1. This is a presentation by Professor Huw Davies from the Social Dimensions of Health Institute as part of the CMDN Educational Research Seminar Series (26 September 2012). The title of the talk was 'Research, Evidence and Practice: From knowing to doing'. This seminar is aimed at helping us better understand the relationships between knowledge created from – or informed by – research, and its subsequent use, influence and impact. How to maximise knowledge ‘translation’ from research.



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  2. This CMDN educational research seminar was presented by Professor Rhona Flin 24th October 2012. To learn more about Prof Flin please visit: abdn.ac.uk/psychology/people/details/r.flin

    In this talk, Rhona examines the background to the non-technical skills approach and reviews recent developments in healthcare, with particular reference to training and assessment.

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  3. Dr Kevin Eva's
    Where hath the pendulum swung in clinical assessment? Choosing between expert judgment and objective tools

    "In 2007, Hodges used Scylla and Charybdis, the dangers Odysseus had to choose between on his journey, as a metaphor for the difficulty of navigating between “excessive examination and naïve reliance on self-assessment”. The metaphor is an equally fitting description of the difficulties we face navigating between objectification and judgment in assessment. Do we choose to crash up against the rocky shore of checklists and the atomization of medicine they promote or get sucked down into the whirlpool that is subjectivity and the concerns about fairness/defensibility that go with it? In this talk I will review the literature contributing to the debate in an effort to highlight both the value and fallibility of subjectivity in clinical assessment, highlighting strategies for optimizing the benefits gained from reliance on judgment, and concluding with an examination of a number of unresolved questions that are in need of answers in this age of competence-based models of education."

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  4. Title: Simulation based medical education – a decade of development
    Abstract: "While the earliest roots of medical simulation go back over a hundred years, it was with the introduction of plastic models by Laerdal in Norway in the early 1960’s that the field of modern simulation began to grow. Advances in technology have led to the development of increasingly sophisticated models which are able to replicate many aspects of human anatomy and physiology over the past 20 years. Changes in societal expectation, professional regulation and political accountability have increased demand for the use of simulation at all levels of training. However, despite high ‘face validity’, that learning through simulation should make delivery of healthcare safer for the patient, there has until recently been a lack of published evidence that simulation based medical education in fact makes a difference to patient outcomes. In a complex field, the amount of published research on simulation has increased exponentially but the quality of much of this has been poor. This presentation will summarise the findings of a recent Utstein Style meeting of simulation experts which reviewed the current state of research in simulation based medical education and outline the key areas for future research."

    Bio: Nikki qualified from Edinburgh University Medical School in 1985 and after training in anaesthesia & pain
    medicine, became a consultant anaesthetist in the Royal Infirmary of Edinburgh in 1996 where her clinical interest is in anaesthesia for emergency general and vascular surgery. Nikki was appointed as educational co-director of the Scottish Clinical Simulation Centre when it was established in 1997 and became Centre Director in 2006. Interested in behavioural aspects of performance, Nikki has had longstanding research collaboration with Rhona Flin in the Industrial Psychology Research Centre at the University of Aberdeen investigating the non-technical aspects of clinical practice. She has been involved in the development of the Anaesthetic Non-technical skills (ANTS) and surgical (NOTSS) behavioural marker systems and has extensive experience of using these in research, training and assessment in both simulated and clinical environments. Nikki was an invited member of Utstein style meeting held in Copenhagen to develop a simulation research agenda for Simulation based medical education.

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  5. The Scottish Medical Education Research Consortium (SMERC) is a multi-disciplinary collaboration between NHS Education for Scotland (NES) and the 5 medical schools in Scotland. The consortium is currently funding a 3 year programme of medical education research surrounding two specific themes: workforce selection and development; and workplace learning environment enhancement in the NHS in Scotland, which are both key NES and wider health care policy concerns (NHS Education for Scotland, 2010).

    When designing a program of research, it is important to highlight where investments in educational research are most likely to inform the delivery of education, training and workforce development in line with the strategic objectives. In other words it is essential to set research priorities within medical education in Scotland over the next 3-5 years that can be used to drive these two research programmes.

    SMERC has recently been in the process of identifying medical education research priorities under the themes of workforce selection and workplace learning environment enhancement through a multi-stage process. The priority setting project has been designed to be as inclusive as possible incorporating multiple stakeholder groups to reflect the many viewpoints within medical education in Scotland.

    Although these viewpoints differ in many ways, they also bring forth a set of consistent themes that carry across these various groups. Delineating these themes is both a challenge and an opportunity to create a set of priorities that not only represents these groups but also translates into world-class medical education research that can be practically applied to positively impact medical education in Scotland. During the seminar, Ashley will present the preliminary findings of this Scotland-wide study and discuss their implications for educational research.

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CMDN Educational Research Seminar

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