Peer Observation of Practice and Reflection

Assessment Front Cover
Assessment DetailsPlease complete all details
Module Unit Title
Teaching and Learning in the medical
workplace.
Module Unit Number Due Date of Submission
16th December 2019
Assessment Title
Peer observationof practice and
reflection
Submission Attempt
 First 
Date of Submission
26.11.2019
Student DetailsPlease complete all details
Student Name
Ashokkumar Shishodia
Student Number
24055140
Programme Title
PGC workplace-based
postgraduate medical
education.
Student Contact Address
72 Godolphin Close, Eccles M30 9EW
Student University e-mail Start Date
10th September 2019
Academic SupportPlease complete all details
Programme Lead
Helen McNeill
Personal Tutor Module Lea
Student DeclarationI declare that this piece of work is completed and requires marking and I
am aware of the content of the Originality Report generated through
Turnitin.
I certify that this assessment is the result of my own work and quotations
and sources of information have been duly acknowledged in the text. This
work has not been submitted for any previous award. I am aware of Edge
Hill University’s rules on confidentiality, plagiarism and collusion, as set
out in the Programme Handbook
Student Signature : Date: 26.11.2019
INTRODUCTION:
I am in my final year of specialty training in neuropsychiatry and general adult
psychiatry with North West Deanery. I have medical students and junior doctors,

both foundation years and core trainees attached to my placement on 6 monthly
(core trainees), 4 monthly (foundation doctors) and 3 weekly (medical students)
cycle. As a senior trainee in psychiatry, I have been associated with teaching the
core psychiatry trainee at the local MRCPsych Programme (membership of the
royal college of psychiatry training) for years 1 and 2. I have also been associated
with teaching at the local GP training programme and at the local community
mental health team.
SELF-REFLECTION:
For my current essay assignment, a 30-minute tutorial session on mental state
examination for two fourth year medical students was completed at the
Wythenshawe Hospital. This was part of their intended learning outcome to
review patients, history taking and mental state examination and present cases.
The learning environment was focused to be trainee based; to maintain quality
and degree of enthusiasm for learning. The trainee based learning environment
has be analysed with the help of evaluating overall organising concept of training
program that are based on the actual need of trainees. It is observed that trainees
were asked for their suggestions in regards to conducting training sessions for
supporting them to overcome with the ability threats by improving their skills.
However, it will provide help to trainees to get appropriate benefits from
learning sessions. It has been highlighted that negative learning environment can
have both direct and detrimental effect on career progression, psychological and
physical health. (Quine 2003). It has also been noticed about the negative and
detrimental effect of suboptimal learning environment on trainee’s enthusiasm
and learning. (Gan and Snell, 2014).
The session was organised by my observer peer as the hospital has medical
student placement for their psychiatry curriculum. It was decided that I will
deliver session on the mental state examination for the case that was presented
by the medical students. It has been analysed that effective strategies are
required to be identify actual needs and desires related to training & learning
sessions. It is necessary to involve trainees to make decision about organising
appropriate training programs by taking their opinions and suggestions.
However, it can be done through adopting various ways such as direct
observation, questionnaires, consultations with person on key positions, review
of related literature, interview, focus groups, assessment or surveys and studies
of records & reports. Mental state examination is fascinating, as it forms the
fulcrum on which rest the psychiatry history. I made conscious effort to take on
role of a competent trainer; keeping into account that the learners need to guide
their own learning progress by consciously moving away from an expert.
(Allergy 2009)
Though being fairly confident, there was still feeling of nervousness and I was
also was aware of being observed. It is necessary to establish more effective s
well as efficient plan of learning session to address learning outcomes by
followed steps that are given here. Initially, it is required define number of
learning outcomes including important concepts ad skills related to needs of

trainees. Secondly, it is necessary to clarify key topics and relevant concept to be
taught in training programs. Thirdly, it has been analysed that next step is all
about to organise material which is required to organise learning sessions like
study material, tutor, session hall etc. In addition to this, it is significant to plan
about technique used for presenting the knowledge by using effective digital tool
which is more efficient to make people learn about different concepts. It includes
various kinds of activities of training sessions such as lectures, demonstration,
discussions, online learning, role play, small group teaching and case studies.
However, it is essential to carry out evaluation regarding effectiveness of
learning sessions and analyse that student easily get about key concepts or not.
Meanwhile, it is required to focus on timing by recording it to ensure that
duration spent for teaching every concept it similar to allocated period of time
for them.Though the session was for thirty minutes only, I had to remind myself
that most pertinent part of the mental state examination in relation to the history
was to be discussed. There was pressure to deliver that in the allocated time slot.
Mental state examination teaching that I have delivered previously has been for
half a day session.
I paused after having talked for eight minutes to ask the trainee for feedback on
the learning and asked them for specific questions. I repeated this cycle for 3
times, taking break at eight minutes each, responding to their queries over 2
minutes. My teaching strategy is much effective to gain feedbacks from students
through which their problems and issues related to studies get explored that are
required to be solved immediately. It is favourable to identify the difficulties for
trainees regarding learning which is helpful for tutor to adopt new strategies for
solving their problem. It will provide support to make teaching more effective
and build confidence level of individuals to clarify their queries which make their
concepts clear. However, just providing learning is not sufficient and student
participation is must for effective training which can be done through conducting
feedback or query sessions between teaching periods. The topic was of interest
for the medical students for preparing towards the observed structured clinical
skills examination. (OSCE). Discussions were stimulated, questions were asked
relevant to the topics and usefulness and applicability for clinical practice. It was
an exercise towards building self-confidence (Srinivasan et al., 2011). I think so
because when tutor clarify queries of students which facilitate to encourage
them for communicating more that builds their confidence regarding studies.
I follow a certain style of teaching with the belief that it is optimal for the
learners and the learning environment. However, I understand that adult
learning is diversified, and every learner has an individual or different style of
learning (Taylor and Hamdy, 2013). It has been analysed that, every person has
their own mind set and way of understanding about concepts for which queries
are must to be clarified which make them clear about different literature
concepts. It is necessary to make an individual more confident and ask for more
queries which improve their active participation in teaching activity that helps to
enhance learning respectively. Every individual learner may have a different
learning style; for some this may include factual knowledge and for others deep
understanding. (Newble and Entwistle, 1986). Learning can be delivered in
various format such as audio-visual approach, lectures, case-based discussion,