Marina Sawdon
University of York, Hull York Medical School, Faculty Member
ObjectivesOur aim was to explore the relationship between medical student Conscientiousness Index scores and indicators of later clinical performance held in the UK Medical Education Database (UKMED). Objectives were to determine whether... more
ObjectivesOur aim was to explore the relationship between medical student Conscientiousness Index scores and indicators of later clinical performance held in the UK Medical Education Database (UKMED). Objectives were to determine whether conscientiousness in first-year and second-year medical students predicts later performance in medical school and in early practice. Policy implications would permit targeted remediation where necessary or aid in selection.DesignA prospective correlational study.SettingA single UK medical school and early years of practice, 2005–2018.ParticipantsThe data were obtained from the UKMED on 858 students. Full outcome data was available for variable numbers of participants, as described in the text.Main outcome measuresScores on the UK Foundation Programme Office’s Situational Judgement Test (SJT) and Educational Performance Measure (EPM), the Prescribing Safety Assessment (PSA) and Annual Review of Competency Progression (ARCP) outcomes.ResultsLinear reg...
Research Interests:
Curtis, Fiona and Sawdon, Marina and Chaytor, Andrew (2010) eFeedback: enhancing student learning, a multifaceted approach. In: eAssessment Scotland 2010, 2010-09-03, Dundee. ... Full text not available from this repository. ... ??... more
Curtis, Fiona and Sawdon, Marina and Chaytor, Andrew (2010) eFeedback: enhancing student learning, a multifaceted approach. In: eAssessment Scotland 2010, 2010-09-03, Dundee. ... Full text not available from this repository. ... ?? FEEDBACKE-LEARNINGVIRTUAL ...
Research Interests:
Research Interests:
For students, particularly those in health professions, the development of professionalism is a critical aspect of learning. Professionalism is often recognised as an individual possessing soft skills, a term that belies the essential... more
For students, particularly those in health professions, the development of professionalism is a critical aspect of learning. Professionalism is often recognised as an individual possessing soft skills, a term that belies the essential nature of such skills and the difficulty involved in embedding these into curricula. These soft skills are often characterised by, but not limited to, teamwork, leadership and communication knowledge, skills, behaviours and attitudes. Professional behaviours incorporate management of self and others and may also be observed when influencing at organisational level or representing the organisation. There have been informal instructor observations reporting a difference in soft skill development of students in a TBL classroom compared to lecture-based classrooms. However, this may not be routinely observed in all TBL classrooms. Though the TBL method helps students improve student capabilities such as communication and teamwork, course policies and desig...
Research Interests:
Ultrasound and cadavers are both recognized teaching modalities for the delivery of cardiac anatomy to undergraduate medical students. This study considers the additive effect of the two teaching modalities. We previously reported no... more
Ultrasound and cadavers are both recognized teaching modalities for the delivery of cardiac anatomy to undergraduate medical students. This study considers the additive effect of the two teaching modalities. We previously reported no significant difference in cardiac anatomy knowledge when taught using either ultrasound echocardiography or cadaveric prosections, both modalities significantly increasing knowledge from baseline. This study considers the cross-over effect with the ultrasound group receiving anatomy teaching with cadavers and vice versa. The results of this study show a small increase in knowledge after experiencing two modalities, but this increase was not significant. Furthermore, the order in which students received their tuition also made no significant difference. These data suggests there is no additive effect of combining cadaveric prosections with ultrasound. This has implications for curriculum design. However, these findings do not consider the hidden learning...
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Background: Conceptualising the Borderline candidate is one of the most difficult tasks in standard setting. However, it is also central to the process. Here we set out to develop a methodology by which the score of borderline candidates... more
Background: Conceptualising the Borderline candidate is one of the most difficult tasks in standard setting. However, it is also central to the process. Here we set out to develop a methodology by which the score of borderline candidates can be retrospectively calculated from the Facility index (the percentage of items answered correctly) of assessment items. Methods: We explored performance of all candidates in an academic year in one UK medical school, covering 26 separate assessments. Each assessment had previously been standard set by either Angoff or Borderline Regressions methods. We identified Borderline candidates by reviewing their performance across all assessments in their year. A student was classed as 'Borderline' if they were within 1 Standard Error of Measurement above the pass score, or below the pass score, when a variety of cut-off points were explored experimentally. We plotted the item scores of the Borderline candidates as calculated by each method in co...
