Centre for Medical Education currently works on 15 research- and development projects in the field of teaching and learning in the medical and allied health professions. 12 of these projects primarily hold an undergraduate focus and study the topics of admission, learning outcomes, teaching and learning activities (using models, games, SMS, simulation, and reflection), digital examination, and drop out. Three of the projects primarily hold a postgraduate focus and study the topics of fast track surgical training, team emotions, and guidance dialogues.

Admission to medical school

Could non-grade based selection improve medical student socio-demographic diversity?

Research article with the Unit for Education Development, University of Southern Denmark, Odense, Denmark.

The aim of this paper was to examine if selection strategy (grade-based vs. non-grade-based) made a difference to the social diversity of admitted medical students. The objectives were to examine if a predominantly non-cognitive admission program was a useful initiative for improving medical student diversity compared to a parallel grade-based selection program, or whether it further disadvantaged educationally vulnerable population groups.

Status: Submitted for review/publication, Oct 2011.

Contact: Lotte O’Neill (lotte@medu.au.dk or ldyhrberg@health.sdu.dk )

Non-grade-based admission to medical school and academic performance. Does previous academic performance matter?

Research article with the Unit for Education Development, University of Southern Denmark, Odense, Denmark.

The aim is to present a model for academic performance during the bachelor years (year 1-3) for medical students admitted to University of Southern Denmark during 2002-2007. In this period approx. half of the students were admitted on a mainly non-grade-based admission program. The objectives were to investigate the role of prior academic performance as a predictor of bachelor grades specifically, and also to compare the pass-frequency and the speed of progression amongst students admitted on highest grades and students admitted on non-grade-based admission criteria.

Status: Analysis completed, article under production.

Contact: Lotte O’Neill (lotte@medu.au.dk or ldyhrberg@health.sdu.dk)

Prior learning assessment and partnerships – the responsibility of universities?

Book Chapter in Danish. Editors: Hanne Leth Andersen, Roskilde University Centre & Jens Christian Jacobsen, University College Copenhagen. Publishers: Roskilde University Centre Press.

The aim is to discuss the rise of knowledge-economy within higher education based on current evidence and examples. In this chapter aspects relating to access to higher education for non-traditional learners and curriculum development in particular is dealt with.

Status: Writing. Deadline March 2012.

Contact: Lotte O’Neill (lotte@medu.au.dk)

Learning outcomes and teaching and learning activities

Learning outcomes in undergraduate medical education
Research project at the Centre for Medical Education, AU, in collaboration with Tim Dornan, University of Maastricht, the Netherlands.
Systematic (realist) review of the international literature on empirical studies of effects of learning outcomes in undergraduate medical education. The purpose is to give guidance to implementation policies and practice.

Status: The group is writing the paper for publication.

Contact: Anne Mette Morcke (amm@medu.au.dk)

Models and conceptual understanding

Research project at the Centre for Medical Education, AU.

The purpose of the study is to identify the learning processes associated with understanding, designing and using models as they relate to science subject education in medicine. The project is situated in semiotic psychology and natural science curriculum science.  

Status: 2011-2015. The ideas have been partly laid down in: Theories of Team Cognition, Ed. by Salas et al. (2012) and: Musaeus & Brinkmann, Culture & Psychology (2011).

Contact: Peter Musaeus (peter@medu.au.dk)

Serious games for medical education

Research and development project, Health, AU. 

Serious games can support the learning and training in many aspects but how can it be used in the world of medicine? How do the students use games today and how can we develop the right games for a specific medical discipline? We think games are used among students, but how can we facilitate and qualify learning games as skills and knowledge supporting tools? 

Status: To be started.

Contact: Mads R Dahl (MD@medu.au.dk)
 

Short Message Service, SMS

Educational development project, Health, AU 

We want to communicate more directly to the students by taking advantage of the technology at hand. By sending reminders and messages concerning their studies, appointments and unforeseen changes we hope to strengthen the communication to the students from the University. 

Status: Ongoing, ending 31.12.2011. 

Contact: Mads R Dahl (MD@medu.au.dk)

Realism and feedback in simulation – Key factors for optimized resuscitation.

