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In Australia, doctors undertaking advanced training to become general practitioners work under the supervision of clinical educators. Primarily clinicians, these clinical educators participate in one day of teaching-related professional development annually, generally a workshop. Shortcomings with this form of professional development led to the development of a quality improvement focused intervention that is facilitated in the workplace and based on the clinical educator's self-identified concerns. Drawing on teacher action research and feasibility study methodologies we explored this novel form of professional development by asking 'Can this intervention work?' We employed an embedded multiple case study design, trialling the intervention in four settings. The intervention's constituent activities were acceptable to participants; including a preparedness to experience discomfort for the purpose of improving their teaching practices. They perceived the intervention as convenient and the workload manageable. Participants were motivated to experiment with new teaching behaviours, but measuring outcomes was challenging. Medical educators facilitating the intervention perceived their tasks as cognitively 'hard work'. The findings provide support for this workplace-based intervention as a feasible form of professional development, which should be implemented on a larger scale and evaluated for impact. [ABSTRACT FROM AUTHOR]

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]

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]

Background: Recent global increases in medical student numbers and shifts in medical education from teaching hospitals to community settings call for effective strategies to meet the demand for general practice teaching placements. It has been proposed that "multi-level learning" (MLL), in which learning and teaching are shared across different levels of learners, may provide teaching efficiencies and valuable experiences for learners and teachers. Aims: To identify, evaluate and synthesize the evidence related to the types, benefits, challenges, and facilitators of MLL in community-based general practice, and the underlying mechanisms and associated contexts to explain the reported outcomes. Method: A realist synthesis approach guided the systematic review. Results: Fifteen papers were identified, providing primary evaluation data predominantly from interviews with or surveys of key stakeholders. Generally, all levels of learners reported overall satisfaction with their MLL experiences. Medical students appreciated learning from prevocational doctors and registrars due to social and cognitive congruence. Mechanisms and contexts that supported our hypotheses regarding successful MLL outcomes were identified, with "a strong teaching culture" being a major mechanism. Conclusions: The findings can help inform practices considering the implementation or enhancement of MLL initiatives in general practice. Further research should include measuring defined learning outcomes. [ABSTRACT FROM AUTHOR]