Fiona Patterson - Academia.edu (original) (raw)

Papers by Fiona Patterson

Medical Education, Dec 23, 2015

Wiley-Blackwell eBooks, Jun 28, 2010

British Journal of General Practice, Dec 1, 2011

Seeking to counter this systematic unintended discrimination could be the single most important w... more Seeking to counter this systematic unintended discrimination could be the single most important way of ensuring the highest standards of training."

BMC Medical Education, Jul 5, 2018

Following publication of the original article [1], the author report typographical errors in the ... more Following publication of the original article [1], the author report typographical errors in the Figure 1 Study Search Strategy and Review Processthe lowest box on the right hand side should read "Full-texts excluded with reasons (n=37)" instead of "(n=38)" Page 3 of the text, column 2, paragraph 2, second-last sentence should be "Subsequently 71 records were included for full review and 37 excluded" instead of "Subsequently 70 records were included for full review and 38 excluded"

Education for primary care, 2010

This paper describes a new approach to developing strengthened medical appraiser skills prior to ... more This paper describes a new approach to developing strengthened medical appraiser skills prior to the introduction of medical revalidation. We describe how we extended previous skills-based models and competency checklists to produce a behavioural model of effective appraiser performance. Development centre (DC) methods were used to produce a one-day workshop to encourage appraisers to reflect on their current level of ability and to identify and address additional required skills through observation, practice and feedback. In describing the DC, we discuss the impact of using the concept of emotional intelligence (EI) to develop appraiser skills and improve self-awareness. This aimed to support appraisers to effectively influence appraisees' continual professional development (CPD) and review appraisee practice through audit, significant events and patient and colleague feedback, with the ultimate aim of improving patient care. Finally, we provide initial evaluation data for our DC approach.

Medical Education, Nov 23, 2016

Advances in Health Sciences Education, Mar 2, 2017

Unfortunately an error was inadvertently introduced into Table 2 during the proofs procedure. The... more Unfortunately an error was inadvertently introduced into Table 2 during the proofs procedure. The correct version is given below (Table 2).

Medical Education, Aug 1, 2005

AIM To develop an education and assessment framework for the second year of the Foundation Progra... more AIM To develop an education and assessment framework for the second year of the Foundation Programme (F2). METHODS A total of 23 PRHOs were recruited to the F2 pilot in August 2003. The training posts included a variety of specialities at 2 hospital trusts plus primary care. Trainee expectations and satisfaction were evaluated using questionnaires administered before and at the end of the pilot. At the end of the pilot, 10 trainees participated in a focus group and 19 trainers participated in a semistructured telephone interview. RESULTS The majority of trainees (78%) felt that their expectations of the F2 pilot were met and all felt that they had improved their generic skills. Attendance at the generic education programme was 95%. The majority of trainees found the assessment framework useful. The percentage of undecided trainees in terms of career aspirations dropped from 48% to 13%. Trainees valued the breadth of experience provide by the year and the support provided by the programme directors and each other. A need for better communication, administrative support and time for assessment was highlighted by the trainers. CONCLUSIONS Early, focused education on generic skills will benefit both doctors and their patients. More varied career experience will help to ensure that doctors make appropriate and timely career decisions. Pilots are identifying good practice and areas that need improvement.

The American Journal of Pharmaceutical Education, Dec 1, 2019

Objective. To design, implement, and psychometrically evaluate a situational judgement test (SJT)... more Objective. To design, implement, and psychometrically evaluate a situational judgement test (SJT) to use as a formative assessment of pharmacy students' non-academic skills in an Australian-based university. Methods. An SJT was developed using a previously validated design process including involvement of subject matter experts. The first phase included design of a blueprint through stakeholder consultation and the development of bespoke attribute definitions and a tool specification. Following on from this, SJT items were developed through subject matter expert interviews and in-depth review process. Results. Students (702) from four different cohorts (first through fourth years) of a Bachelor of Pharmacy degree program completed the situational judgment test. Data from 648 students was eligible for inclusion in the analysis. The SJT demonstrated good reliability, appropriateness for use (difficulty and quality), fairness, and face validity. The variability in students' scores suggested that the SJT may be a useful metric to identify students most in need of additional support. Conclusion. Evaluation of the SJT demonstrated that the tool was valid, reliable, fair and appropriate to use as a formative assessment. Through implementing an SJT such as this, pharmacy students are provided the opportunity to receive feedback on their non-academic skills and consider how to approach challenging or unfamiliar situations before entering the profession.

