Dr. Tim Dornan
Topic: Conditions, Processes, and Outcomes of Medical Students’ Workplace Learning
Date: January 19, 2011
Time: 12:00pm to 1:30pm (Lunch will be served at DHCC)
- Diamond Health Care Centre 2267
- IRC 305
- CWH 2D22
- MSB 107
- RJH 125
- KGH 237
- NHSC 9-370
Whilst admissions, assessment, evaluation, preclerkship education, and skills education have been revolutionized, clerkship education has been something of a Cinderella. That would not matter if old values were unchallenged but, in the UK at least, apprenticeship education has been compromised by healthcare reform. The need arises, therefore, to formalise hitherto implicit aspects of workplace learning. We have interviewed staff, students, and patients, observed them, asked them to keep audio-diaries of their experiences, and analysed textual and numerical data provided by them. We have used psychometric, bibliographic, and qualitative methodologies and been informed by cognitive and social learning theories. We have progressively refined an ‘Experience based learning’ model (eXBL) to be the workplace counterpart of problem based learning (PBL). This talk assembles what we know about the conditions, processes, and outcomes of medical students’ workplace learning, including the results of an, as yet, unpublished BEME literature synthesis.
Tim Dornan is Professor of Medical Education at Maastricht University, the Netherlands. He studied medicine and history & philosophy of science at Cambridge and qualified as a doctor from Oxford in 1975. After residency education in Oxford and Nottingham, he obtained a clinical research doctorate from Oxford and spent a post-doctoral year in Seattle, USA. After completing his clinical training in Nottingham, he became a consultant internist and endocrinologist in Manchester. As Undergraduate Dean at Hope Hospital, he helped design and implement Manchester’s innovative integrated undergraduate medical curriculum. Since then, he has trained as an educationalist, completing a masters degree in 2002 and a PhD on the topic of clinical workplace learning in 2006, both at Maastricht University, and heading Manchester’s medical education research group. His interests include clinical workplace learning and the use of IT to support it, social learning theories, and qualitative research methodology. He is a UK National Teaching Fellow and visiting Professor at Peninsula Medical School.
As an organization accredited to sponsor continuing medical education for physicians by the Committee on Accreditation of Canadian Medical Schools (CACMS), the UBC Division of Continuing Professional Development designates this educational program as meeting the accreditation criteria of the College of Family Physicians of Canada for up to 1.5 Mainpro-M1 credits (per session). This program has been reviewed and approved by UBC Division of Continuing Professional Development. Each physician should claim only those credits he/she actually spent in the activity.
The CHES Research Rounds is a self-approved group learning activity (Section 1) as defined by the Maintenance of Certification program of the Royal College of Physicians and Surgeons of Canada.