• Skip to main content
  • Skip to header right navigation
  • Skip to site footer
Cambridge Logo

Cambridge University Medical Education Group

University of Cambridge

  • Home
  • Our Group
  • Podcast

Blog

Photograph of two people chatting and drinking coffee, taken from above the table.

Student and Clinician Welfare Systems

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 …

Read moreStudent and Clinician Welfare Systems
Photo of a person reading a book

How can we ensure student doctors are fit for the future?

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 …

Read moreHow can we ensure student doctors are fit for the future?
Young child writing what appears to be homework

Trainee teachers made sharper assessments about learning difficulties after receiving feedback from AI

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 …

Read moreTrainee teachers made sharper assessments about learning difficulties after receiving feedback from AI
Photo of a medical patient simulating manikin

Evaluations of simulation-based training to develop soft skills in healthcare feature ‘significant gaps’

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 …

Read moreEvaluations of simulation-based training to develop soft skills in healthcare feature ‘significant gaps’
Photograph of a person using a laptop at a desk

Learning Professional Responsibilities Online

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.

Read moreLearning Professional Responsibilities Online

Coping With a Pandemic While Preparing Doctors of the Future

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.

Read moreCoping With a Pandemic While Preparing Doctors of the Future

Online Learning

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.

Read moreOnline Learning

Video and Telephone Clinics in Secondary Care

Tips for before, during and after a video or telephone consultation in secondary care.

Read moreVideo and Telephone Clinics in Secondary Care

Interested in further information?

If you are interested in talking to us about your medical educational needs.

Contact Us
CUMEG

University of Cambridge School of Clinical Medicine
Box 111 Cambridge Biomedical Campus
Cambridge
CB2 0SP.
UK

Sitemap

Home
Our Group
CUMEG VLE

Contact

Online

Email

Podcast

Apple Podcasts 

Spotify


Copyright © 2023 · All Rights Reserved · University of Cambridge . Data Protection