The Clinical Communication The Clinical Communication and Learning Skills Unitand Learning Skills Unit
LTSN-01 WorkshopLTSN-01 Workshop Supporting students who are Supporting students who are
struggling academically:struggling academically:one medical school’s approachone medical school’s approach
Jo BrownJo BrownDason EvansDason Evans
1212
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Plan for the dayPlan for the day10:00-11:0010:00-11:00
IntroductionsIntroductions
Defining the problemsDefining the problems11:00-11:1511:00-11:15 CoffeeCoffee
11:15-12:3011:15-12:30Why bother?Why bother?
What is done elsewhere?What is done elsewhere?12:30-1:3012:30-1:30 LunchLunch
1:30-2:301:30-2:30 The Academic support programme at The Academic support programme at Barts and the London.Barts and the London.
2:30-3:452:30-3:45 How useful is this model to other How useful is this model to other institutionsinstitutions
3.45-4.003.45-4.00 CloseClose
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Defining the problemDefining the problem
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
ExamplesExamplesStudent 1: an excellent student academically, Student 1: an excellent student academically, fails her first Clinical Skills OSCE. fails her first Clinical Skills OSCE.
She has a deep learning style for theoretical She has a deep learning style for theoretical knowledge but an inappropriate learning style for knowledge but an inappropriate learning style for clinical skills.clinical skills.
We provided her with sessions on “how to learn We provided her with sessions on “how to learn clinical skills”.clinical skills”.
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
ExamplesExamplesStudent 2: fails his third year theory exams with a Student 2: fails his third year theory exams with a very poor score. He had excellent A-levels, good very poor score. He had excellent A-levels, good year one exams and reasonable year two exams.year one exams and reasonable year two exams.
He turns out to have an excellent short term memory He turns out to have an excellent short term memory and a superficial learning style. The volume of work is and a superficial learning style. The volume of work is finally too much to cram and he fails.finally too much to cram and he fails.
We provided him with sessions encouraging a regular We provided him with sessions encouraging a regular habit of self directed learning.habit of self directed learning.
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
ExamplesExamplesStudent 3: a previously excellent student fails Student 3: a previously excellent student fails her third year clinical skills OSCE. her third year clinical skills OSCE.
She has no insight into the fact that she is clinically She has no insight into the fact that she is clinically depressed. Her attendance has been poor, but she is depressed. Her attendance has been poor, but she is academically strong as she starts bookwork when she academically strong as she starts bookwork when she wakes at 3am every morning.wakes at 3am every morning.
We arranged an urgent GP and psychiatry We arranged an urgent GP and psychiatry appointment.appointment.
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
ExamplesExamplesStudent 4: an international student fails her Student 4: an international student fails her clinical skills exam, saying she didn’t know clinical skills exam, saying she didn’t know what to expectwhat to expect
More to come!
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
ExamplesExamplesStudent 5: Fails his clinical skills exam scoring Student 5: Fails his clinical skills exam scoring poorly on communication skills stationspoorly on communication skills stations
He finds talking to patients difficult, as he isn’t sure He finds talking to patients difficult, as he isn’t sure exactly what information he needs to gather and how exactly what information he needs to gather and how he might go about this in a time-limited fashion.he might go about this in a time-limited fashion.
We went with him to the wards on two occasions and We went with him to the wards on two occasions and using video tape review helped him gain structure and using video tape review helped him gain structure and confidence in talking to patients.confidence in talking to patients.
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Your examplesYour examples
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Common problems at Common problems at Barts and the LondonBarts and the London
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Why Bother?Why Bother?
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Why do we bother?Why do we bother?Ethical and moral duty to Ethical and moral duty to students.students.Socio-political culture of Socio-political culture of accepting and responding accepting and responding to individual differences.to individual differences.Obligation and Obligation and responsibility to future responsibility to future patients.patients.– ((philosophy of ASP – Not philosophy of ASP – Not
a revision course)a revision course)– GMCGMC
Producing “Life Long Producing “Life Long Learners.” Learners.”
Belief that students who Belief that students who have been supported have been supported through difficulty may end through difficulty may end up better doctors.up better doctors.– Coping mechanismsCoping mechanisms– empathyempathy
School philosophy to:School philosophy to:– meet the needs of students meet the needs of students – produce graduates… who produce graduates… who
are fit for the nation's are fit for the nation's present and future health, present and future health, research and health care research and health care needs .needs .
