MedEd Help offers helpful discussions and conversations for clinical and medical educators.To find out more about the podcast and the co-hosts go to MedEd.HelpEpisode Title: Bedside Teaching. "Can I fluff up that pillow for you?"Hosts: Dr. Anthony Llewellyn and Dr. Andrew VanlintOverview:Welcome to MedEd Help, where we delve into the world of medical education in our latest episode, "Bedside Teaching. Can I fluff up that pillow for you?" In this insightful discussion, Dr. Anthony Llewellyn and Dr. Andrew Van Lint explore the essential aspects of bedside teaching in a medical setting, shedding light on the nuances and ethics involved in this critical practice.Join us as we uncover the importance of keeping group sizes at the bedside ideal, the value of involving students and trainees in clinical activities, and the impact of technology on traditional bedside teaching. Through their experiences and insights, our hosts emphasize creating a safe learning environment, the role of patient feedback, and the significance of specific and timely feedback in guiding learners toward continuous improvement.Whether you're a clinical educator, a medical student, or a healthcare professional, this episode is packed with valuable tips and best practices to enhance your approach to bedside teaching and foster a supportive and engaging learning environment.So, tune in and join the conversation as we explore the vital role of bedside teaching in medical education.Timestamps:00:00 Reflecting on bedside teaching experiences as a learner.05:09 Applying theoretical knowledge to real world experiences.08:41 Overview, goals, feedback: keys to effective teaching.10:13 Improving feedback process by inviting group involvement.14:57 Feedback on patient communication improves preparation for procedures.17:44 Challenges aligning teaching with patient availability.22:32 Engaging group activity to interpret clinical signs.25:53 Transition to electronic records causes errors for doctors.27:59 Challenges in modern doctor duties and teaching.30:19 Encouraging podcast subscription and positive discussion summary.

MedEd Help offers helpful discussions and conversations for clinical and medical educators.To find out more about the podcast and the co-hosts go to MedEd.HelpEpisode Title: Listen to me carefully - I'm giving you feedback!Hosts: Dr. Anthony Llewellyn and Dr. Andrew VanlintOverview: Welcome to MedEd Help, where we dive into the world of medical education. In today's episode, we explore strategies to foster effective feedback in clinical environments. In today's episode, our hosts Andrew Vanlint and Anthony Llewellyn share their insights on the crucial role of feedback in shaping learning progression and patient safety.Join us as we delve into the importance of creating a safe learning environment, setting clear objectives, and utilizing specific feedback techniques to guide learners toward continual improvement. We'll explore the power of patient feedback, the impact of culturally sensitive communication, and practical strategies for educators to enhance their feedback delivery.Tune in as we uncover the nuances of providing constructive feedback, embracing a learning-oriented approach, and fostering a culture of improvement and accountability. Whether you're a clinical educator, a student, or a healthcare professional, this episode is packed with valuable tips to enhance your feedback skills and promote a supportive learning environment.So, grab your headphones and get ready for an insightful journey into the world of effective feedback in medical education.Article Link:https://www.tandfonline.com/doi/full/10.3109/0142159X.2012.684916TImestamps:00:00 Encourage learner self-assessment for effective feedback.04:53 Shifted from good/bad feedback to effective/ineffective.07:35 Psychological safety for learners in clinical settings.10:50 Effective coaching: setting clear goals and expectations.13:14 Regular feedback based on long-term goals. Supportive, specific.17:22 Insights rely on direct observations for accuracy.19:56 Supporting trainee feedback, addressing challenges in supervision.23:28 Request feedback promptly for better quality communication.28:04 Summarizing feedback techniques for professionalism in seven words: PARE, Cedar, AID, STAR, Pendleton's positive critique.30:21 Positive feedback outweighs negative feedback for success.35:03 Use descriptive, specific, non-judgmental language in feedback.37:16 Improve communication with nurses to prioritize relationships.41:20 Reflecting on feedback, meta feedback, team feedback.42:35 Offer suggestions, ask for recipients' feelings.45:47 Recognizing cultural impact, measuring and improving regularly.49:40 Creating safe and positive learning environment.52:23 Supervisor must consider feedback and support.55:50 Patient uncomfortable, doctor unaware, valuable feedback.

MedEd Help offers helpful discussions and conversations for clinical and medical educators.To find out more about the podcast and the co-hosts go to MedEd.HelpEpisode Title: No, It's Not a 2-Year Internship!Hosts: Dr. Anthony Llewellyn and Dr. Andrew VanlintOverview: This episode of MedEd Help, hosted by Dr. Anthony Llewellyn and Dr. Andrew Vanlint, focuses on the new framework for pre-vocational training in Australia, set to start in January 2024. The discussion centers on the significant changes this framework brings to medical education, particularly for PGY1 and PGY2 doctors.Key Points:Introduction of the New Framework: The framework overhauls pre-vocational training, emphasizing alignment with Australian healthcare needs, including Aboriginal and Torres Strait Islander health, trainee wellbeing, and supervision quality.Clarification on Internship Duration: The framework does not extend the internship to two years. Doctors are eligible for general registration after the first postgraduate year and can enter vocational training in their second year.Changes for Interns and Residents: The framework introduces significant changes in the intern terms, focusing on experiences rather than the setup of the term. For PGY2, the framework adds more structure, with a focus on broad generalist experience and the opportunity for some specialization.Assessment Changes: Both interns and residents will face new assessment requirements, including mandatory mid-term assessments and the introduction of Entrustable Professional Activities (EPAs) to evaluate clinical tasks.Supervision and Support Enhancements: The framework broadens the pool of potential supervisors and assessors, including non-medical professionals like pharmacists and nurses. There's also an increased emphasis on early identification and support for junior doctors who are struggling.Impact on Supervisors: Supervisors will receive more training in assessment, feedback, and cultural safety, with a refreshment course every three years.Implementation and Challenges: Acknowledging the workload increase, the hosts discuss how the new framework will be implemented and its potential challenges, emphasizing the long-term benefits in aligning pre-vocational training with current healthcare needs.Conclusion: Dr. Llewellyn and Dr. Vanlint conclude that while the new framework introduces significant changes and challenges, it is a great and necessary step to improve medical education in Australia, focusing on current healthcare needs and enhancing the quality of medical training.

Andrew and Anthony discuss some of the key takeaways from this year\'s Australian and New Zealand Prevocational Medical Education Forum, hosted this year by the Postgraduate Medical Council of Western Australia, in Scarborough, Perth.