Research Interests:
Background: It has been shown that didactic lectures do not promote effective learning or retention of knowledge. Undergraduate students often do not understand the relevance of the basic sciences taught in a didactic manner. Summary of... more
Background: It has been shown that didactic lectures do not promote effective learning or retention of knowledge. Undergraduate students often do not understand the relevance of the basic sciences taught in a didactic manner. Summary of work: We are creating online, branching, interactive clinical case tutorials to ultimately enhance understanding of the clinical relevance of the basic sciences. The initial design stage considers the strengths and weaknesses of three tools in achieving the 'branching' style of tutorial required. These are Labyrinth, Quandary and vpSim. Summary of results: Evaluation of this study is currently underway. We will present a comparison of these tools from the usability (student) perspective and data on the ease of creation, capabilities and accessibility. Further analysis will assess the potential for the tutorials to enhance clinical understanding of basic sciences. Conclusions: Evaluation of these tools will guide future development of interact...
Research Interests:
Introduction Early concerns about professionalism are a risk factor for later disciplinary proceedings. However, methods of measuring professionalism are subjective, occasional, and expensive, with low reliability and validity. A... more
Introduction Early concerns about professionalism are a risk factor for later disciplinary proceedings. However, methods of measuring professionalism are subjective, occasional, and expensive, with low reliability and validity. A significant component of professionalism may be conscientiousness in carrying out routine tasks, and this has the potential to be measured in an objective and reliable way. Methods We monitored undergraduate medical students’ conscientiousness over the course of several academic years to construct a ‘Conscientiousness Index’. Items contributing to the Index included completing essential administrative forms, attending compulsory teaching sessions and submitting assignments (unless excused), completion of class evaluations, submission of immunisation status, and so on. One point was awarded when each task was carried out. We compared the resulting Conscientiousness Index (CI) with two separate estimates of professionalism: one arising from staff and one esti...
Research Interests:
Introduction This article is a descriptive report of a novel way of demonstrating the cardiovascular response to progressive haemorrhage using simulation. The aim of the simulated haemorrhage is to improve the understanding of the... more
Introduction This article is a descriptive report of a novel way of demonstrating the cardiovascular response to progressive haemorrhage using simulation. The aim of the simulated haemorrhage is to improve the understanding of the cardiovascular response to haemorrhage and demonstrate ‘live’ the body’s response to reduced venous return. Method Phase 1 of a ‘simple’ haemorrhage is simulated in 6 medical students by applying sub-atmospheric pressure to the lower body using a lower body negative pressure (LBNP) chamber. The sub-atmospheric pressure causes ‘pooling’ of blood in the vessels of the legs and pelvis, which reduces venous return thus mimicking the effects of haemorrhage. Parts of this method have been described elsewhere (1). A range of cardiovascular parameters are monitored throughout the demonstration to allow students to observe the integrated response to ‘progressive haemorrhage’. Stroke volume is monitored using a portable ultrasound machine, heart rate is measured fro...
Background: Undergraduate medical students in the UK are expected to meet numerous guidelines relating to their professional behaviour as specified by the GMC1. This guidance includes objectively appraising and assessing the performance... more
Background: Undergraduate medical students in the UK are expected to meet numerous guidelines relating to their professional behaviour as specified by the GMC1. This guidance includes objectively appraising and assessing the performance of their colleagues2. Little is known about how students perceive and understand these requirements, and the impact this has on their learning experience. Summary of work: 72 undergraduate students from 2 schools participated in 13 focus groups. Data were analysed using a grounded theory approach3. Summary of results: Focus group themes were: the context for appraising the professional behaviour of peers, the appropriate disclosure of peer appraisal, how students justified their peer appraisals, the importance of feedback for personal reflection, the importance of good role models, the teaching of professional behaviours and lifelong learning. Conclusions: Students understood the importance of peer appraisal as part of their professional development,...
Research Interests:
Introduction Peer assessment is defined as the process of cohort members judging the extent to which their peers exhibit specific actions. These can be traits, behaviours or achievements 1. Peers witness routine behaviour, rather than the... more
Introduction Peer assessment is defined as the process of cohort members judging the extent to which their peers exhibit specific actions. These can be traits, behaviours or achievements 1. Peers witness routine behaviour, rather than the modified or cautious behaviour often displayed when classmates are being directly observed, thus giving a unique perspective 1. Peer assessment is utilised in undergraduate assessment of professionalism. Professionalism is subjective, not easily defined, nor quantified. There are numerous professional guidelines issued to students when they commence their studies, for example the GMCs ‘Good Medical Practice’ and ‘The Duties of a Doctor’ 2. How much understanding students have of these guidelines, and their perceived relevance, is little known. This study determined how undergraduate medical students perceived professionalism and explored their views on peer nomination as an assessment tool for measuring professionalism. Methods Ethical approval was...