3.4 Group Results 3.4.1 Content Analysis of Repertory Grid Constructs 4 Discussion 4.1 Main findi... more 3.4 Group Results 3.4.1 Content Analysis of Repertory Grid Constructs 4 Discussion 4.1 Main findings 4.1.1 Research questions 4.2 Clinical implications of the findings 4.3 Limitations of the current study 4.4 Further research suggestions 4.5 Conclusion References Appendices Appendix 1

Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 2006

To cite this article: Neil Munro, Kamila Hawthorne, Mei Ling Denney, David Sales, Chris Robinson,... more To cite this article: Neil Munro, Kamila Hawthorne, Mei Ling Denney, David Sales, Chris Robinson, Amar Rughani, Fiona Patterson, Malcolm Lewis & Val Wass (2006) Developing a new clinical skills assessment (CSA) for licensing UK general practitioners: the why, the how and the when, Education for Primary Care, 17:4, 301-310, DOI: 10.1080/14739879.2006.11864080 To link to this article: http://dx.doi.org/10.1080/14739879.2006.11864080

Advances in health sciences education : theory and practice, May 2, 2017

Unfortunately an error was inadvertently introduced into Table 2 during the proofs procedure. The... more Unfortunately an error was inadvertently introduced into Table 2 during the proofs procedure. The correct version is given below (Table 2).

The Use of Project Management within the Automotive Manufacturing Industry. 10 3.2 Reasons for th... more The Use of Project Management within the Automotive Manufacturing Industry. 10 3.2 Reasons for the Omission of Risk Management within the Automotive Manufacturing Industry .

3.4 Group Results 3.4.1 Content Analysis of Repertory Grid Constructs 4 Discussion 4.1 Main findi... more 3.4 Group Results 3.4.1 Content Analysis of Repertory Grid Constructs 4 Discussion 4.1 Main findings 4.1.1 Research questions 4.2 Clinical implications of the findings 4.3 Limitations of the current study 4.4 Further research suggestions 4.5 Conclusion References Appendices Appendix 1

Education for Primary Care, 2013

To gather rich, qualitative data on typical types and causes of problems faced by specialty train... more To gather rich, qualitative data on typical types and causes of problems faced by specialty trainees who have completed their foundation training, from people with experience of assisting them, as well as the different methods used to support individuals facing those problems. We conducted interviews with 20 individuals with experience of assisting struggling GP trainees in the East Midlands Local Education and Training Board (12 GP trainers and eight employees of the Training Support Unit). Interviews were audio recorded and field notes were made. Content analysis was conducted on the field notes, and a framework was developed to summarise the data. This framework was checked for accuracy and comprehensiveness by 32 GP trainers who did not take part in the interviews. Our analysis identified four general categories of difficulties faced by trainees: (a) clinical skills and knowledge; (b) performance in exams or assessments; (c) effectiveness of consultations; and (d) engagement in training. Each of these categories contained between one and four types of specific difficulties faced by trainees. Up to three current sources of support were identified for each category including support from trainers, support from coaching, and other interventions. Key mechanisms identified for assisting struggling trainees all involve increasing trainees' awareness of gaps in their knowledge and ways of communicating. These included timely and accurate feedback delivered sensitively, potentially from multiple sources. Once GP specialty trainees are aware of their learning needs they can then engage with further support from the local education and training board (LETB) and external specialists. Therefore, LETBs should consider the support they are able to give trainers to facilitate their work with trainees in difficulty.

Education for Primary Care, 2011

This paper describes a longitudinal evaluation of six pilot medical appraiser development centres... more This paper describes a longitudinal evaluation of six pilot medical appraiser development centres (ADCs) with GPs held between February and September 2009 in the Kent, Surrey and Sussex Deanery. The ADCs were developed using traditional development centre methods and incorporated the concept of emotional intelligence (El). Initial evaluation results have shown positive short-term outcomes relating to appraiser skills and self-confidence as well as transfer of learning. This paper extends this earlier evaluation by looking at appraiser and appraisee feedback approximately one year after the ADCs using a validated framework for training evaluation. We discuss the long-term affective, cognitive and behavioural learning outcomes and the impact participation in the ADCs has on the broader healthcare system, including effects upon patient care and safety. Limitations of the current project and opportunities for future research are discussed.

Quality in primary care, 2009

Patient-centred consulting is at the heart of modern medicine, and training programmes now routin... more Patient-centred consulting is at the heart of modern medicine, and training programmes now routinely highlight a range of communication skills that enhance the doctor-patient relationship. The present pilot study focuses on the central role played by empathic skills in developing rapport and shared understanding, as captured in a new model developed by the authors. The specific aim of the study was to evaluate the potential of a short-term training programme using this model to improve rapport-related behaviour in general practitioner (GP) trainees. In a quasi-experimental study, 37 GP trainees from schemes in central England (the training group) participated in a training programme based around a new model of therapeutic rapport, with pre- and post-training analysis of relevant knowledge-based, affective and behavioural outcomes. A control group of ten GP trainees, from schemes in a comparable UK medical deanery, took no part in the training programme but were involved in all pre- ...

