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  1. Article ; Online: Is West Really Best? The Discourse of Modernisation in Global Medical School Regulation Policy.

    Rashid, Mohammed Ahmed / Griffin, Ann

    Teaching and learning in medicine

    2023  , Page(s) 1–12

    Abstract: Phenomenon: ...

    Abstract Phenomenon:
    Language English
    Publishing date 2023-07-04
    Publishing country United States
    Document type Journal Article
    ZDB-ID 1038640-3
    ISSN 1532-8015 ; 1040-1334
    ISSN (online) 1532-8015
    ISSN 1040-1334
    DOI 10.1080/10401334.2023.2230586
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    Zs.A 2754: Show issues Location:
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  2. Article ; Online: The state of science. When I say … quality.

    Kronfli, Miranda / Griffin, Ann Elizabeth

    Medical education

    2022  Volume 57, Issue 1, Page(s) 21–22

    Language English
    Publishing date 2022-06-14
    Publishing country England
    Document type Journal Article ; Comment
    ZDB-ID 195274-2
    ISSN 1365-2923 ; 0308-0110
    ISSN (online) 1365-2923
    ISSN 0308-0110
    DOI 10.1111/medu.14850
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  3. Article ; Online: UK medical students' mental health during the COVID-19 pandemic: a qualitative interview study.

    Rich, Antonia / Viney, Rowena / Silkens, Milou / Griffin, Ann / Medisauskaite, Asta

    BMJ open

    2023  Volume 13, Issue 4, Page(s) e070528

    Abstract: Objectives: To understand the impact of COVID-19 on medical students with mental health problems.: Design: Qualitative study employing in-depth semistructured interviews with medical students which were analysed using reflexive thematic analysis.: ... ...

    Abstract Objectives: To understand the impact of COVID-19 on medical students with mental health problems.
    Design: Qualitative study employing in-depth semistructured interviews with medical students which were analysed using reflexive thematic analysis.
    Setting and participants: A purposive sample of 20 students originating from 8 geographically spread UK medical schools were selected, representing various mental health issues and demographic characteristics.
    Results: Three themes were identified: (1) medical schools' response to the pandemic-schools increased awareness-raising of mental health support and increased flexibility in regards to academic requirements; (2) disruption to the medical degree-COVID-19 brought change and uncertainty to medical education and missed learning opportunities reduced students' confidence and (3) psychological consequences of the pandemic-COVID-19 had a negative impact on mental health, most notably raising stress and anxiety but also triggering new or existing conditions.
    Conclusions: While there were many negative aspects of the pandemic for medical students experiencing mental ill health, there were also positives. Students felt that the increased focus on mental health support during the pandemic had reduced stigma towards mental health. Given stigma has been identified as a key barrier for help-seeking in medical students, future research should investigate the longer-term impacts of the pandemic and whether medical students are more likely to seek help for mental health difficulties postpandemic.
    MeSH term(s) Humans ; Mental Health ; Students, Medical/psychology ; COVID-19/epidemiology ; Pandemics ; Qualitative Research ; United Kingdom/epidemiology
    Language English
    Publishing date 2023-04-19
    Publishing country England
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 2599832-8
    ISSN 2044-6055 ; 2044-6055
    ISSN (online) 2044-6055
    ISSN 2044-6055
    DOI 10.1136/bmjopen-2022-070528
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  4. Article ; Online: Influences and outcomes of less than full-time working in the medical profession: a systematic review protocol.

    Baker, Magdalen / Griffin, Ann / Dacre, Jane / Medisauskaite, Asta

    BMJ open

    2022  Volume 12, Issue 10, Page(s) e062356

    Abstract: Introduction: An impoverished medical workforce is a global phenomenon, which can impact patient care significantly. Greater flexibility in working patterns is one approach policy-makers adopt to address this issue, and the expansion of less than full- ... ...

    Abstract Introduction: An impoverished medical workforce is a global phenomenon, which can impact patient care significantly. Greater flexibility in working patterns is one approach policy-makers adopt to address this issue, and the expansion of less than full-time (LTFT) working forms part of this. Studies suggest that LTFT working has the potential to improve recruitment and retention by aligning with how doctors increasingly want to balance their careers with other commitments and interests. What is less well understood are the influencing factors and outcomes related to LTFT working among doctors. This protocol outlines the methodology for a systematic review that will evaluate existing knowledge on LTFT working in the medical profession.
    Methods and analysis: The Preferred Reporting Items for Systematic Reviews and Meta Analyses guidelines will be followed. Embase, MEDLINE, PsycINFO, Health Management Information Consortium, Web of Science, Cochrane Library, Healthcare Administration, and Applied Social Sciences Index and Abstracts will be searched for studies published up to March 2022. Unpublished literature from EThos and ProQuest Dissertations & Theses Global will also be searched. Bibliographic searching, citation searching and handsearching will be used to retrieve additional papers. Authors will be contacted for data or publications if necessary. Two independent reviewers will undertake study screening, data extraction and quality assessment, with disagreements resolved by consensus or by a third reviewer if necessary. Data synthesis will be by narrative synthesis and meta-analysis if possible.
    Ethics and dissemination: The proposed study does not require ethical approval; however, it forms part of a larger body of research on the impact of LTFT working on the medical workforce for which ethics approval has been granted by the Research Ethics Committee at University College London. Findings will be published in a peer-reviewed journal and will be presented at national and international conferences.
    Prospero registration number: CRD42022307174.
    MeSH term(s) Health Personnel ; Humans ; London ; Meta-Analysis as Topic ; Research Design ; Systematic Reviews as Topic
    Language English
    Publishing date 2022-10-13
    Publishing country England
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 2599832-8
    ISSN 2044-6055 ; 2044-6055
    ISSN (online) 2044-6055
    ISSN 2044-6055
    DOI 10.1136/bmjopen-2022-062356
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  5. Article: Exploring communities of practice in the NHS: A core medical trainee experience.

