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Bell, R.1, Briggs, J.1 ,Hebbes, C. P.1 Davidson, E.1 Crick, H.2
1Academic Acute Care Common Stem Trainee & Honorary

clinical education fellow, University of Leicester

2Lecturer in medical education, University of Leicester

Introduction Results
As part of Tomorrow͛s doctors, the medical school graduate is !

expected to justify appropriate investigations for common clinical Student evaluation of sessions
cases in addition to explaining the fundamental principles
underlying such investigative techniques. The General Medical
Council also demands that medical curricula are structured to
reinforce the link between theory, basic sciences and practice.
Medical students will encounter these skills in practice when they
enter the clinical part of their training. However, this is many
months after their theoretical learning. To this end we devised,
implemented and evaluated two practical teaching sessions aimed
at 1st and 2nd year preclinical students, integrating practical skills
based experiential learning and theoretical teaching. These
sessions were designed to teach the practice and interpretation of
electrocardiography (ECG) and spirometry.

Methods
Both teaching sessions used principles of constructivist theory with
the overarching objective of allowing the integration of theory and
practice. Both sessions were interactive, had clearly defined
learning objectives, aligned with the existing cardiovascular system
module (to activate prior knowledge) and reinforced the clinical
application of these skills. The sessions took the form of a one hour
lecture introducing the topic and to activate prior learning,
followed by a one hour practical teaching session.
The ECG session required the students to perform an ECG on one
another followed by interpretation of a standard ECG (an ST-
elevation myocardial infarction) with the knowledge gained from
the earlier teaching session.
The spirometry session took a similar structure with an interactive
lecture using an audience response system to increase
engagement. This was followed by students having the opportunity
to perform a vitalograph and spirometry trace and the
interpretation of pathological date and flow-volume loops.
The session were then evaluated with Likert scales assessing
student͛s perceptions about the sessions and subjective knowledge
gains.

Discussion Conclusions
Overall the students rated the sessions highly (see !
 ), The students felt that their skills had improved following this
suggesting they felt they had learned from the sessions and also teaching. Whilst we only assessed at the lower levels of
enjoyed them. Thematic analysis of the student free text feedback Kirkpatrick͛s hierarchy, this increase in confidence may aid students͛
(see !
 ) demonstrated that students valued the opportunity learning in their clinical teaching.
to practice being able to see a demonstration and the kinaesthetic Students͛ free text responses demonstrated preference for a range
aspect of this teaching. of learning styles (kinaesthetic and audio-visual). This may indicate
I think this session should be put that sessions such as this that incorporate a variety of media will
forward as more important, core increase student learning and engagement.
aspect of the teaching on ECGs Practical sessions may improve student experience of these
procedures. Further research on their impact, evaluation and
It was a great session and should transfer to practice is required.
definitely be carried on for the next References
years students General Medical Council. Tomorrow͛s Doctors 2009
Kirkpatrick D. Evaluating Training Programs: The Four Levels: Berret-
Koehler 1998
We acknowledge the advice and help received from Dr Margaret
Barnes-Davies and Mrs Susan Benning in this work