Financial Financial – benefits (widening access)benefits (widening access)– penalties (attrition rates)penalties (attrition rates)
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Group Work 1Group Work 1Group 1Group 1
Comms AComms AHow are struggling students identified How are struggling students identified in your institution?in your institution?
Group 2Group 2
Comms BComms BHow does your institution work out the How does your institution work out the reasons that students struggle?reasons that students struggle?
Group 3Group 3
Seminar 7Seminar 7 What interventions does your institution What interventions does your institution put in place to support struggling put in place to support struggling students?students?Group 4Group 4
Seminar 8Seminar 8
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Group work 1Group work 1
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
LunchLunch
The Clinical Communication The Clinical Communication and Learning Skills Unitand Learning Skills Unit
1212
Support for Students with Support for Students with Academic DifficultiesAcademic Difficulties
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Overview of PresentationOverview of Presentation
Macro
Micro
Macro
•Background to the school•Background to the A.S.P.•Model
•Specific Case History
•Validation of programme
•Looking to the future
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Background to Barts and the LondonBackground to Barts and the London
An ancient and amalgamated medical schoolA spiral curriculumCurriculum revised in 1999:– Problem Based Learning running throughout
the curriculum– Early clinical experience in the community– Explicit teaching of Communication and
Clinical Skills
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
AssessmentAssessment
Clinical skills OSCE
Data interpretation
Written Assessment
Continuous assessment
Year 1
Year 2
Year 3
Year 4
Year 5
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Background and History To ASPBackground and History To ASP Began in 1999 when committed teachers began to give detailed feedback to students about their exam results and offer clinical skills workshops.
Previously informal and variable support from senior tutors, concerned and interested faculty
Formalised and funded in 2002, the ASP has grown to provide student centred support for learning.
Now represented on all major educational committees and produces an annual report.
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Formalised & embedded in curriculumFormalised & embedded in curriculum
ASP
CCLSU
Assess
Teaching
Education Directorate
Dean for Education
Medical School
Dean for Student Affairs and senior tutor system
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
The systemThe system
Indirect
Direct
Educational DiagnosisFree discussionSemi-structured interviewFine-tooth analysis of assessment results
Poor Performance in Summative Assessment
Principally JOSCE & 3rd year EMQ
Senior Tutor Referral
Student request
Poor performance in continuous assessment
Other
No actionE.g. precipitating problem resolved or obtaining academic support elsewhere
Ongoing Individual TuitionAimed at supporting self-directed Learning either in clinical skills or theoretical background to medicine. Always student led.
Problem List Action Plan Learning
Contract
Short Courses: Learning style
Aimed at encouraging a change in learning style,
1 how to learn clinical skills2 Reflective communication
skills3 exam (eg MCQ) technique4 anxiety management5 others
Specific SuggestionsTo Students, Senior tutors, tutors or firms
Referral ElsewhereMedical referralEducational psychologistLearning support unit
Referral Diagnosis Intervention
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Diagnostic processDiagnostic processFree discussion about Free discussion about reasons for poor reasons for poor performanceperformance
How he/she learnsHow he/she learns– KnowledgeKnowledge
– SkillsSkills
– Self directed learningSelf directed learning
– Collaborative learningCollaborative learning
Fine tooth-comb analysis Fine tooth-comb analysis of assessment resultsof assessment results
Screening questionsScreening questions– MotivationMotivation
Scale of 1-10Scale of 1-10What sort of doctor?What sort of doctor?Enjoy the course?Enjoy the course?
– AttributionAttributionHave you received enough Have you received enough teaching?teaching?Was the exam a fair exam?Was the exam a fair exam?Is mark representative of Is mark representative of performance?performance?
– Pastoral Pastoral Medics in the family?Medics in the family?Received enough support?Received enough support?
– Working with patientsWorking with patients– Problems attendingProblems attending
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
The systemThe system
Indirect
Direct
Educational DiagnosisFree discussionSemi-structured interviewFine-tooth analysis of assessment results
Poor Performance in Summative Assessment
Principally JOSCE & 3rd year EMQ
Senior Tutor Referral
Student request
Poor performance in continuous assessment
Other
No actionE.g. precipitating problem resolved or obtaining academic support elsewhere
Ongoing Individual TuitionAimed at supporting self-directed Learning either in clinical skills or theoretical background to medicine. Always student led.