Understanding Medical Education, 2013

Medical Education, Dec 23, 2015

Wiley-Blackwell eBooks, Jun 28, 2010

British Journal of General Practice, Dec 1, 2011

Seeking to counter this systematic unintended discrimination could be the single most important w... more Seeking to counter this systematic unintended discrimination could be the single most important way of ensuring the highest standards of training."

BMC Medical Education, Jul 5, 2018

Following publication of the original article [1], the author report typographical errors in the ... more Following publication of the original article [1], the author report typographical errors in the Figure 1 Study Search Strategy and Review Processthe lowest box on the right hand side should read "Full-texts excluded with reasons (n=37)" instead of "(n=38)" Page 3 of the text, column 2, paragraph 2, second-last sentence should be "Subsequently 71 records were included for full review and 37 excluded" instead of "Subsequently 70 records were included for full review and 38 excluded"

Education for primary care, 2010

This paper describes a new approach to developing strengthened medical appraiser skills prior to ... more This paper describes a new approach to developing strengthened medical appraiser skills prior to the introduction of medical revalidation. We describe how we extended previous skills-based models and competency checklists to produce a behavioural model of effective appraiser performance. Development centre (DC) methods were used to produce a one-day workshop to encourage appraisers to reflect on their current level of ability and to identify and address additional required skills through observation, practice and feedback. In describing the DC, we discuss the impact of using the concept of emotional intelligence (EI) to develop appraiser skills and improve self-awareness. This aimed to support appraisers to effectively influence appraisees' continual professional development (CPD) and review appraisee practice through audit, significant events and patient and colleague feedback, with the ultimate aim of improving patient care. Finally, we provide initial evaluation data for our DC approach.

Medical Education, Nov 23, 2016

Advances in Health Sciences Education, Mar 2, 2017

Unfortunately an error was inadvertently introduced into Table 2 during the proofs procedure. The... more Unfortunately an error was inadvertently introduced into Table 2 during the proofs procedure. The correct version is given below (Table 2).

Medical Education, Aug 1, 2005

AIM To develop an education and assessment framework for the second year of the Foundation Progra... more AIM To develop an education and assessment framework for the second year of the Foundation Programme (F2). METHODS A total of 23 PRHOs were recruited to the F2 pilot in August 2003. The training posts included a variety of specialities at 2 hospital trusts plus primary care. Trainee expectations and satisfaction were evaluated using questionnaires administered before and at the end of the pilot. At the end of the pilot, 10 trainees participated in a focus group and 19 trainers participated in a semistructured telephone interview. RESULTS The majority of trainees (78%) felt that their expectations of the F2 pilot were met and all felt that they had improved their generic skills. Attendance at the generic education programme was 95%. The majority of trainees found the assessment framework useful. The percentage of undecided trainees in terms of career aspirations dropped from 48% to 13%. Trainees valued the breadth of experience provide by the year and the support provided by the programme directors and each other. A need for better communication, administrative support and time for assessment was highlighted by the trainers. CONCLUSIONS Early, focused education on generic skills will benefit both doctors and their patients. More varied career experience will help to ensure that doctors make appropriate and timely career decisions. Pilots are identifying good practice and areas that need improvement.

The American Journal of Pharmaceutical Education, Dec 1, 2019

Objective. To design, implement, and psychometrically evaluate a situational judgement test (SJT)... more Objective. To design, implement, and psychometrically evaluate a situational judgement test (SJT) to use as a formative assessment of pharmacy students' non-academic skills in an Australian-based university. Methods. An SJT was developed using a previously validated design process including involvement of subject matter experts. The first phase included design of a blueprint through stakeholder consultation and the development of bespoke attribute definitions and a tool specification. Following on from this, SJT items were developed through subject matter expert interviews and in-depth review process. Results. Students (702) from four different cohorts (first through fourth years) of a Bachelor of Pharmacy degree program completed the situational judgment test. Data from 648 students was eligible for inclusion in the analysis. The SJT demonstrated good reliability, appropriateness for use (difficulty and quality), fairness, and face validity. The variability in students' scores suggested that the SJT may be a useful metric to identify students most in need of additional support. Conclusion. Evaluation of the SJT demonstrated that the tool was valid, reliable, fair and appropriate to use as a formative assessment. Through implementing an SJT such as this, pharmacy students are provided the opportunity to receive feedback on their non-academic skills and consider how to approach challenging or unfamiliar situations before entering the profession.