    Amery, Carolyn / Griffin, Ann

    Future healthcare journal

    2020  Volume 7, Issue 2, Page(s) e1–e5

    Abstract: Objectives: A community of practice was described by Lave and Wenger as a mutual engagement using a shared repertoire of resources to attain a shared goal. This study explored the extent to which NHS workplaces function as communities of practice for ... ...

    Abstract Objectives: A community of practice was described by Lave and Wenger as a mutual engagement using a shared repertoire of resources to attain a shared goal. This study explored the extent to which NHS workplaces function as communities of practice for core medical trainees.
    Methods: All core medical trainees in one region were invited to a semi-structured interview. A framework was produced using communities of practice themes and a hybrid deductive-inductive method used for data analysis.
    Results: NHS workplaces function as communities of practice by enabling engagement and by formation of mutual relationships. Joint enterprise was evidenced by multidisciplinary team working. Full participation was limited by service provision and short training rotations.
    Conclusions: Trainee attendance in clinic and procedure lists should be facilitated. Trainees should be enabled to 'act up' as registrar. Flexibility is needed in jobs by allowing swaps between trainees and the facilitation of 'taster weeks'.
    Language English
    Publishing date 2020-06-05
    Publishing country England
    Document type Journal Article
    ZDB-ID 3016427-8
    ISSN 2514-6653 ; 2514-6645
    ISSN (online) 2514-6653
    ISSN 2514-6645
    DOI 10.7861/fhj.2019-0034
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  6. Article ; Online: A realist evaluation of a London general practitioner trainer course.

    Knight, Laura / Page, Michael / Crampton, Paul / Viney, Rowena / Rich, Antonia / Griffin, Ann

    Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors

    2023  Volume 34, Issue 4, Page(s) 220–227

    Abstract: Clinicians with teaching and training roles should be adequately trained and assessed. However, some debate exists as to what the nature of this training should be. Historically, a postgraduate certificate in education was a pre-requisite to becoming a ... ...

    Abstract Clinicians with teaching and training roles should be adequately trained and assessed. However, some debate exists as to what the nature of this training should be. Historically, a postgraduate certificate in education was a pre-requisite to becoming a GP trainer but this is changing with growing concern that such a pre-requisite might act as a deterrent to potential GP trainers. This research examines the impact of a scheme designed to provide an alternative, more practical and focused, pathway to becoming a GP trainer. We interviewed 26 course participants and stakeholders of the London GP Training Course (LGPTC), observed teaching sessions, and analysed course materials. We asked what elements of the course were and weren't effective, for whom, and under what circumstances. Here, we present a summary of our main findings - that GP trainers want to know practically, not theoretically, how to be a trainer; formative assessment boosts trainees' confidence in their own skills and abilities; short, practical GP training courses can help enhance the numbers of GP trainers; important questions remain about the role and value of educational theory in education faculty development.
    MeSH term(s) Humans ; General Practitioners/education ; London ; Faculty ; Educational Status ; General Practice/education
    Language English
    Publishing date 2023-08-07
    Publishing country England
    Document type Journal Article
    ZDB-ID 2074818-8
    ISSN 1475-990X ; 1473-9879
    ISSN (online) 1475-990X
    ISSN 1473-9879
    DOI 10.1080/14739879.2023.2241025
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  7. Article ; Online: Songkran: A novel medical school module for Thailand.

    Rashid, Ahmed / Auewarakul, Chirayu / Lamlertthon, Wisut / Griffin, Ann

    Medical education

    2020  Volume 54, Issue 5, Page(s) 440

    MeSH term(s) Humans ; Schools, Medical ; Thailand
    Language English
    Publishing date 2020-03-22
    Publishing country England
    Document type Journal Article
    ZDB-ID 195274-2
    ISSN 1365-2923 ; 0308-0110
    ISSN (online) 1365-2923
    ISSN 0308-0110
    DOI 10.1111/medu.14092
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  8. Article ; Online: New landscapes: Thinking beyond community in the conceptualisation of online medical education.

