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Lack of confidence in specific areas as a third year where expectation from supervisor is that you are proficient, but have never had exposure in that area previously.

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Kate Meagh - Chair

Hattie Bunting - Issue holder

Sophie Fox - Scribe

Helen Witts & Morgan Rayworth & Harriet Hughes - "Coaches"

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Feeling like lacking in confidence in discussing Induction of Labour process, as has not had an Antenatal placement

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Have you thought about looking at existing literature that women are given on the induction of labour process?

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Have you thought about looking at existing literature that women are given on the induction of labour process?

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Saint-Marys-Hospital-Information-Lealet-Induction-of-Labour.pdf

Information is readily available from the trust regarding IOL. This is broken down for service users, and may be useful as a student to familiarise yourself with it.

At the bottom of the webpage there are references available, should the student want to conduct further reading on IOL and guidelines e.g. National Institute for Health and Care Excellence (2021) Recommendations | Inducing Labour | Guidance | NICE, www.nice.org.uk. Available at: https://www.nice.org.uk/guidance/ng207/chapter/Recommendations (Accessed: 7 February 2025).

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Have you thought about asking other students from the same hospital about the process?

The following article highlights the benefits of observing other students.

https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02283-2#Sec1

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Key tips for teaching in the clinical setting - BMC Medical Education

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Teaching with real patients in the clinical setting lies at the heart of health professional education, providing an essential component to clinical training. This is true of all the health disciplines – particularly medicine, nursing, dentistry, physiotherapy, and dietetics. Clinical tutorials orientate students to the culture and social aspects of the healthcare environment, and shape their professional values as they prepare for practice. These patient-based tutorials introduce students to the clinical environment in a supervised and structured manner, providing opportunities to participate in communication skills, history taking, physical examination, clinical reasoning, diagnosis and management. It is only through participation that new practices are learnt, and progressively, new tasks are undertaken. The aim of this paper is to provide health professional students and early career health professionals involved in peer and near peer teaching, with an overview of approaches and key tips for teaching in the clinical setting. Although there are many competencies developed by students in the clinical setting, our tips for teaching focus on the domains of medical knowledge, interpersonal and communication skills, and professionalism.

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Can you try to arrange a spoke week or day depending on what can be facilitated to strengthen your understanding?

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Have you raised this with your practice supervisor to see what they advise?

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Have you read through the Trust guidelines to familiarise yourself with the IOL process?

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Active listening

No judgement

No interruption when someone is sharing their problem

Don't offer direct solution, let the person with problem come to their own resolution to problem

Only one person speaks at a time

Open-ended questions

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Have you thought about discussing this with other students placed at that hospital who have already had their Antenatal placement to talk you through?

Peer learning can offer a more relaxed, non judgmental environment.

Synergy is a model which is is now being adopted in the healthcare environment. Having Coaching Conversations

Peer Learning, learning with and from each other

Learner Participation in Service Delivery

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The GM Synergy Model is practice placement model bespoke to Greater Manchester developed by NHS Trusts in partnership with The University of Salford, The University of Manchester, Manchester Metropolitan University and The University of Bolton. Adapted from the University of East Anglia's CLiP™ model (Collaborative learning in Practice), GM Synergy has 3 key Principles

Having Coaching Conversations
Peer Learning, learning with and from each other Learner Participation in Service Delivery
Using coaching conversations, peer learning and participation in service delivery to enhance the confidence, competence and performance of students, the GM Synergy Model ensures that learning is student led with students taking responsibility in identifying their goals and objectives and working with the 'coach' offering guidance and critical challenge

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Welcome to the GM Synergy Model - Learning with and from each other - GM Synergy

# data[].attributes.attachment_link.description
The GM Synergy Model is practice placement model bespoke to Greater Manchester developed by NHS Trusts in partnership with The University of Salford, The University of Manchester, Manchester Metropolitan University and The University of Bolton. Adapted from the University of East Anglia's CLiP™ model (Collaborative learning in Practice), GM Synergy has 3 key Principles Having [...]

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Low birth numbers as third year students