A PhD project at the Centre for Medical Education, AU.

An educational intervention study in which individual interventions in connection with realism and feedback during simulation training in advanced life support seek to improve simulation training so that the students get maximum benefit from the training, which will improve their skills and possibly the long-term effect of learning. This will potentially improve the treatment of patients with cardiac arrest and may increase survival potential.

Status: In progress, ending 31.08.2014

Contact: Kristian B Krogh (kk@medu.au.dk)

Personal reflection of medical students at Aarhus University

Research year project (intercalated bachelor) at the Centre for Medical Education, AU.

The medical education seeks to prepare students for life as a doctor, academically as well as personally, but to what extent do students reflect upon their own place during the process of personal development? The purpose of the study is to measure the level of personal reflection in medical students at Aarhus University through a comparison of students in the early and the late years of the medical curriculum. In doing this, a Dutch questionnaire (the Groningen Reflection Scale) is translated for use in a Danish context.

Status: In progress; from September 2011 through August 2012.

Contact: Nina Bjerre Andersen (nina@medu.au.dk)

Assessment and drop out in medical education

Digital oral examination and objective structured clinical examination (OSCE)

Research and development project, Health, AU.

Objective Structured Clinical Examination (OSCE) is a modern type of examination often used in health sciences. It is designed to test clinical skill performance and competence in skills such as communication, clinical examination, medical procedures / prescription, exercise prescription, joint mobilisation / manipulation techniques, radiographic positioning, radiographic image evaluation and interpretation of results. The project aims to reduce the administrative workload using technology such as, web applications and tablet computing.

Status: Ongoing, ending 31.12.2012.

Contact: Mads R Dahl (MD@medu.au.dk)

Dropout in medical education

Book Chapter in the Oxford Textbook of Medical Education. Editor is Dr. Kieran Walsh of the BMJ-group. Publishers: Oxford University Press.

Aim: To critically review the international research on factors associated with dropout in medical education in order to identify what is already known, and what we need to know in the future about how medical schools can prevent dropout in medical education.

Status: Initial phase. Deadline ultimo March 2012.

Contact: Lotte O’Neill (lotte@medu.au.dk)

Drop out among medical students at Aarhus University

Research project at the Centre for Medical Education, AU.

Drop out from medical school is a loose-loose situation. Nevertheless, few studies have been conducted in Denmark concerning drop out from medical school. The purpose of our study was to qualify the running discussions concerning drop out from the Danish medical schools. What is the drop out profile of the intake of 1999 and 2000 at the medical school of Aarhus University? Which correlations between drop out and variables concerning demographic data, qualifications upon entering medical school, and academic activity can be established?

Status: The group is undertaking the final analyses and writing the paper.

Contact: Anne Mette Morcke (amm@medu.au.dk)

Postgraduate medical education

Fast track surgical training

PhD project at the Centre for Medical Education, AU. 

The purpose of this study is to assess the effect of a fast-track surgical training programme.

Status: Ongoing.

Contact: Charlotte Green (cgc@medu.au.dk)

Emotions and team cognition

Research project at Centre for Medical Education, AU.

The purpose of the study is to explain the role of emotions in team cognition. A qualitative study of trauma medical team emotion.

Status: Ongoing 2010-2015. The ideas have been partly laid down in chapter in: Følelser i ledelse, Elmholdt & Tanggard (ed). And Musaeus & Jacobsen Tidsskrift for arbejdsliv and poster AMEE, Musaeus & Krogh.

Contact: Peter Musaeus (peter@medu.au.dk) 

Guidance Dialogues in medical specialist training

Research project of Centre for Medical Education, AU.

The aim is to explore form and process in midterm dialogues in surgical induction program. The project includes 12 junior doctors and their 12 assigned advisors. The primary data consists in 12 recorded midterm dialogues. Secondary data are 24 follow-up interviews. The results demonstrate difficulties in combining formative evaluation with summative evaluation purposes.

Status: Article for Medical Teacher in progress. The project has been presented in AMEE-conference 2011.

Contact: Pernille Dehn (dehn@medu.au.dk)