TASME TiME

In this episode, we sit down to discuss all things simulation with Dr Libby Thomas, Emergency Medicine Consultant and Senior Clinical Lecturer in Emergency Medicine and Medical Education.

We discuss that “Simulation is a technique—not a technology…” Gaba 2004 as well as some of the educational theories and research in the field as well as what we as both learners and faculty can do to get the most from simulation-based medical education.

More information about some of the topics discussed in the episode:

Elaine Bromley - Just a Routine Operation, Clinical Human Factors Group https://chfg.org/

Gaba, DM 2004. The future vision of simulation in health care. BMJ Quality and Safety in Health Care, 13, i2-i10

Meyer, JHF & Land, R 2003. Threshold Concepts and Troublesome Knowledge: linkages to ways of thinking and practising within the disciplines. In: Rust, C (ed.) Improving Student Learning – Ten Years On. Oxford: Oxford Centre for Staff and Learning Development.

Meyer, JHF & Land, R 2005. Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Eduction, 49, 373-388.

Runnacles, J, Thomas, L, Sevdalis, N, Kneebone, R & Arora, S 2014. Development of a Tool to Improve Performance Debriefing and Learning: The Paediatric Objective Structured Assessment of Debriefing (OSAD) tool. Postgraduate Medical Journal, 90, 613-621.

Brett-Fleegler, M, Rudolph, J, Eppich, W, Monuteaux, M, Fleegler, E, Cheng, A & Simon, R 2012. Debriefing Assessment for Simulation in Healthcare: Development and Psychometric Properties. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 7, 288-294.

Jaye, P, Thomas, L & Reedy, G 2015. "The Diamond": a structure for simulation debrief. The Clinical Teacher, 12, 171-175.

Yerkes-Dodson curve https://simplypsychology.org/what-is-the-yerkes-dodson-law.html

You can find out more about Dr Libby Thomas’ work here https://www.researchgate.net/profile/Libby-Thomas-4 or on Twitter @LibbyLilias

You can find out more about TASME, ASME and our many other groups at ASME.org.uk and make sure you follow us on Twitter @TASME_UK

Thanks to the Podcast team and wider TASME committee as well as Amlunya, for our theme music

Join us in this episode where we discuss Clinical Reasoning with Dr Mark Lillicrap, Associate Professor of Medical Education Practice at the University of Cambridge, and committee member of CReME, The UK Clinical Reasoning in Medical Education Group.

Mark gives us his insights into career planning in medical education. We then discuss the recently published 'Consensus statement on the content of clinical reasoning curricula in undergraduate medical education' which Mark and colleagues from CReME published in Medical Teacher in 2021.

The full text is open access, and available here: https://www.tandfonline.com/doi/full/10.1080/0142159X.2020.1842343.

In this episode . Resources mentioned in this episode: Twelve tips for teaching medical students with dyslexia https://doi.org/10.1080/0142159x.2017.1302080 On the ontological status of autism: The ‘double empathy problem’ https://doi.org/10.1080/09687599.2012.710008

In this episode we talk to Dr Yvonne Mbake, Associate Professor in Medical Physiology and Lara Akinnawonu, co-chair of the BMA Medical Student Council and Final Year Medical student about decolonising and diversifying the medical education. We also catch up with Nic Miller a Medical Student from Nottingham on his work in this area.

Resources mentioned

Diversifying the medical curriculum as part of the wider decolonising effort: A proposed framework and self-assessment resource toolbox

https://doi.org/10.1111/tct.13408

BMA guidance - Racial harassment charter for medical schools https://www.bma.org.uk/advice-and-support/equality-and-diversity-guidance/race-equality-in-medicine/racial-harassment-charter-for-medical-schools

In this episode we talk to Dr Clementine Wyke, a psychiatry trainee in South London and Dr Anna Melvin, a post-doctoral researcher based at the University of Exeter about all things wellbeing in UG and PG Medical Education. We discuss findings of the 2019 BMA report 'Caring for the mental health of the medical workforce' and their subsequent mental health charter.

Please note this episode contains discussions which some listeners may find challenging. If you do need support please contact your training organisation, medical school or your usual doctor/GP.

For listeners based in the UK other sources of support include the Practitioner Health Programme, Mind and the Samaritans.

In this episode Rob and guest host Sean are joined by Professor Liz Anderson from the UK Centre for the Advancement of Interprofessional Education. We discussed the ten year anniversary of the publication of Professor Jill Thistlethwaite's review of IPE in the Medical Education journal (https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2011.04143.x), where things are now and what the future might hold!

Join us for Episode 4 of TASME TiME where Rob and Katy meet Julie Browne from the University of Cardiff to talk about all things fun and gamification in Medical Education. We discuss the ELEPHANT Criteria (https://pubmed.ncbi.nlm.nih.gov/20218834/) and why having fun in medical education should be the norm.

In this special Pride Month edition we talk to Will Ballard, Dr Jo Hartland and Mx Karen Chui about their experiences as LGBTQ+ doctors and all things LGBTQ+ medical education.

In episode 2 we are joined by National Sustainability Officer's Clinical Fellow Dr Veena Aggarwal to discuss all things Planetary Health in Medical Education!

Episode One of the Trainees in the Association of the Study of Medical Education's new Podcast: TASME TiME, Talks in Medical Education. In this episode we talk to Dr Victoria Luong about Medical Education in the Pandemic and her researcg.