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I would like to make a more conscious effort to help students prepare for upcoming cases so they have an opportunity to read up on the potential conditions we are seeing the following day and so feel less stressed about the case which may enable them to participate more and feel less intimidated. I would also like to spend more time reviewing cases once they have left so that I could potentially identify those who are struggling or need extra assistance to understand the cases. Following this module I hope to be more aware of those who are struggling and think of the potential reasons for their apparent lack of interest or knowledge.

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I would like to spend more time giving individual, positive feedback to my students each rotation. I would also like to spend more time including them in the clinical exam, so that they get more hands-on experience and I get more teaching time.

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Make students feel safe to learn in the working environment! Praise good effort! Be aware of issues students may face and in this way I may be able to identify why students are struggling more so I can point them in the right direction if they need further hep which is beyond me. 

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Make students feel safe to learn in the working environment! Praise good effort! Be aware of issues students may face and in this way I may be able to identify why students are struggling more so I can point them in the right direction if they need further hep which is beyond me. 

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Do have a look at the links on the next page once you've added to this padlet - there are some really simple, yet effective changes that you can make that will make life quite different for the students who struggle.

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Do have a look at the links on the next page once you've added to this padlet - there are some really simple, yet effective changes that you can make that will make life quite different for the students who struggle.

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In the introductory talk to our rotation week, we always tell students how they will be assessed. It would be nice to remind them that they shouldn't focus solely on this, but rather use the week to put topics into a broader clinical context that they can apply once in practice.  From now on, at the same time as discussing the assessment, I will encourage them to ask themselves what they want to achieve during the week, so that they think about their own goals and development and embrace learning opportunities

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I think feedback is important but agree that it can come too late, and by this I include both good and constructive feedback. I am sure many students, have imposter syndrome (what a great term). In these cases they can spend the whole rotation worrying they haven't done a good job, not up to scratch etc only to find out at the end they were great! I try to give positive feedback relating to a procedure, knowledge or team working skill as soon as it has occurred and hopefully this helps put some of their anxieties to rest and let them relax and enjoy the remainder of the rotation more.

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We always do feedback at the end of our block and have recently had a group give us surprising feedback we were not expecting, they had not voiced their concerns during the 2 weeks, which meant we could not help them as we didn't know they had felt that way! Going forward we may introduce more feedback sessions from them, to ensure they are not just staying quiet until the end

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Personalised feedback and support networks

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Personalised feedback and support networks

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I think going forwards I will utilise the position that we now have with regards to the students a little better. I think that personal feedback is more constructive to an individual student, where it is often easy to slip into the same feedback routine that you often use as you are time pressured/stressed yourself. Also suggesting ways in which students can utilise the resources to them now, while part of a wider university community such as the advice centre, clinical skills labs etc etc. These things arent available in practice mostly, so students should be encouraged to utilise them now.

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I try to help make suggestions if students are struggling at the halfway point. If we know a student is dyslexic or has anxiety etc. I will certainly try and take on some of the points from this unit when discussing strategies to improve their participation in the rotation.

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I think having seen the lists of "issues" students have to deal with and the factors that make them prone to stress reflect exactly on us as clinicians. I think what is easy to forget is that our own stress creates an emotional contagion and adds stress to the students' already long list of stressors. I will try to make sure that a) no matter how stressed I am I do not act stressed when interacting with students and b) I try to manage my own stress levels so this doesn't happen.
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I think the most interesting part of this was the video about children wanting to learn more when they got praised for trying hard rather than automatically 'getting it'. I agree that a lot of students give off the impression that they feel overwhelmed by 'just knowing enough' and are in a fixed mindset. Perhaps I will try more to encourage students to work things out for themselves / praise the thought process rather than just saying well done when they get the answer right.