantic analysis of
the term ‘clinical competence’, showing that it means
both the ability and right to act adequately in clinical
situations. A general aim of clinical clerkships is to
train medical students in acting adequately in a clinical
situation. Data from our pilot field observations
indicate that it is difficult to reach this aim, since the
students are only rarely given the right to act. Often
they are passive observers or performing isolated
repetitive tasks without feedback from trainers.
Therefore, our working hypothesis is that learning
clinical competence requires that students participate
as legitimate members of the community. This
hypothesis is described in a set of ideal criteria.