Problem List Action Plan Learning
Contract
Short Courses: Learning style
Aimed at encouraging a change in learning style,
1 how to learn clinical skills2 Reflective communication
skills3 exam (eg MCQ) technique4 anxiety management5 others
Specific SuggestionsTo Students, Senior tutors, tutors or firms
Referral ElsewhereMedical referralEducational psychologistLearning support unit
Referral Diagnosis Intervention
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
No of students Taught
05
101520253035404550
1999 April 2000-March 2001
April 2001-March 2002
April 2002-March 2003
April 2003-March 2004
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
VideoVideo
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Questions on processQuestions on process
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
The Clinical Communication The Clinical Communication and Learning Skills Unitand Learning Skills Unit
Case studyCase study
ReferralReferral
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Case Study: Referral ICase Study: Referral I
An international student fails her clinical An international student fails her clinical skills exam, saying she didn’t know skills exam, saying she didn’t know what to expect.what to expect.
Came in the lowest 5% of cohortCame in the lowest 5% of cohortFailed 12 out of 19 stationsFailed 12 out of 19 stations
Previously received A and B grades for Previously received A and B grades for her written examsher written exams
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
ScoreScore
AVESCORE
30
20
10
0
Std. Dev = 5.40
Mean = 60.7
N = 233.00
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Number of stations passedNumber of stations passed
STATPASS
20.519.518.517.516.515.514.513.512.511.510.59.58.57.5
50
40
30
20
10
0
Std. Dev = 2.57
Mean = 14.7
N = 233.00
The Clinical Communication The Clinical Communication and Learning Skills Unitand Learning Skills Unit
Case studyCase study
Diagnostic sessionDiagnostic session
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Case Study: Diagnostic ICase Study: Diagnostic I
Fine tooth analysisFine tooth analysis
Clinical examination skills
0 1 2 3 4 5 6 7 8 9 10
Respiratory examination /10
Cardiovascular examination /10
Abdominal examination (RIF) /10
Breast examination /10
Sensory examination of legs /10
Thyrotoxicosis /10
cohort mean
case score
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Practical Skills
0 1 2 3 4 5 6 7 8 9 10
Blood pressure /10
Urine testing /10
Ophthalmoscopy /10
Phlebotomy /10
cohort mean
case score
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Communication Skills
0 1 2 3 4 5 6 7 8 9 10
History of chest pain /10
History of chronic cough /10
History of PR bleed (Crohn’s) /10
Risk factors for CHD /10
Low er abdominal pain /10
Type 1 diabetes: non-adherence /10
Loss of consciousness /10
Diagnosis of type 2 diabetes /10
Alcohol intake /10
cohort mean
case score
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Semi-structured interviewSemi-structured interview
General questionsGeneral questions– Lives in international hallsLives in international halls– Rarely mixes with students of other Rarely mixes with students of other
nationalitiesnationalities– Rarely uses conversational EnglishRarely uses conversational English– Home sick, isolated and unsure if she really Home sick, isolated and unsure if she really
wants to study medicine in the UKwants to study medicine in the UK
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Semi-structured interviewSemi-structured interview
Learning Methods – declarative knowledgeLearning Methods – declarative knowledge– Works 3-4 hours a week SDLWorks 3-4 hours a week SDL– Relies on memory of reading from text booksRelies on memory of reading from text books– Reads with TV or radio onReads with TV or radio on
Learning Methods - skillsLearning Methods - skills– Has used clinical skills lab (alone)Has used clinical skills lab (alone)– Uses one skills book and handoutsUses one skills book and handouts– Clerks 2 patients a week “if I am pushed”Clerks 2 patients a week “if I am pushed”– Found third year unstructuredFound third year unstructured
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Semi-structured interviewSemi-structured interview
Specific questionsSpecific questions– Is motivated to be a DrIs motivated to be a Dr– No medics in the family, much pressure to No medics in the family, much pressure to
succeed from her governmentsucceed from her government– Doesn’t feel there has been enough teachingDoesn’t feel there has been enough teaching– ““sometimes” finds difficulty approaching sometimes” finds difficulty approaching
patientspatients
The Clinical Communication The Clinical Communication and Learning Skills Unitand Learning Skills Unit
Case studyCase study
Problem ListProblem List
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Problem ListProblem ListNot fully committed to course, not workingNot fully committed to course, not workingSocial isolationSocial isolation– Language Language – Collaborative learningCollaborative learning– LonelinessLoneliness
Study skillsStudy skills– Limited for theory to simply readingLimited for theory to simply reading– Poor model for learning clinical skills Poor model for learning clinical skills
