Couchman, D, Donnachie, D, Tarr, J, Bull, S. Clinical teaching fellows, the new norm?—experiences of fellows and education faculty. Clin Teach. 2022; 19(4): 299–307. https://doi.org/10.1111/tct.13487
The original article did not recognise the joint-first authorship of Dan Couchman and Douglas Donnachie. This should have read as Dan Couchman and Douglas Donnachie are joint-first authors.
We apologise for this error.
Health care delivery contributes a significant carbon footprint in the United Kingdom, and paradoxically climate change is linked to poorer human health outcomes. New General Medical Council (GMC) requirements mandate medical graduates must be able to apply sustainable care to their practice. Implementation of sustainable health care (SHC) teaching is a new challenge for medical schools, and there are several identified barriers including an overcrowded curriculum, lack of expertise within faculties, lack of institutional support and inadequate assessment techniques.
We established a new SHC curriculum spiralling throughout the overall medical curriculum, and as part of this introduced a sustainable quality improvement (susQI) project to our final year cohort. SusQI considers the environmental, social and financial impacts as well as patient and population outcomes. Our students undertook this in their final year GP assistantships.
We sought multi-sourced data through focus groups, formal end of placement feedback, informal feedback and external feedback. We applied thematic analysis to focus group transcriptions and triangulated with the other data sources. We identified some common themes: First, susQI was enjoyed and valuable; second, it allowed meaningful participation; third, it created a co-learning environment; and fourth, timing and curriculum placement are important when integrating susQI.
SusQI can implement SHC into the overcrowded medical curriculum in a low cost, low resource manner without the need for experienced faculty. SusQI is empowering for students and grants them an active team role. Expansion into secondary and tertiary care is feasible, and we contend that susQI can be placed in other health care curricula.
If medicine fundamentally exists to care for the wellbeing of individuals and societies, there should be a direct and comprehensive link between a medical school's social mission and its educational programme. We have not found a description of development or reform that utilises social mission to guide the comprehensive development of the educational programme. As a new school, we utilised a systematic mission-driven approach to develop the curriculum, pedagogical methods and structure of the programme. Using layered analysis, this paper demonstrates how a school's mission can drive all aspects of the educational programme. This supports the transferability of this work to other schools so that they can achieve their unique missions.
Layered analysis is used for reporting an intervention through three tiered lenses: philosophies, principles and techniques. This provides a structure to guide implementation and evaluation. It can also be used to transfer the innovation to other contexts.
Each principle guiding the school's development is linked to context specific techniques and drives the focus of programme evaluation. Evaluation approaches using these principles are described, including an example of composite student performance data in a core area of focus.
Through layered analysis of a medical school that developed and implemented a mission-driven curriculum, this can enable other schools to transfer this approach to achieve their missions through the design and implementation of their programmes.
As the new joint Editors of The Clinical Teacher, we greatly look forward to engaging health professionals in sharing their innovations and scholarly practices as educators.
Importantly, we acknowledge the wonderful work of Dr Aileen Barrett as Editor across the past three years, in encouraging a warm, inclusive, diverse and creative environment for readers and authors and promoting the scholarly work of early career researchers. In particular, Aileen has set about developing the work of those new to the field through various initiatives to help them find their ‘scholarly voice’ and enhance the legacy of health professions education communities. Notably, it is taking two editors to attempt to fill her shoes…
I (Paul) am Director of the Health Professions Education Unit at Hull York Medical School (HYMS), UK. I joined HYMS in 2019 as Programme Director for the MSc, Postgraduate Diploma and Certificate in Health Professions Education. With a psychology background, I completed my PhD at Durham University in 2015. I have extensive experience in undergraduate and postgraduate medical research including approaches to teaching and learning, professional development and curriculum development.
I (Annette) am Professor of Medial Education at Sydney Medical School, The University of Sydney, Australia, where I completed my PhD in Medical Education in 2013. My teaching and research interests span across disciplines and include topics on clinical teacher training, faculty development, peer assisted learning and team-based learning.
As joint Editors, we are delighted to take on this new challenge as we bring different experiences and share responsibilities in the production of the journal with other team members. We are fortunate to have the support of associate editors, editorial staff, peer reviewers and the production team. In collaboration, we strive to provide an accessible and visible platform for health professionals and educators to share scholarly educational innovations and research. We want you (the reader) to learn something new from every issue; with papers stimulating insight, discussion and innovation, tackling key issues which impact on our field.
As such, The Clinical Teacher offers a range of article types, varying in breadth and depth. For example, the ‘Research’ article type considers what works best for whom in what context and how. In these manuscripts, we are keen to see originality, important, rigorous and practical work which will appeal to our international readership in moving understandings forward. While we are keen to see where initiatives have worked, beyond this, we also want to know how, why and what makes the difference in whether an initiative is successful or not and what are the key implications for clinical teachers. Whereas the ‘Innovation Implementation, Improvement’ article type allows the opportunity to showcase shorter pieces with a strong focus on th
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