"That's a child, it's not a diagnosis." What can paediatricians learn from medical humanities?: a mixed methods study.

This article was migrated. The article was marked as recommended. Objective:The aim of this study was to evaluate UK paediatric specialist trainees' perceptions of a medical humanities teaching session on their communication and empathy skills. Methods: A medical humanities session was incorporated into a teaching programme for 19 doctors in their first three years of paediatric training. Using set questions, participants discussed themes of communication, empathy, ethical issues and language. A qualitative methodology was adopted for the evaluation. All doctors who undertook the session were invited to join in a digitally recorded focus group and nine participated. Thematic analysis of the transcript was undertaken by two researchers to identify and code key themes. Six months post-course all participants were invited to complete an online survey looking at the longer-term impact of the session and five responded. Results:Coding of the transcript identified two key themes that participants felt the session added to their usual teaching: i) communication and ii) reflection. Conclusion:Literature-based teaching for junior paediatric doctors was well received and valued by participants and adds to standard teaching. It provides a platform for consideration of the parental perspective and communication (in particular the use of language) as well as providing structured time for reflection on clinical experiences.

Randomised controlled trial of the use of an educational board game in neonatology.

BACKGROUND: Games have been used in healthcare education to encourage active learning. AIM: To investigate whether an educational board game which had been developed in the speciality of neonatology could influence the learning experience of medical students during their neonatal attachment. METHOD: A randomised controlled trial of using the game was conducted amongst 67 student participants. RESULTS: The average final assessment score was 4.15 points higher in the group of students that played the game compared to the control group (95% CI-0.88-9.17; p = 0.09). The game was well received by the students. CONCLUSION: Although we cannot conclude firmly that the game produces an effect on learning, this study suggests that educational games should be investigated further in the delivery of undergraduate learning in specialities where exposure is brief.