Training & testing med students off the job CANNOT alone ensure patient safety. It CAN ensure a baptism of fire from which new doctors (& patients) don't recover. Only acclimatising students into practice, supportively, will ensure we have enough good doctors. BMJ 2020;371:m4298

“Competent but unprepared new graduates are sitting ducks for psychosocial harm” Training and testing students off the job does not alone ensure patient safety. We need to do better. Our editorial, published today in The BMJ explores this and more👇🏼 bmj.com/content/371/bm…

Posing some tough questions for medical education - our BMJ editorial published today 👏 The risks of competence without experience. bmj.com/content/371/bm… Tim Dornan Hannah Gillespie @DakotaArmour9 Helen Reid

"Whilst it is tempting to abandon workplace education when students are numerous and clinicians are busy, pandemic conditions encouraged us to use good learning opportunities creatively" #meded onlinelibrary.wiley.com/doi/full/10.11… Hannah Gillespie Neil Kennedy Tim Dornan

Glad your inner Thespian has had its big moment but don’t let it go to your head

Pedagogy is 'a teacher forming an educative relationship that creates a zone of proximal development where a student can learn to the best of their abilities.' A leading textbook has 28 times as many pages on assessment as pedagogy. Help us reverse that ratio for future editions.

Should we sanction interprofessional education? A word of caution - 'sanctioning interprofessional learning is unlikely, alone, to be sufficient. Trusting in its sufficiency could cause disabling contradictions' 🔓Open Access Commentary available here 👇 onlinelibrary.wiley.com/doi/pdf/10.111…

Interprofessional knotworking transcends boundaries between professions, allowing lambs rather than wolves to remove the boundaries that bedevil interprofessional education. onlinelibrary.wiley.com/doi/10.1111/me…

Doctors’ complex mix of attributes provides the human touch, which makes healthcare greater than a series of ‘correct’ actions. Patients & doctors will be mutually safer when we return to educating doctors to respond wisely to complexity, rather than just in assessable ways.

So excited to be published in @Lacunae_Journal with Grainne Kearney Helen Reid & Tim Dornan Our piece is entitled, ‘The Case for Lacan in Medical Education’ QUB Centre for Medical Education Thanks to @DrEveWatson and Association for Psychoanalysis & Psychotherapy Ire for the opportunity 😊 #psychoanalysis #MedEd #Lacan

"Contexts in which doctors learn to care for patients must be the contexts where doctors balance real benefit and harm. Education research within this complexity is in its infancy." Call for medical education research to 'get real' published in December issue of Medical Teacher

Wise clinicians help students learn from patients by: o Being supportive o Ensuring they participate o Giving slightly more responsibility than they expect with slightly more independence than they want o Trapping errors before harm ensues Helping students reflect on experience

📌Fantastic opportunity to join the Care Under Pressure team! 2 posts: Research Associate, and Research Fellow. 2 years. Excellent opportunity to apply realist research to a NHS priority issue! Application closing date: 15th March 2022. tinyurl.com/yc6xtbnw

OBE: recycled repeatedly for >50 years. Is it really the future? #AMEE2022 Atomising doctors into measurable learning outcomes cannot produce caring and capable doctors but does dehumanise and disillusion them. See this critique. Thoughts?

Rhea Liang Tim Dornan Thank you! I am going to go + look up Tim's sketch (do you know where to find it?). Maybe it should be inverted! I organised it this way based on my perception of how common the various theories are, but I completely get grand theories as overarching.

The Tories’ green course of action would be to recycle existing prime-ministers, who could then re-resign rather than expend carbon on wrecking Britain in new ways.

Elsevier is losing editors

UK students becoming doctors were unready for safe practice during COVID. Despite copious teaching and exams, inexperience of practice can cause paralysing fear. More supported experience could make students useful members of stretched clinical teams and safer graduates

Institutions used metaphors of heroism to celebrate medical graduates whilst the graduates identified themselves as incapable, vulnerable and fearful because the institutions had not taught them to practise. …epublications.onlinelibrary.wiley.com/doi/full/10.11…

After spending five years preparing to prescribe IV fluids, senior students felt unprepared to do so. Contradictions, overlaps, and gaps within the curriculum introduced extraneous complexity. Confusion and apprehension resulted. tandfonline.com/doi/full/10.10…