Research Interests: Psychology and Medicine
Background: Undergraduate medical students in the UK are expected to meet numerous guidelines relating to their professional behaviour as specified by the GMC 1) This guidance includes objectively appraising and assessing the performance... more
Background: Undergraduate medical students in the UK are expected to meet numerous guidelines relating to their professional behaviour as specified by the GMC 1) This guidance includes objectively appraising and assessing the performance of their colleagues 2) Little is known about how students perceive and understand these requirements, and the impact this has on their learning experience. Summary of work: 72 undergraduate students from 2 schools participated in 13 focus groups. Data were analysed using a grounded theory approach3. Summary of results: Focus group themes were: the context for appraising the professional behaviour of peers, the appropriate disclosure of peer appraisal, how students justified their peer appraisals, the importance of feedback for personal reflection, the importance of good role models, the teaching of professional behaviours and lifelong learning. Conclusions: Students understood the importance of peer appraisal as part of their professional developmen...
Research Interests:
Research Interests:
Research Interests:
Research Interests: Medicine and Anesthesia
Research Interests:
Durham Undergraduate Medicine Programme. 2 year Phase 1 programme ... Kurtosis. 27.29. Coefficient of Skewedness -0.704. The. Conscientiousness. Index. Validity ... – PowerPoint PPT presentation
Research Interests:
INTRODUCTION: Knowledge retention following didactic teaching decays at an undesirable rate. The use of audience response systems (ARSs) has been suggested to improve and facilitate learning in a didactic lecture setting by increasing... more
INTRODUCTION: Knowledge retention following didactic teaching decays at an undesirable rate. The use of audience response systems (ARSs) has been suggested to improve and facilitate learning in a didactic lecture setting by increasing student participation, giving instant feedback, and improving knowledge retention. METHOD: 102 undergraduate medical students attended lectures incorporating the use of the ARS KEEpad. KEEpad was used to ask the students an MCQ before the lecture to assess prior knowledge; at the end of the lecture assessing understanding; and 4 weeks later assessing knowledge retention. Evaluation forms completed by students included 3 questions on the use of KEEpad; The KEEpad audience response system gives me feedback on my progress, The KEEpad audience response system aids my knowledge recall and The KEEpad audience response system consolidates my knowledge. RESULTS: 46±16% of the class selected the correct answer using the ARS, showing a moderate degree of prior knowledge. At the end of the lecture the percentage of students choosing the correct answer increased to 66±20%. One week after the lecture 77±22% chose the correct answer and 4 weeks later the percentage of students selecting the correct answer was 79±14%. The evaluation forms showed student satisfaction regarding use of the ARS was 99% for the first 2 questions asked and 98% for the latter. CONCLUSION: The technology can be used to study the decay of knowledge at different time points after delivery of the learning experience, and we have found that retention is better than by conventional teaching and assessment methods. The low cost and flexibility of this approach makes it ideal in a number of teaching settings.
Research Interests:
Research Interests:
Intended Outcomes: To enable colleagues in other health care disciplines and in postgraduate settings to develop and implement a conscientiousness measure suitable to their particular environment, and demonstrate how to subsequently... more
Intended Outcomes: To enable colleagues in other health care disciplines and in postgraduate settings to develop and implement a conscientiousness measure suitable to their particular environment, and demonstrate how to subsequently evaluate it for reliability and validity.