Never seeks feedbackNever seeks feedbackLimited amounts of practiceLimited amounts of practice
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Common problems at Common problems at Barts and the LondonBarts and the London
The Clinical Communication The Clinical Communication and Learning Skills Unitand Learning Skills Unit
Case studyCase study
Negotiated learning contractNegotiated learning contract
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Learning ContractLearning Contract1.1. Consider if she wants to be a doctorConsider if she wants to be a doctor
2.2. Consider if she wants to continue training in the UKConsider if she wants to continue training in the UK
If she wishes to remainIf she wishes to remain1.1. Clerk a minimum of 5 patients a weekClerk a minimum of 5 patients a week
2.2. Study a minimum of 2 hours a nightStudy a minimum of 2 hours a night
3.3. Commit to work collaboratively with retake groupCommit to work collaboratively with retake group
4.4. Move into college halls Move into college halls
5.5. Integrate with other students from the medical school Integrate with other students from the medical school
The Clinical Communication The Clinical Communication and Learning Skills Unitand Learning Skills Unit
Case studyCase study
InterventionIntervention
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Case Study: InterventionsCase Study: Interventions
Clinical SkillsClinical Skills– Extra clinical skills tuitionExtra clinical skills tuition– Clinical skills study skillsClinical skills study skills– Supportive ward placementSupportive ward placement
Communication SkillsCommunication Skills
Collaborative learningCollaborative learning
PastoralPastoral
The Clinical Communication The Clinical Communication and Learning Skills Unitand Learning Skills Unit
Case studyCase study
OutcomesOutcomes
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Case Study: Outcomes ICase Study: Outcomes I
Exam Success/CompetencyExam Success/Competency
Ongoing successOngoing success
PastoralPastoral
Smiling!Smiling!
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
ScoreScore
AVESCORE
30
20
10
0
Std. Dev = 5.40
Mean = 60.7
N = 233.00
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Number of stations passedNumber of stations passed
STATPASS
20.519.518.517.516.515.514.513.512.511.510.59.58.57.5
50
40
30
20
10
0
Std. Dev = 2.57
Mean = 14.7
N = 233.00
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Case Study: Outcomes IIICase Study: Outcomes III
50.0 60.0 70.0 80.0
Ai_EMQ%
0
5
10
15
Co
un
t
40.0 50.0 60.0 70.0 80.0
Aii_Data%
0
5
10
15
Co
un
t
55 60 65 70 75 80 85
Aiii%
0
5
10
15
20
Co
un
t
50.0 55.0 60.0 65.0 70.0
b(OSCE)%
0
5
10
15
20
Co
un
t
64%
62%
64%
60%Knowledge test Data
Interpretation test
Skills testContinuous assessment
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Questions on Case StudyQuestions on Case Study
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Questions on Case StudyQuestions on Case Study
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
ValidationValidation
Student evaluationStudent evaluation
Exam resultsExam results
Links to curriculum & institutionLinks to curriculum & institution
Publications & presentationsPublications & presentations
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Validation: student evaluationValidation: student evaluation
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
[The course] increased my confidence on the wards
[The course gave me] insight into a more thorough way of learning
Thank you for the work you have all put in. It has been a great course & I will be very grateful in the long run
Taught me to analyse myself
I am very nervous about Tuesday [the retake exam], but would have been more if I did not
have … the retake course in place
Qualitative commentsQualitative comments
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Validation: exam resultsValidation: exam results
AVESCORE
30
20
10
0
Std. Dev = 5.40
Mean = 60.7
N = 233.00
49.1 62.9
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Validation: exam resultsValidation: exam results
STATPASS
20.519.518.517.516.515.514.513.512.511.510.59.58.57.5
50
40
30
20
10
0
Std. Dev = 2.57
Mean = 14.7
N = 233.00
10.4 16.2
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Continuing successContinuing successOf the 16 students who failed their third year OSCE Of the 16 students who failed their third year OSCE in 2002, all passed through a modified academic in 2002, all passed through a modified academic support programme, support programme, 9 took finals in 2004. Their mean OSCE score at 9 took finals in 2004. Their mean OSCE score at finals was no different from the rest of the cohortfinals was no different from the rest of the cohort
(p=0.52, Scheffe post hoc analysis),(p=0.52, Scheffe post hoc analysis), Compare with the lowest 17 students passing the Compare with the lowest 17 students passing the third year OSCE, third year OSCE, 9 took finals in 2004 and performed significantly 9 took finals in 2004 and performed significantly worse than the rest of their cohort worse than the rest of their cohort
(*p=0.029 Scheffe post hoc analysis from ANOVA).(*p=0.029 Scheffe post hoc analysis from ANOVA).
