I must say everybody's projects are looking great, they all seem like something that should have been created 3 years ago in time for us starting so we could get the maximum benefit from them and it is that thought that lead me to think about all the resources we've come through the last three years using.
A number of students before us have created learning resources as part of their SSC or 4th year project and I'm sure they all felt the exact same way about their projects, or projects that other people had developed alongside them. So why do we always feel they are not good enough? Is it because we expect too much from people? Is it because we feel we can do a better job? Or is it because things don't tie together well enough?
I think that some of the issues with previous learning resources is the fact that it is generally additional information that we are being provided rather than information to go alongside teaching we have already been given, or there are certain aspects in tutorials that involve new information, and this is something we don't like. We don't like sitting down to go through one of these online resources and it turn out we don't know any of the answers. These should be something that should help us consolidate knowledge we have already attained and can utilise rather than prompting us to go off and learn more by ourselves just to answer one question in an online tutorial.
I think this stems back to what everybody was saying today, that it is very hard to get consultants to review pieces of work or to provide the necessary information in a timely fashion meaning that you get a tutorial that contains information and asks questions, but they're not always entirely relevant to the teaching we have received. One example of this was back in first year when the ISS modules during GI were not in sync with our gastrointestinal teaching and meant that we were clueless when it actually came to answering them.
It is my thinking over this that has resulted in me coming back to the flat to have a good hard think about what exactly I want to achieve with the actual informative part of my learning resource, namely the blood transfusion scenario. There are a number of different methods that I can use to convey information and to determine whether or not learners can comprehend it, however I think if I focus more on having a tutorial where I talk them through individual steps they can then put those into practice, as my tutorial is not going to focus on the science behind a disease as such but rather the correct management and maintaining patient safety.
So if anybody has any thoughts on necessary facts when dealing with a acute transfusion reaction I'd be happy to hear them as it's about time I started filling my resource with all the necessary information.
Third Year Medical Student
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