Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569660
Title: Peer feedback on professional behaviours in the undergraduate medical curriculum : a case study of tutor and student views at the University of Liverpool
Author: Garner, Jayne Louise Stephanie
Awarding Body: University of Liverpool
Current Institution: University of Liverpool
Date of Award: 2012
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Abstract:
The General Medical Council (GMC) is the UK's independent regulator of doctors, ensuring that proper standards in the practice of medicine are maintained to safeguard the public. The GMC sets and accredits the undergraduate medical curriculum in the UK as detailed in the Tomorrow's Doctors documentation. This specifies the standards of professional behaviour to be delivered as part of the undergraduate medical curriculum. Tomorrow's Doctors (GMC, 2009) places emphasis on the use of formative and summative feedback, with students' knowledge, skills and professional behaviours being assessed as part of their learning experience. Peer assessment has emerged as an effective mechanism for delivering feedback on professional behaviours (Schonrock-Adema et aI, 2007). However, clear guidance from the GMC on how to incorporate peer feedback on professional behaviours in the undergraduate medical curriculum is absent. This thesis will examine different ways that peer feedback on professional behaviours can be incorporated within the existing curriculum at the University of Liverpool with reference to the latest GMC guidance and the views of staff and students. The research used a social constructionist approach informed by action research theory (Carr and Kemmis, 1997). This sociological approach aimed to produce recommendations for curriculum change that were relevant and achievable. The interpretation and analysis of data is presented to highlight how peer feedback on professional behaviours is and can be incorporated into the undergraduate medical curriculum at Liverpool, other medical schools regulated by the GMC, and related medical and health care courses. The study population consisted of two undergraduate medical student cohort groups in their second year of study (2007/8, 2009/10), contemporary Problem Based Learning (PBL) and communication skills tutors. A mixed methods research methodology was employed using qualitative and quantitative methods in the form of interviews, online surveys and Problem Based Learning (PBL) evaluation data to elucidate the mechanisms that exist in relation to peer feedback on professional behaviours. The thesis demonstrates what students and staff think of peer feedback generally, and how this would fit into the delivery of PBL with reference to current GMC guidance. Recommendations are made for how peer feedback could fit into the Liverpool - and other - undergraduate medical curriculums. By examining the same material from different viewpoints, the research has produced a set of methodological triangulated qualitative data to provide detailed information about the peer feedback of professional behaviours. Tutors and students expressed some concerns about the delivery and use of peer feedback on professional behaviour but did appreciate the value of these comments for reflective learning. The results suggest a formative model of peer feedback on professional behaviours supported by training for students and tutors would be the most effective way to implement this aspect of curriculum change. This model should link to the communication elements of the MBChB course explicitly referring to outcomes of GMC guidance.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.569660  DOI: Not available
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