Please list the factors and features that you expect the MEU Team to include in their description of the content and structure for their action plan.
The MEU group should ensure that their plan takes into account available and sustainable resources.
What are your expectations for each of these questions?
(ii) Describe the various types of sustainable resource (with example) that may be needed for the proposed plan
How will the MEU Team ensure that the necessary resources are available to them?
What are the factors the Dean should consider when inviting External Reviewers to review the new arrangements?
Describe the importance of this information.
(ii) What are the most important considerations when appointing your team? Why?
(iii). Important considerations when planning for the external review process.
It is proposed that medical schools offer students early clinical skills training. To increase basic clinical skills, a series new field placements will be offered in primary care.
The Medical Education Unit (MEU), a team of experts, has proposed the following actions plans:
To maximize the effectiveness and efficiency of early clinical skills training skills labs are established at medical schools.
To improve the quality of preclinical student skill lab training (Upadhayay 2017), specialized teaching methods will be used.
Students will be prepared to provide patient-centered care in the early stages of their clinical skills education program.
Force 2008: The clinical skills educations program will be made interactive and learner-centered to ensure that students are able to absorb the information.
In the medical course curriculum, there will be a skill lab that will teach clinical skills.
Auscultation techniques, breast exam, eardrum examination, breathing assessment, and other basic clinical skills will all be covered.
Additionally, students will learn how to do intubation and cardiopulmonary resuscitation. They can also learn how to interpret ECGs.
It is essential to arrange for a sustainable and appropriate resource that students can use in order to introduce skill lab training to medical students.
Some skills are not practical in real life and cannot be taught directly to patients. Therefore, simulators, mannequins or medical equipments will be needed. These resources can be used to simulate the clinical environment and to facilitate student learning.
Here are the learning opportunities offered by each resource:
Students can learn to communicate, perform physical examinations and assess patients.
Mannequins can be used by medical students to learn clinical examination techniques such as cardiac, lung and other.
High fidelity stimulators – This will increase team work skills and apply basic science in clinical problem solving.
Task trainers: They might help you demonstrate basic medical procedures, such as lumbar puncture, or any other clinical task.
Independent learning resources like audio and visual recordings, online resources, written materials, discussion boards, and online resources will all be required (Force 2008.
MEU Team will make sure the equipments are always available.
For assistance in lab-based training, students can contact equipment suppliers and trainers.
Contact will be made with the manufacturers of manikins to ensure that they have the right manikins available for each type clinical skill development.
In order to provide a realistic environment for clinical training and evaluation, the program will involve medical simulation centers.
These aspects will ensure that students have the ability to use the appropriate resource and method to attain their clinical practice proficiency (Burgess and al.
When arranging for early clinical education at medical schools, it is important to have an external reviewer.
It is important to ensure that the training and clinical education are maintained at an appropriate level.
This team would evaluate and validate the actions taken for the development of an early clinical education program (Keating 2014.
These are the factors to be considered when appointing an outside reviewer in a clinical setting.
They will need to have knowledge and expertise in the early stages of clinical education and skills-based laboratory training.
An external reviewer will only use certain clinical parameters to review the process and make recommendations.
The following are important considerations when planning for an external review process
The external review process should be focused on ensuring safety and quality in the clinic.
This is vital because basic clinical skills trainings are essential for the development of clinical proficiency for medical students.
Safety and quality would therefore be of paramount importance.
It is necessary to evaluate the role of quality control models in order to ensure that all regulatory requirements for medical equipment procurement and accreditation are met.
External review will follow Plan-Do-Study-Act’s (PDSA) model to ensure a favorable outcome for the early clinical education program.
This will enable cyclical improvements at each stage (Ouslander, et al.
Recommendations regarding clinical skills curricula in undergraduate medical education.
Association of American Medical Colleges.
The skill lab provides clinical training for medical students.
Advances in medicine education and practice 8, p.189.
Burgess A. McGregor D. and Mellis C., 2014.
A systematic review of peer tutors for medical students:
BMC medical Education, 14(1) p.115.
Nursing curriculum development and evaluation.
Springer Publishing Company.
Ouslander J.G. Bonner A. Bonner L. Herndon J. Shutes J.
Interventions to Reduce Acute Care Transfers: A review for medical directors and primary caregivers involved in long-term care.
Journal of the American Medical Directors Association (15(3), pp.162-170.