THE HIGHWAY PLANNING PROCESS IS REVIEWED FROM AN OVERALL SYSTEMS APPROACH. A PLANNING SYSTEM DEVELOPED AS A GUIDELINE FOR REVIEWING ACTIVITIES IS PRESENTED AND THE OBJECTIVES OF THE PLANNING GROUP ARE IDENTIFIED AND DEFINED. CURRENT PLANNING DATA USAGE AND ORGANIZATION ARE REVIEWED WITH RESPECT TO THE OVERALL PLANNING SYSTEM AND ASSOCIATED OBJECTIVES. METHODS OF STRUCTURING A TYPICAL DATA SYSTEM AND ORGANIZATION ARE DESCRIBED. A TECHNIQUE FOR A PLANNING GROUP REORGANIZATION IS DEVELOPED AND EXPLAINED. THIS REPORT SUMMARIZES ALL PHASES OF THE PROJECT AND PRESENTS CONCLUSIONS AND RECOMMENDATIONS REGARDING THE PLANNING DATA SYSTEM. ADDITIONAL RESEARCH WILL BE NECESSARY TO FURTHER DEVELOP AND IMPLEMENT THE VARIOUS OBJECTIVES, SYSTEMS AND PROCEDURES DETAILED IN THIS REPORT.

Business system planning

Guideline

Structuring

Source

Cite

Citations (0)

Study Skills, Social Life and Confidence in Undergraduate Medical Students

MedEdPublish (2018)

Ciaran Grafton‐Clarke Jayne Garner

This article was migrated. The article was not marked as recommended. Background: The transition into medical education can cause frustration, poor academic performance and disengagement from study. The factors contributing to success require thorough investigation to allow medical education institutions to understand the contextual factors surrounding achievement. This study aims to identify the relationships between educational and wider contextual factors and the impact on academic performance. Methods:A 17-item questionnaire was developed and disseminated throughout a UK-based medical school. The question schedule was constructed from major literature items on study skills, study habits, performance, confidence and local contextual factors. Results:162 respondents across four years of medical education provided information on their living circumstances, familial doctor status, time management (studying, socialising, extra-curricular, and sports), exam confidence and preparedness, perceived ability and commitment to study, study skills and summative examination performance. The headline results include very low engagement in physical activity, significant time-investment in study, low rates of sharing a residence with medical student colleagues, good levels of confidence and low levels of self-perceived preparedness for summative examinations. Discussion: The findings reinforce the importance of confidence building in medical students, and the requirement for study skills development programmes and exceptional medical education learning resources. Finally, it is surprising that a significant proportion of medical students utilise paid-subscription question banks in their preparations, which itself raises questions surrounding resource allocation and equity.

Preparedness

Disengagement theory

Conscientiousness

10.15694/mep.2018.0000165.1

Cite

Citations (1)

Qualitative data: detail of stakeholder participants

Rebecca A. Harris Elizabeth Perkins Robin Holt Steve Brown Jayne Garner

Source

Cite

Citations (0)

Aims, objectives and research questions

Rebecca Harris Elizabeth A. Perkins Robin Holt Steve Brown Jayne Garner

Source

Cite

Citations (0)

Students' perceptions of professionalism : a multi-centre study.

Gabrielle M. Finn Jayne Garner Marina Sawdon

Background: Undergraduate medical students in the UK are expected to meet numerous guidelines relating to their professional behaviour as specified by the GMC 1) This guidance includes objectively appraising and assessing the performance of their colleagues 2) Little is known about how students perceive and understand these requirements, and the impact this has on their learning experience. Summary of work: 72 undergraduate students from 2 schools participated in 13 focus groups. Data were analysed using a grounded theory approach3. Summary of results: Focus group themes were: the context for appraising the professional behaviour of peers, the appropriate disclosure of peer appraisal, how students justified their peer appraisals, the importance of feedback for personal reflection, the importance of good role models, the teaching of professional behaviours and lifelong learning. Conclusions: Students understood the importance of peer appraisal as part of their professional development, although they did have reservations about delivering constructive feedback face to face. Students suggest that professional behaviour is subjective, therefore teaching and appraising professionalism is context dependent e.g. if its on clinical placement, in a classroom setting or even on virtual environments then the feedback will be different.

Constructive

Source

Cite

Citations (0)