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First step: report on a pilot course for personal and professional development
Author(s) -
Jill Thistlethwaite,
Douglas R. Green,
Heywood,
Storr
Publication year - 2000
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1046/j.1365-2923.2000.00575.x
Subject(s) - medical education , curriculum , professional development , personal development , experiential learning , variety (cybernetics) , focus group , psychology , faculty development , medicine , pedagogy , sociology , artificial intelligence , computer science , anthropology , psychotherapist
Objective To describe a pilot course in personal and professional development, entitled ‘Becoming a doctor: the first step’ and our suggestions for what might be incorporated into future courses. Setting and context Leeds Medical School begins a new curriculum in September 1999 with a proportion of the first 3 years being devoted to a new module on personal and professional development. This module will include courses involving communication skills, ethics, working in groups and early patient contact through community visits. Some of these topics were piloted in a short course for first‐year medical students in 1998. Learning methods The course ran for 9 weeks and was largely experiential. The group facilitators came from diverse health and social care backgrounds. A variety of learning methods were used, concentrating on self‐reflection, discussion, community visits and information gathering. Evidence for effectiveness The views of both facilitators and students were analysed. Students particularly appreciated the community visits and group work. The facilitators were positive about the course overall while suggesting improvements, including their own involvement in future development of the course. Conclusions The pilot course has helped us to focus on objectives for the new curriculum and to plan the new course. In particular there is a need for more attention to be given to the involvement of facilitators in course development.