MEd in Academic Practice Symposium 2007 - Abstracts
Can Peer Assisted Learning by Medical Students Enhance Clinical Skills Training in
Psychiatry?
Dr Joanne Burke, Faculty of Medicine
The overall aim of this study was to determine whether peer assisted learning (PAL) could assist with
clinical examination skills training in psychiatry. PAL is a dynamic and versatile learning method,
which has been widely reported to improve knowledge and skills and to enhance personal
development. However, it has never been applied to the clinical skills area of psychological medicine.
Information collated from the Glasgow undergraduate medical course demonstrates that training in
psychiatry could be improved. Various approaches can be used to increase confidence as well as
attracting more young doctors into the challenging area of mental health where recruitment is difficult.
This strategy involved an action research approach by implementation, evaluation and assessment of
an innovative PAL training programme.
Understanding the Effects of Service-Learning on Students in Higher Education
Dr. Susan J. Deeley, Department of Urban Studies
Service-learning is a form of experiential learning that combines academic coursework with service in a
welfare agency. The aims of this practitioner research were to identify and explore the effects of servicelearning from students’ perspectives. The study involved fourteen undergraduate Public Policy students.
An inductive approach was taken, using qualitative and grounded theory methods. Data from twelve
semi-structured, in-depth individual interviews and two focus groups were collected, in addition to data
from other diverse sources arising from the coursework. The study identifies both positive and negative
effects of service-learning and, significantly, how these effects may occur. The study indicates that
service-learning is conducive to deep learning, and demonstrates how students may undergo personal
transformation through this experience.
How do Students Make Sense of the Formative Assessment Opportunities Available to Inform their
Learning in Year 2 of a PBL-based Medical Course?
Dr Carol Ditchfield, Faculty of Medicine
The undergraduate medical course at the University of Glasgow is centred on the Problem-Based
Learning methodology. All the learning is done in the context of meaningful “real-life” problems and
students take responsibility for setting their own learning objectives and for seeking out appropriate
resources to fulfil these objectives. Embedded in the curriculum are opportunities for formative
assessment, which can give students feedback on their progress. Despite these opportunities, a study of
Year 1 students has shown that they report high levels of stress, particularly with regards to their study
behaviour and their progress. The aim of the present study was to investigate students’ perceptions of
formative assessment in the undergraduate medical course at Glasgow University. A further aim was
to determine how the students use feedback to drive their learning activities. A questionnaire was
developed to gather information about which aspects of feedback students found most useful in terms
of assessing progress and planning further learning. In addition, a small number of students were
interviewed to capture a more detailed analysis of how they navigate their way in PBL and what role
feedback and formative assessment has in this. The results of the study showed that the individualised
formal feedback given did not meet the students’ expectations and they found it difficult to interpret
this and use it in a meaningful way. Of more use to the students were the resources available to
generate internal feedback such as exemplar material provided by the mock examinations and the
MED Symposium Prog & Abstracts Dec 2007
course objectives. Other sources of feedback came from the students’ own complex social network of
peers and previous experience.
Dyslexia: The Experience of Medical Students at the University of Glasgow
Dr Margaret Ann Flynn, Faculty of Medicine
The aim of this investigation was to discover the experiences of medical students with dyslexia in the
University of Glasgow. For this qualitative study, 6 medical students were interviewed to discover
their experiences of a range of issues relating to the medical curriculum and dyslexia. The transcripts
were analysed by methods broadly informed by grounded theory. The results throw light on different
aspects of the student experience and study context including study time, academic and clinical
achievement, support services, support within the faculty, teaching and learning methods, and the
impact this experience has on student confidence. Recommendations are made concerning studentstaff communication, staff education, and study methods.
An Exploratory Study of Student Beliefs and Higher Education Studies in Substance Misuse
Mr Archie Fulton, Department of Adult and Continuing Education
This study presents an analysis of a sample of students’ beliefs concerned with the nature of substance
misuse and their involvement with studying substance misuse at University. The study considers if
students’ beliefs impact on their learning during a University course and if the experience of learning
at University has an impact on their beliefs. The results indicate that students’ beliefs about substance
misuse had an impact on their learning experience at University, either reinforcing their beliefs and
promoted confidence in practice, or acted as a challenge to their beliefs. In particular these findings
suggest the importance of relating learning in the University to the practical experience of students and
the importance of challenging assumptions about substance misuse to the development of changing
and modifying students’ beliefs.
MED Symposium Prog & Abstracts Dec 2007