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Title: Designing learning outcomes for handover teaching of medical students using Group Concept Mapping
Authors: Hynes, Helen
Stoyanov, Slavi
Drachsler, Hendrik
Maher, Bridget
Orrego, Carola
Stieger, Lina
Druener, Susanne
Sopka, Sasa
Schröder, Hanna
Henn, Patrick
Keywords: handover
patient safety
Group Concept Mapping
Learning Outcomes
Issue Date: 16-Dec-2014
Citation: Hynes, H., Stoyanov, S., Drachsler, H., Maher, B., Orrego, C., Stieger, L., Druener, S., Sopka, S., Schröder, H., & Henn, P. (2015). Designing learning outcomes for handoff teaching of medical students using Group Concept Mapping: Findings from a Multicountry European Study. Academic Medicine, 90(7), 988-994. doi: 10.1097/ACM.0000000000000642
Abstract: Purpose To develop, by consultation, agreed learning outcomes for the teaching of handover to medical students using Group Concept Mapping. Method In 2013, the authors used Group Concept Mapping, as it is a structured, mixed approach applying both quantitative and qualitative measures to identify an expert group’s common understanding about the learning outcomes for the teaching of handover to medical students, Results 45 experts contributed to the brainstorming session. 22 of the 45 (48%) from 4 European countries completed the pruning, sorting and rating phases. 68% had more than 10 years professional experience, 45% had more than 5 years experience in curriculum development. The experts identified 10 themes with which to select learning outcomes and operationally define them to form a basis for a curriculum on handover training for medical students. The themes entitled ‘Being able to perform handover accurately’ and ‘Demonstrate proficiency in handover in workplace’ were rated as most important. ‘Demonstrate proficiency in handover in simulation’ and ‘Engage with colleagues, patients and carers’ were rated most difficult to achieve. Conclusions The study identified expert consensus on 10 themes for designing learning outcomes for a handover training curriculum for medical students. Those outcomes considered most important were also among those considered most difficult to achieve. The next step is the design of the curriculum, its implementation and assessment of the success or not of this educational strategy in preparing new medical graduates to be proficient in the handover process.
Appears in Collections:1. TELI Publications, books and conference papers

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