Cambridge University Medical Education Group
University of Cambridge
The rise of the digital age, has created a debate about the need for libraries. Are students utilizing libraries like they used to? What role does a library have in modern medical education? In the UK medical students may have access to their University library a National Health Service (NHS) Trust library or both. The …
Racism remains a pervasive issue in society, infiltrating most sectors; including education. This article delves into the presence of racism in medical education, shedding light on the challenges faced by minority students, faculty, and staff. As the medical field strives for inclusivity and equality, it is crucial to address the systemic barriers that perpetuate discrimination …
Students and medical professionals require additional support from time to time. Long shifts, experiencing traumatic events in the workplace and staff shortages, further exacerbated by the Covid-19 crisis, have meant more staff and students are finding the workplace stressful. How can we best support students and medical professionals? Student Support Support and welfare provision is …
How can we ensure medical students are fit for the future? The information medical students need to learn is vast and curriculum overload has been an issue since medicine was first taught. There have been huge advances in diagnostics, imaging, and therapeutics, which has been accelerated in some areas with the recent Covid-19 pandemic. Simulation …
A trial in which trainee teachers who were being taught to identify pupils with potential learning difficulties had their work ‘marked’ by artificial intelligence has found the approach significantly improved their reasoning. “It is possible that AI could provide an extra level of individualised feedback to help [teachers] develop these essential competencies” Riikka Hofmann The …
Newly-published evidence suggests that the simulation-based learning interventions on which trainee healthcare professionals often rely to develop important, non-technical skills are being inadequately evaluated before they are potentially put to use. The research, by a team at the University of Cambridge, says that there is an urgent need to improve the evaluative framework which underpins …
The course encourages participants to think reflexively about their practice and be open to continuous learning, whilst practicing clinical ethics and taking responsibility for patient safety and dignity.
We explore how the University of Cambridge Clinical School made quick decisions to ensure the students in each year of medical training would still receive the best education and for those in the final year, ensure they were fit to practice.
What is needed to develop effective online or e-learning? Teaching remotely is different to in person delivery and therefore careful consideration of how best to work with students is needed.
Tips for before, during and after a video or telephone consultation in secondary care.
