Teaching in the new NHS: the specialised ward based teacher.
OBJECTIVE
To evaluate the effects of introducing specialised ward based teachers (WBTs) who had a broad remit to improve third year medical undergraduates' clinical experience.


METHODS
Quantitative and qualitative methods including interviews with WBTs, participating consultants and SIFT co-ordinator; student questionnaire and evaluations; analysis of Objective Structured Clinical Examination (OSCE) scores to ascertain if exposure to WBTs affected OSCE scores.


METHODS
Two university teaching hospitals.


METHODS
Third year undergraduate medical students from one school of medicine; four WBTs; 25 consultants; SIFT co-ordinator.


METHODS
Student evaluations. Student questionnaires. Student OSCE scores. Interview data.


RESULTS
WBTs had a demonstrable effect on student performance in OSCE examinations. 94% of students either agreed or strongly agreed that WBTs had helped them develop their examination skills and 87% either agreed or strongly agreed that WBTs had helped them develop their history taking skills. Interview data indicated that the consultants and SIFT co-ordinator considered that WBTs made an important contribution to clinical teaching.


CONCLUSIONS
This study suggests that specialised WBTs are one way to manage clinical experience and enhance learning of undergraduate medical students. As clinical teaching moves into earlier parts of the undergraduate curriculum and into the community there is potential for this role to be developed.
Kilminster
S M
SM
Department of Medical Education, Coleridge House, Northern General Hospital, Herries Rd., Sheffield S5 7AU, UK. s.kilminster@leeds.ac.uk
Delmotte
A
A
Frith
H
H
Jolly
B C
BC
Stark
P
P
Howdle
P D
PD
D002983:Clinical Competence; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D004739:England; D006801:Humans; D013222:State Medicine; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*