Research Interests:
This article is a descriptive report of a novel way of teaching the cardiovascular response to progressive haemorrhage in a first year medical undergraduate setting using simulation. Simulation may provide the means to allow students to... more
This article is a descriptive report of a novel way of teaching the cardiovascular response to progressive haemorrhage in a first year medical undergraduate setting using simulation. Simulation may provide the means to allow students to see in practice the theoretical knowledge they have gained from lectures, thus giving clinical relevance to that knowledge, which may improve retention. A progressive haemorrhage is simulated in a volunteer medical student by applying sub-atmospheric pressure to the air surrounding the lower body using a lower body negative pressure (LBNP) chamber. This sub-atmospheric pressure will result in 'pooling' of blood in the vessels (particularly veins) of the legs and pelvis. This 'pooling' will reduce the amount of blood returning to the heart (venous return) and thus mimic the effects of loosing blood from the cardiovascular system. The body responds by engaging the various physiological responses to blood loss. To demonstrate these responses a range of cardiovascular parameters are monitored throughout the demonstration to allow students to observe the response to progressive haemorrhage. One of these parameters is cardiac stroke volume, which is monitored by using a portable ultrasound device. In addition to demonstrating an important point of physiology that the students have just encountered in their lectures, using the ultrasound device also fulfils an aspiration by the General Medical Council (GMC) to familiarise medical students to clinically relevant 2-dimensional imaging equipment early in their studies. Conclusion: Durham University Medical Programme uses simulation to reinforce didactic teaching of the cardiovascular response to haemorrhage utilising a LBNP chamber. The use of simulation in medical education is becoming increasingly more commonplace as its potential benefits are recognised. The simulated haemorrhage may provide the means to allow students to see in a 'clinical' context the theoretical knowledge they have gained from lectures, which may improve knowledge retention.
Research Interests:
Research Interests:
ABSTRACT
Research Interests:
Background: This study describes how undergraduate medical students perceive professionalism and their views on peer evaluation as a tool for measuring professionalism. Summary of work: 12 undergraduate medical students participated in... more
Background: This study describes how undergraduate medical students perceive professionalism and their views on peer evaluation as a tool for measuring professionalism. Summary of work: 12 undergraduate medical students participated in focus groups after completing a peer evaluation. Focus groups were recorded and transcribed verbatim. Transcripts were coded using a grounded theory approach. This study has since been expanded to include Durham University’s current cohort and the University of Liverpool students. Summary of results: Two main themes emerged; students’ perceptions of how professionalism relates to them (subthemes were attributes, (ir)relevance to students and teaching & learning of professionalism) and views of the design of a peer evaluation tool (subthemes were; online environment, eliminating anonymity, justifying choices and promoting reflection). Conclusions: Students appear to know professionalism should be shown in an academic situation; however they feel that as students they should be able to “get away with it”. Thus, students regard professionalism as only relevant in a clinical context, and call for leniency in preclinical years. Students are accepting of peer evaluation for measuring professionalism; preferring an online environment, with the opportunity to justify their decisions. Students report peer evaluation as a driver for reflection on their own behaviour. Take-home message: Students view professionalism as irrelevant outside of the clinical environment
Ultrasound and cadavers are both recognized teaching modalities for the delivery of cardiac anatomy to undergraduate medical students. This study considers the additive effect of the two teaching modalities. We previously reported no... more
Ultrasound and cadavers are both recognized teaching modalities for the delivery of cardiac anatomy to undergraduate medical students. This study considers the additive effect of the two teaching modalities. We previously reported no significant difference in cardiac anatomy knowledge when taught using either ultrasound echocardiography or cadaveric prosections, both modalities significantly increasing knowledge from baseline. This study considers the cross-over effect with the ultrasound group receiving anatomy teaching with cadavers and vice versa. The results of this study show a small increase in knowledge after experiencing two modalities, but this increase was not significant. Furthermore, the order in which students received their tuition also made no significant difference. These data suggests there is no additive effect of combining cadaveric prosections with ultrasound. This has implications for curriculum design. However, these findings do not consider the hidden learning...
Research Interests:
Research Interests: Psychology, Medical Education, Problem Based Learning, Medicine, Medical Students, and 15 moreHumans, Female, Undergraduate medical education, Male, Adjunct, Adult, Public health systems and services research, Analysis of Variance, Curriculum and Pedagogy, Physical examination, Patient Simulation, Clinical Competence, Task Performance and Analysis, Cross-Over Studies, and Cohort Studies
Research Interests:
Research Interests: Psychology, Education, Professionalism, Educational Measurement, Medical Education, and 14 moreMedicine, Medical Students, Humans, Female, Undergraduate medical education, Male, Peer group, Great Britain, Clinical Competence, Indexation, Task Performance and Analysis, Psychology and Cognitive Sciences, Professional Role, and Medical and Health Sciences
Research Interests:
Research Interests: Psychology, Education, Social Identity, Professionalism, Medical Education, and 15 morePublic Health, Adolescent, Medicine, Identity Negotiation, Medical Students, Humans, Female, Male, Great Britain, Professional Practice, Questionnaires, Adult, Professional Competence, Psychology and Cognitive Sciences, and Medical and Health Sciences
Research Interests:
Research Interests:
Research Interests:
Curtis, Fiona and Sawdon, Marina and Chaytor, Andrew (2010) eFeedback: enhancing student learning, a multifaceted approach. In: eAssessment Scotland 2010, 2010-09-03, Dundee. ... Full text not available from this repository. ... ??... more
Curtis, Fiona and Sawdon, Marina and Chaytor, Andrew (2010) eFeedback: enhancing student learning, a multifaceted approach. In: eAssessment Scotland 2010, 2010-09-03, Dundee. ... Full text not available from this repository. ... ?? FEEDBACKE-LEARNINGVIRTUAL ...
