Designing a Logbook for Medical Educators

Ba Min Ko¹, Imogen Glover², Jessica Hickman³ & Swe Khin-Htun^4*

¹CCT, ST6 Specialty Registrar, South London and Maudsley NHS Foundation Trust, England
²CT2, Whittington Hospital, England
³CT2, West Suffolk Hospital, England
⁴Senior Medical Education Fellow, Trent Simulation and Clinical Skills Centre, Nottingham University Hospitals NHS Trust, Honorary Assistant Professor, School of Medine, UoN, England

Dr. Swe Khin-Htun, Senior Medical Education Fellow, Trent Simulation and Clinical Skills Centre, Nottingham University Hospitals NHS Trust, Honorary Assistant Professor, School of Medine, UoN, England.

Keywords: Logbooks; Medical Education; Quality Teaching

Abstract

Logbooks are widely used in the field of medical education and training. They can enhance learning through facilitating discussion between trainee and teacher, highlighting areas for development and creating a record of experience. However, they are not yet widely used in the speciality of medical educators, despite teaching skills being an integral part of most specialties. For this reason, the team have designed a logbook that could be used by medical educators to enhance their skills and practice.
To create the structure for the logbook we have incorporated the domains listed in the Academy of Medical Educators professional standards framework [1]. Within these domains varying standards of achievement are detailed as described by Mclean, Cillars and Francis 2002. There is the opportunity to record multiple levels of evidence including formal feedback, certificates, grants and reflective practice. The logbook contains competency checklists to allow the user to amalgamate information into a summary document. This document will be able to function as both a record and a guide to learning and experience.

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).