    Rashid, Ahmed / Alexander, Kirsty / Griffin, Ann

    Medical education

    2020  Volume 54, Issue 3, Page(s) 177–179

    MeSH term(s) Education, Distance ; Education, Medical ; Thinking
    Language English
    Publishing date 2020-02-21
    Publishing country England
    Document type Journal Article ; Comment
    ZDB-ID 195274-2
    ISSN 1365-2923 ; 0308-0110
    ISSN (online) 1365-2923
    ISSN 0308-0110
    DOI 10.1111/medu.14049
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  9. Article ; Online: Does the structure of the medical consultation align with an educational model of clinical communication? A study of physicians' consultations from a postgraduate examination.

    Noble, Lorraine M / Manalastas, Gianpaolo / Viney, Rowena / Griffin, Ann E

    Patient education and counseling

    2021  Volume 105, Issue 6, Page(s) 1449–1456

    Abstract: Objective: This study examined whether the structure of consultations in which physicians were tasked with sharing information corresponded to the chronological stages proposed by an established educational model of clinical communication.: Method: ... ...

    Abstract Objective: This study examined whether the structure of consultations in which physicians were tasked with sharing information corresponded to the chronological stages proposed by an established educational model of clinical communication.
    Method: Seventy six simulated consultations from a postgraduate examination for general medical hospital physicians were transcribed verbatim and converted into diagrams showing consultation structure. All doctor-patient/relative talk was allocated into six phases: Initiating, Gathering information, Summary, Explanation, Planning and Closing, using the 'communication process skills' from the Calgary-Cambridge Guide to the Medical Interview.
    Results: The majority of consultations included four or five of the expected phases, with most talk (41-92%) in Explanation and Planning. There was no discernible consistency of structure across the consultations or in consultations from the same scenario. Consultations varied in the presence, sequential order, size, location and reappearance of phases.
    Conclusions: The structure of consultations in this standardised setting bore little resemblance to the chronological order of phases predicted by an educational model.
    Practice implications: Educational guidance and interventions to support patients in preparing for consultations need to take account of doctors' behaviour in practice. Assumptions about the organisation of medical consultations should be queried in the absence of an evidence base.
    MeSH term(s) Communication ; Humans ; Models, Educational ; Physician-Patient Relations ; Physicians ; Referral and Consultation
    Language English
    Publishing date 2021-10-05
    Publishing country Ireland
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 605590-4
    ISSN 1873-5134 ; 0738-3991
    ISSN (online) 1873-5134
    ISSN 0738-3991
    DOI 10.1016/j.pec.2021.10.001
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  10. Article ; Online: Changing professional behaviours: mixed methods study utilising psychological theories to evaluate an educational programme for UK medical doctors.

    Medisauskaite, Asta / Griffin, Ann / Viney, Rowena / Rashid, Ahmed / Rich, Antonia

    BMC medical education

    2021  Volume 21, Issue 1, Page(s) 92

    Abstract: Background: The Theory of Planned Behaviour (TPB) has been proposed as a useful framework to investigate professional behaviour, however, was not yet applied to the evaluation of an educational intervention. This study will address this gap by utilising ...

    Abstract Background: The Theory of Planned Behaviour (TPB) has been proposed as a useful framework to investigate professional behaviour, however, was not yet applied to the evaluation of an educational intervention. This study will address this gap by utilising the TPB to evaluate the effectiveness of an education programme delivered by the professional regulator for UK doctors in enhancing three professional behaviours: raising concerns, engaging in reflective practice, and use of regulator confidentiality guidance.
    Methods: This is a comprehensive mixed methods study combining qualitative (interviews) and quantitative (quasi-experiment) data. Intervention participants were asked to complete a survey measuring the variables in the TPB (attitudes, subjective norms, perceived behavioural control, and intention) for the three professional behaviours before, immediately post, and 3-months later following the education programme. Ninety-four doctors completed the survey pre/post intervention and 38 at all three times. One hundred and eleven doctors from the same hospital trust who did not take part in the intervention completed the survey at two time points and formed the control group. Forty-two interviews were conducted with intervention participants.
    Results: The quantitative study revealed that the educational intervention significantly improved attitudes (raising concerns, using confidentiality guidance), subjective norms (raising concerns, reflective practice, using confidentiality guidance), perceived control (raising concerns, using confidentiality guidance), and intentions (using confidentiality guidance) (Group and Time interaction; Fs ≥ 3.996, ps ≤ .047, ηp
    Conclusions: This study demonstrates that an educational intervention was successful in improving the TPB variables of three professional behaviours. It also revealed that teaching professionalism does not happen in isolation and, therefore, personal and contextual factors are crucial to consider. To change complex professional behaviours, barriers at all levels i.e., personal, organisational and system, should be addressed.
    MeSH term(s) Humans ; Intention ; Physicians ; Psychological Theory ; Surveys and Questionnaires ; United Kingdom
    Language English
    Publishing date 2021-02-05
    Publishing country England
    Document type Journal Article
    ZDB-ID 2044473-4
    ISSN 1472-6920 ; 1472-6920
    ISSN (online) 1472-6920
    ISSN 1472-6920
    DOI 10.1186/s12909-021-02510-4
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