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Validation: Reporting and LiaisonValidation: Reporting and Liaison
Medical Education CommitteeMedical Education Committee
Student Affairs BoardStudent Affairs Board
Senior Tutor systemSenior Tutor system
Queen Mary’s Learning Support UnitQueen Mary’s Learning Support Unit
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Validation: Publications & presentationsValidation: Publications & presentations
CETL - 2005CETL - 2005
Presentation at 11Presentation at 11thth Ottawa international conference on Ottawa international conference on medical education, 2004medical education, 2004
Draper’s award for excellence in teaching & learning 2004Draper’s award for excellence in teaching & learning 2004
Example of good practice at the LTSN-01 National Example of good practice at the LTSN-01 National Meeting of Medical Curriculum Co-ordinators 2002Meeting of Medical Curriculum Co-ordinators 2002
Sayer M. Chaput de Saintonge M. Evans D. Wood D. Sayer M. Chaput de Saintonge M. Evans D. Wood D. Support for students with academic difficulty. Medical Support for students with academic difficulty. Medical Education. 2002 July;36(7):643 – 650.Education. 2002 July;36(7):643 – 650.
ASME: Association for the Study of Medical Education ASME: Association for the Study of Medical Education Annual Scientific Meeting 2000, Dublin.Annual Scientific Meeting 2000, Dublin.
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
The futureThe future
Educational psychologist inputEducational psychologist input
Prato 2005Prato 2005
ASME conference 28th June 2005.
Identifying and supporting medical students with communication difficulties
The Royal Institute of British Architects, London
Publications
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
SummarySummaryStudents always have, do and always will struggleStudents always have, do and always will struggleThey struggle for a wide variety of reasonsThey struggle for a wide variety of reasonsRemedial programmes should be personalised to Remedial programmes should be personalised to meet individual learning needsmeet individual learning needsSuccessful remedial programmes are resource-Successful remedial programmes are resource-intensive and require institutional support for intensive and require institutional support for successsuccessThere are exciting opportunities for further There are exciting opportunities for further development and dissemination of this programme.development and dissemination of this programme.
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
QuestionsQuestions
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Group Work 2Group Work 2Group 1Group 1
Comms AComms A
What do you think are the What do you think are the most transferable aspects of most transferable aspects of this Academic Support Model this Academic Support Model to your own discipline?to your own discipline?
Group 2Group 2
Comms BComms B
Group 3Group 3
Seminar 7Seminar 7
Group 4Group 4
Seminar 8Seminar 8
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
Group Work 2Group Work 2
The Clinical Communication and The Clinical Communication and Learning Skills UnitLearning Skills Unit1212
CloseClose
Academic Support NetworkAcademic Support Network
ASME one-day conferenceASME one-day conference
Goodbye and safe Goodbye and safe journey home!journey home!
The Clinical Communication The Clinical Communication and Learning Skills Unitand Learning Skills Unit
LTSN-01 WorkshopLTSN-01 Workshop Supporting students who are Supporting students who are
struggling academically:struggling academically:one medical school’s approachone medical school’s approach
Jo BrownJo BrownDason EvansDason Evans
1212
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