029 Learning from our students: an exploration of student and teacher experiences in undergraduate rheumatology

Le résumé fourni par la source

Background: To maximise the quality of undergraduate rheumatology training it is important to harmonise thinking between providers and recipients. Methods: Undergraduate medical students, and their rheumatology teachers, from the University of Bristol were surveyed at the end of their musculoskeletal placement. A questionnaire was developed covering views about the setting of the placement, along with the relative importance of different teaching techniques used in rheumatology, length of sessions and willingness to attend sessions out of hours. The importance was measured on a 10 point Likert scale from 1 (not important) to 10 (very important) and descriptive statistics were drawn from the combined responses. There were free-text sections to allow students and teachers to elaborate on important areas. Results: 105 students (46% response rate) and 20 rheumatology teachers responded to the questionnaire, although not all questions were answered by some recipients. Receiving most of the teaching on hospital placement was more important (mean student score of 8.3, mean teacher score of 9.0) than central university teaching (student mean 5.3, teacher mean 5.0) or self-directed learning (student mean 4.6, teacher mean 6.0). Small group tutorials (student mean 8.7, teacher mean 8.7), bedside teaching (student mean 7.8, teacher mean 8.7) and outpatient clinics (student mean 7.8, teacher mean 8.4) were felt to be the best learning opportunities followed by simulation sessions (student mean 6.9, teacher mean 6.7), private online study (student mean 6.0, teacher mean 6.3), local online tutorials (student mean 5.7, teacher mean 6.0), large group lectures (student mean 5.0, teacher mean 5.5), private textbook work (student mean 4.7, teacher mean 5.7) or listening to podcasts (student mean 3.6, teacher mean 5.6). Individual sessions should ideally be 30-60 minutes (65.5% of students, 80% of teachers) or 1-2 hours (32.5% of students, 20% of teachers) in duration. Willingness to attend sessions out of hours varied with 33% of students and 5% of teachers stating “probably”, 31% of students and 55% of teachers stating “probably not” and 21% of students, 30% of teachers “unsure”. Conclusion: This study shows a correlation between the views of students and teachers with regard to undergraduate rheumatology, particularly in relation to preferred teaching methods. Patient-centred teaching in hospitals scored highly. Students showed greater willingness to attend sessions out of hours than teachers. Shorter session durations were preferred, which concurs with the basic physiological needs described by Maslow. Medical students are a diverse group, have multiple learning styles and prefer information to be provided in a variety of ways. Consequently, educators should aim to prioritise the preferred teaching methods identified in this study and avoid or look for ways to improve methods that are felt to be less useful. Disclosures: T.D. Reynolds: None. R.W. Marshall: None.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.