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Objective: We present reflections on student evaluation of teaching (SET) in the context of recent higher educational research that assesses SET, as well as concurrent and/or subsequent student performance.Conclusions: In a sense, there is in-built cynicism in SET, with more favourable SET for easier assessment. There is emerging evidence that SET is inversely proportional to the performance of students in subsequent courses, i.e. the higher the ratings, the poorer the students perform in subsequent studies. It is proposed that SET should be combined with contemporaneous formative and summative assessments of student performance in medical school settings, especially in psychiatry education. [ABSTRACT FROM AUTHOR]

Objectives:: We explore the relative roles of student evaluation of teaching (SET) and teachers' assessment of student performance (ASP) in medical school education in psychiatry.Conclusions:: We conclude that SET and ASP need to be better researched as outcome measures, and input from both processes needs to be balanced in evaluating psychiatric medical education. [ABSTRACT FROM AUTHOR]

Background The Prevocational General Practice Placement programme ( PGPPP) aims to provide junior doctors with professional, well-supervised, educational rotations in general practice. There is a paucity of literature evaluating the educational effectiveness of the PGPPP. This study aims to compare general practice rotations with hospital rotations, with respect to teaching and support, acquisition of skills and knowledge, and role autonomy. Methods All junior doctors who participated in a PGPPP rotation were invited to complete a voluntary anonymous online survey using the Postgraduate Hospital Educational Environment Measure ( PHEEM) inventory. The PHEEM presents Likert scales grouped into four subscales for participants to rate statements about their rotations. Surveys were completed at the end of the year in which doctors undertook a PGPPP rotation, and covered all rotations. These survey findings were used to compare general practice and hospital rotations. Results In all four subscales of teaching, clinical skills, social support and role autonomy, the general practice rotation performed as well as, or better than, hospital rotations in the areas of emergency, medicine, and surgery. General practice outperformed all other rotations in 15 out of 20 statements across all subscales. Discussion This study demonstrates the educational value of a general practice placement in comparison with hospital placements. Expansion of the PGPPP should be considered to provide all junior doctors with the benefits of exposure to generalist skills in the community. [ABSTRACT FROM AUTHOR]

Keywords: video-meeting; overuse; Zoom; mental disorder; medical education EN video-meeting overuse Zoom mental disorder medical education 669 669 1 11/23/20 20201201 NES 201201 Dear Sir, We highlight a new diagnosis of paramount significance during the COVID-19 pandemic public health measures, and which may be included in international diagnostic classifications (e.g. the I Diagnostic and Statistical Manual of Mental Disorders i or I International Classification of Diseases i ) in the future. Our proposed diagnosis is based on clinical observations of an insidious and debilitating video-meeting-mediated disorder afflicting medical students and their clinical academic teachers over the last 6 months, during social distancing for the COVID-19 pandemic in Australia. We consider that this disorder may be usefully classified under the rubric of a trauma or stressor-related disorder; analogous to similar COVID-19 emergent mental disorders (to be discussed in forthcoming papers) such as COVID-19-related Isolated-Academic Logorrhoea (an obsessive-compulsive and related disorder) - the product of which may be exemplified by this letter - or, COVID-19-related Specific Communication Disorder (a bullshit or related disorder). [Extracted from the article]