Presentation session 1

Innovation in clinical teaching and assessment.

Facilitated by: Eli Ristevski, Warragul

Rm G.01

Zoom link Presentation Session 1

Clinical Skills Mastery Program

The approach Rural Health Mildura takes to teaching Theme IV Clinical Skills across Year 3B, 4C and 5D to prepare students to practice more confidently and competently in the clinical setting. This approach to teaching began in 2016 with the Year 3B cohort and we unexpectedly received feedback in 2018 from Assoc Professor Anne Powell, Director Medical Student Programs, Central Clinical School, Monash University, confirming the teaching approach was very successful in preparing these students for practice in Year 5D and beyond.

Kirsty Allen - Mildura

2. Psychiatry Skills Lab

Gippsland Psychiatry Skills Labs were developed in the context of the COVID-19 pandemic. The Psychiatry DRG developed pre-recorded lectures and online modules to cover the psychiatry curriculum asynchronously. A gap was identified in that psychiatry clinical skills are difficult to learn in this format. Simulation and clinical skills tutorials are routinely utilised in other disciplines e.g. For neonatal resuscitation and speculum examinations. Psychiatry Skills Labs have been delivered in 2021-2022 in Gippsland. They include: History Taking, Mental State Examination, Risk Assessment, Formulation and Management. The final Skills Lab takes the format of a practice OSCE to consolidate psychiatry clinical skills at the end of the rotation. Feedback was obtained via a Google Form at the end of each 6-week psychiatry rotation. This has informed modifications to the sessions along the way. Students unanimously agreed that these sessions should be continued for future cohorts.

Amie Gillet - Gippsland

3. Medication review Rounds

A pilot study exploring the value of a pharmacist-led medication review round was conducted at MRH Warragul in 2021. The clinical academic pharmacist provided an opportunity for first clinical year medical students to extend their medication knowledge in the workplace, understand the role of the hospital pharmacist, and experience interprofessional interactions. Positive evaluation data were collated from an online questionnaire and focus group. The intervention was implemented across all Gippsland sites in 2022. Students gained a holistic perspective of patients’ medications, insight into the efficacy of drugs, and an understanding of the potential for interactions/adverse reactions. Students learned about the role of other members of the treating team, and how collaboration enhances patient safety. Students requested more such sessions scheduled across the academic year to consolidate and expand their medication knowledge. Participation highlighted learning opportunities in the clinical setting and indicated how students could structure self-directed learning efforts.

Anne Leversha - Gippsland

Lisa Hall, Alicia Jefferis, Gabrielle Jones, Lynne Wanefalea - Bendigo

4. FCY Clinical Skills Feedback project

In Bendigo the first clinical year is a blended program of the Monash University 3B undergraduate medicine students and the MD2 University of Melbourne graduate entry medicine students. The combined cohort is referred to as Foundation Clinical Year or FCY. We were conscious that FCY students entering the clinical years in 2022 had spent the best part of two years restricted to online learning and had not spent any time in a clinical setting or face to face with actual patients. We were keen to create intentional teaching and learning strategies to support them in their first clinical year in anticipation of potential deficits that might occur due to this unusual cohort. In response we developed the FCY feedback project which was designed to focus on feedback in three main learning contexts: 1) Video feedback in relation to clinical skills sessions learned in the Clinical Skills and Simulation Centre (CSSC) and practiced on the wards, 2) Verbal feedback given by clinical educators on the wards as part of bedside teaching and 3) Peer to peer feedback given by students to each other in relation to specific clinical skills and ward-based activities. This presentation will give an overview and update on the effectiveness of this approach.

Recording of Presentation Session 1

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