3.4 Group Results 3.4.1 Content Analysis of Repertory Grid Constructs 4 Discussion 4.1 Main findi... more 3.4 Group Results 3.4.1 Content Analysis of Repertory Grid Constructs 4 Discussion 4.1 Main findings 4.1.1 Research questions 4.2 Clinical implications of the findings 4.3 Limitations of the current study 4.4 Further research suggestions 4.5 Conclusion References Appendices Appendix 1

Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 2006

To cite this article: Neil Munro, Kamila Hawthorne, Mei Ling Denney, David Sales, Chris Robinson,... more To cite this article: Neil Munro, Kamila Hawthorne, Mei Ling Denney, David Sales, Chris Robinson, Amar Rughani, Fiona Patterson, Malcolm Lewis & Val Wass (2006) Developing a new clinical skills assessment (CSA) for licensing UK general practitioners: the why, the how and the when, Education for Primary Care, 17:4, 301-310, DOI: 10.1080/14739879.2006.11864080 To link to this article: http://dx.doi.org/10.1080/14739879.2006.11864080

Advances in health sciences education : theory and practice, May 2, 2017

Unfortunately an error was inadvertently introduced into Table 2 during the proofs procedure. The... more Unfortunately an error was inadvertently introduced into Table 2 during the proofs procedure. The correct version is given below (Table 2).

The Use of Project Management within the Automotive Manufacturing Industry. 10 3.2 Reasons for th... more The Use of Project Management within the Automotive Manufacturing Industry. 10 3.2 Reasons for the Omission of Risk Management within the Automotive Manufacturing Industry .

3.4 Group Results 3.4.1 Content Analysis of Repertory Grid Constructs 4 Discussion 4.1 Main findi... more 3.4 Group Results 3.4.1 Content Analysis of Repertory Grid Constructs 4 Discussion 4.1 Main findings 4.1.1 Research questions 4.2 Clinical implications of the findings 4.3 Limitations of the current study 4.4 Further research suggestions 4.5 Conclusion References Appendices Appendix 1

Education for Primary Care, 2013

To gather rich, qualitative data on typical types and causes of problems faced by specialty train... more To gather rich, qualitative data on typical types and causes of problems faced by specialty trainees who have completed their foundation training, from people with experience of assisting them, as well as the different methods used to support individuals facing those problems. We conducted interviews with 20 individuals with experience of assisting struggling GP trainees in the East Midlands Local Education and Training Board (12 GP trainers and eight employees of the Training Support Unit). Interviews were audio recorded and field notes were made. Content analysis was conducted on the field notes, and a framework was developed to summarise the data. This framework was checked for accuracy and comprehensiveness by 32 GP trainers who did not take part in the interviews. Our analysis identified four general categories of difficulties faced by trainees: (a) clinical skills and knowledge; (b) performance in exams or assessments; (c) effectiveness of consultations; and (d) engagement in training. Each of these categories contained between one and four types of specific difficulties faced by trainees. Up to three current sources of support were identified for each category including support from trainers, support from coaching, and other interventions. Key mechanisms identified for assisting struggling trainees all involve increasing trainees' awareness of gaps in their knowledge and ways of communicating. These included timely and accurate feedback delivered sensitively, potentially from multiple sources. Once GP specialty trainees are aware of their learning needs they can then engage with further support from the local education and training board (LETB) and external specialists. Therefore, LETBs should consider the support they are able to give trainers to facilitate their work with trainees in difficulty.

Education for Primary Care, 2011

This paper describes a longitudinal evaluation of six pilot medical appraiser development centres... more This paper describes a longitudinal evaluation of six pilot medical appraiser development centres (ADCs) with GPs held between February and September 2009 in the Kent, Surrey and Sussex Deanery. The ADCs were developed using traditional development centre methods and incorporated the concept of emotional intelligence (El). Initial evaluation results have shown positive short-term outcomes relating to appraiser skills and self-confidence as well as transfer of learning. This paper extends this earlier evaluation by looking at appraiser and appraisee feedback approximately one year after the ADCs using a validated framework for training evaluation. We discuss the long-term affective, cognitive and behavioural learning outcomes and the impact participation in the ADCs has on the broader healthcare system, including effects upon patient care and safety. Limitations of the current project and opportunities for future research are discussed.

Quality in primary care, 2009

Patient-centred consulting is at the heart of modern medicine, and training programmes now routin... more Patient-centred consulting is at the heart of modern medicine, and training programmes now routinely highlight a range of communication skills that enhance the doctor-patient relationship. The present pilot study focuses on the central role played by empathic skills in developing rapport and shared understanding, as captured in a new model developed by the authors. The specific aim of the study was to evaluate the potential of a short-term training programme using this model to improve rapport-related behaviour in general practitioner (GP) trainees. In a quasi-experimental study, 37 GP trainees from schemes in central England (the training group) participated in a training programme based around a new model of therapeutic rapport, with pre- and post-training analysis of relevant knowledge-based, affective and behavioural outcomes. A control group of ten GP trainees, from schemes in a comparable UK medical deanery, took no part in the training programme but were involved in all pre- ...

Understanding Medical Education, 2013