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First impressions count: Does FAIRness affect adaptation of clinical clerks in their first clinical placement?

Edafe, O., Mistry, N., Chan, P. (2013) First impressions count: Does FAIRness affect adaptation of clinical clerks in their first clinical placement? Medical Teacher, 35 (9). pp. 740-746. ISSN 0142-159X. (doi:10.3109/0142159X.2013.801944) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:78328)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided.
Official URL:
https://doi.org/10.3109/0142159X.2013.801944

Abstract

Background: FAIRness (Feedback, Activity, Individualisation, Relevance) teaching is a structured program, comprising series of classes in which student work is anonymised and reviewed by the whole class, as well as students receiving private feedback on their written work. The class work emphasises logic, structure and order in history and examination, with a diagnostic and management focus. Aim: The effect of FAIRness teaching methods on the adaptation of medical students entering their first clinical rotations was studied. Methods: 18 students in FAIRness placements and 72 students in conventional placements, all in medical/surgical units in the same University teaching hospital were studied. They completed questionnaires relating to effectiveness and quality of clinical teaching. Some students additionally attended focus groups, at the start of placement to discuss their expectations, and after 3 weeks, to discuss their adaptation to the clinical learning environment. Results: All students entering clinical placements had low expectations of their future teaching. Students in standard placements still expressed negative attitudes after 3 weeks, while students on FAIRness placements felt positive. Students in FAIRness placements scored significantly higher on questions related to feedback and review of student work. Conclusion: FAIRness teaching practices help students to adapt to their first clinical placements.

Item Type: Article
DOI/Identification number: 10.3109/0142159X.2013.801944
Uncontrolled keywords: adaptive behavior, article, clinical education, education, female, human, information processing, male, medical education, medical student, methodology, psychological aspect, qualitative research, questionnaire, standard, teaching, medical education, medical student, procedures, psychology, standards, teaching, Adaptation, Psychological, Clinical Clerkship, Education, Medical, Undergraduate, Educational Measurement, Female, Focus Groups, Humans, Male, Qualitative Research, Questionnaires, Students, Medical, Teaching, Adaptation, Psychological, Clinical Clerkship, Education, Medical, Undergraduate, Educational Measurement, Female, Focus Groups, Humans, Male, Qualitative Research, Questionnaires, Students, Medical, Teaching
Divisions: Divisions > Division of Natural Sciences > Kent and Medway Medical School
Depositing User: Philip Chan
Date Deposited: 07 Nov 2019 14:40 UTC
Last Modified: 14 Dec 2023 04:14 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/78328 (The current URI for this page, for reference purposes)

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