Research Interests:
Sawdon, Marina and Curtis, Fiona and Randles, Derek and Cameron, Mike and Jurowska, Judith and Cook, Julian (2010) Building virtual patients using and evaluating online software. In: Association for Simulated Practice in Healthcare... more
Sawdon, Marina and Curtis, Fiona and Randles, Derek and Cameron, Mike and Jurowska, Judith and Cook, Julian (2010) Building virtual patients using and evaluating online software. In: Association for Simulated Practice in Healthcare (ASPiH) 2010 Inaugural ...
Research Interests:
Background: Medical students perceive a lack of adequate feedback on their learning, as shown annually in the National Student Survey. We have previously shown that an audience response system (ARS) improves students' satisfaction... more
Background: Medical students perceive a lack of adequate feedback on their learning, as shown annually in the National Student Survey. We have previously shown that an audience response system (ARS) improves students' satisfaction with the provision of feedback ...
Research Interests:
Research Interests:
INTRODUCTION: Didactic lectures are traditional in medicine in an attempt to impart information on problematic topics and introduce difficult concepts. However the type of sustained low-level activity found in lectures does not promote... more
INTRODUCTION: Didactic lectures are traditional in medicine in an attempt to impart information on problematic topics and introduce difficult concepts. However the type of sustained low-level activity found in lectures does not promote effective learning or retention of knowledge. ...
Research Interests:
PArt 2: Pathology and Pathophysiology of Blast Injuries 106 investigated until World War I (Hooker 1924; Mott 1916; Rusca 1915). Since then groups in the United Kingdom, Germany, and the United States studied the effects of free-air and... more
PArt 2: Pathology and Pathophysiology of Blast Injuries 106 investigated until World War I (Hooker 1924; Mott 1916; Rusca 1915). Since then groups in the United Kingdom, Germany, and the United States studied the effects of free-air and underwater blasts on animals (Barrow & ...
Research Interests:
This study compared the efficacy of two cardiac anatomy teaching modalities, ultrasound imaging and cadaveric prosections, for learning cardiac gross anatomy. One hundred and eight first-year medical students participated. Two weeks prior... more
This study compared the efficacy of two cardiac anatomy teaching modalities, ultrasound imaging and cadaveric prosections, for learning cardiac gross anatomy. One hundred and eight first-year medical students participated. Two weeks prior to the teaching intervention, students completed a pretest to assess their prior knowledge and to ensure that groups were equally randomized. Students, divided into pre-existing teaching groups, were assigned to one of two conditions; "cadaver" or "ultrasound." Those in the cadaver group received teaching on the heart using prosections, whereas the ultrasound group received teaching using live ultrasound images of the heart. Immediately after teaching, students sat a post-test. Both teaching modalities increased students' test scores by similar amounts but no significant difference was found between the two conditions, suggesting that both prosections and ultrasound are equally effective methods for teaching gross anatomy of the heart. Our data support the inclusion of either cadaveric teaching or living anatomy using ultrasound within the undergraduate anatomy curriculum, and further work is needed to compare the additive effect of the two modalities.
Research Interests:
ABSTRACT Medical students at Durham University, United Kingdom receive instructions using ultrasound echocardiography. In this issue of ASE Dr. Finn and her colleagues compare the efficacy of ultrasound and cadaveric prosections for... more
ABSTRACT Medical students at Durham University, United Kingdom receive instructions using ultrasound echocardiography. In this issue of ASE Dr. Finn and her colleagues compare the efficacy of ultrasound and cadaveric prosections for teaching gross anatomy of the heart.