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Tandem clerking: maximising workplace learning
Author(s) -
Ahearn David,
Eccles Jennifer,
Jorna Thomas,
Kotecha Ashish,
Baker Paul,
Singh Salil
Publication year - 2013
Publication title -
the clinical teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.354
H-Index - 26
eISSN - 1743-498X
pISSN - 1743-4971
DOI - 10.1111/tct.12030
Subject(s) - enthusiasm , autonomy , variety (cybernetics) , psychology , preference , medical education , social psychology , medicine , computer science , political science , economics , microeconomics , artificial intelligence , law
Summary Background: Medical assessment units (MAUs) are a valuable source of educational opportunities, but these are often not realised because of service pressures. We trialled a method of collaborative working, where junior and senior trainees work in ‘tandem’ to see new admissions. The roles are alternated throughout the shift with the aim of encouraging shared decisions, learning and feedback. Methods: A 4‐month trial of tandem clerking was implemented. An anonymous questionnaire of junior doctors collected quantitative and qualitative data to assess educational aspects of tandem clerking in the MAU of a busy district general hospital. Results: Junior doctors ( n = 14) report seeing a larger number and wider variety of patients using tandem clerking, with more useful feedback and a greater chance of meeting learning objectives and completing assessments. Some respondents expressed concern over a lack of autonomy. Respondents stated they were less likely to spend time completing mundane and non‐educational tasks. Eight respondents preferred the new system, four favoured the traditional system and two had no preference. Discussion: Tandem clerking is an innovative method to increase the educational aspects of the assessment unit, both in terms of feedback opportunities and exposure to a wider variety of patients. The technique is partly dependent on the enthusiasm and interest of both parties.