PARTNERS<\/a> is one of Newcastle University\u2019s supported-entry routes and requires applicants to complete an Assessed Summer School in order to receive a reduced offer for entry to their chosen course.\u00a0 During the medicine strand of the Summer School, we noticed some students exhibiting professional behaviours that were lower than the required standard but not sufficiently low to warrant failing.\u00a0 This included persistent lateness\/absence without following the correct procedure, submitting formative work significantly below the required standard or not completing required tasks.\u00a0 The medicine stand of the PARTNERS Summer School has around 120 students.\u00a0 Around 5-10% display behaviours that are below what we expect.<\/p>\n Expectations around conduct, and the consequences of not adhering to these, are outlined clearly and in multiple places.\u00a0 They are described in the Code of Conduct sent to applicants before the Summer School, on the Canvas pages and in the live online Introduction to the Strand session, where it is also possible for students to ask questions.\u00a0 If a student subsequently is identified as having displayed professional behaviour lower than the required standard, we ask them to reflect on this.\u00a0 This mirrors how low-level unprofessional behaviour is dealt with on the course.<\/p>\n As part of the formative assessment for the strand, all students are required to complete a personal reflection on one of their taught sessions (see Small ways to introduce reflection \u2013 Part 1<\/a><\/strong>).\u00a0 In preparation for this, students are introduced to the \u201cWhat? So what? Now what?\u201d model of reflection in an in-person timetabled session.\u00a0 Students who are required to complete an additional reflection on professional behaviour have these resources to draw on.<\/p>\n Each student who needs to complete an additional reflection is emailed to explain the reason they are being asked to complete the extra reflection (e.g. missed attendance, lack of engagement, lateness) and asked to complete a reflective report including:<\/p>\n There is a word count requirement of 250-500 words and students are told not to use generative AI as we want their personal reflections on the situation.<\/p>\n The reflections are reviewed by a clinical colleague who gives feedback that focuses on their insight into the situation, professionalism and its relevance\/potential impact to their course, and why positive change may be needed.\u00a0 If the reflection is sufficiently poor, we would consider proposing that the student fail the Summer School (although this is extremely rare).<\/p>\n We make it clear that we are drawing this behaviour to their attention as a learning point.\u00a0 We also emphasise that this additional requirement will not appear on their record once they start the course.<\/p>\n Student feedback does not mention the additional reflections on professionalism specifically but we believe it is valuable as it alerts students to behaviour which may be problematic if it continues.\u00a0 The process also mirrors how professionalism concerns are dealt with in Stage 1 so provides an insight into what could happen if their behaviour does not change, and aligns with General Medical Council requirements.\u00a0 Our focus at in the Summer School is to be supportive, identify any potential support needs, and provide encouraging feedback.\u00a0 Although we have not carried out any longitudinal analysis of the impact, we hope that we provide students with a professional reality check before they start the programme and are therefore able to hit the ground running and avoid further issues.<\/p>\n We found that some students were not checking their university email sufficiently frequently, especially after the Summer School, so missed the deadline to complete the additional reflection.\u00a0 We have addressed this by being clearer from the start that we expect students to check their email at least once a day.\u00a0 We are also clearer from the start that we will be contacting students who do not fulfil the expectations of the strand so they are aware of this potential requirement.<\/p>\n A common pitfall of the reflection itself is that students commonly use too much space for generic words of apology.\u00a0 Whilst it is appropriate to identify whether there are any individuals to address a specific apology to, a long-winded generic apology is not what is required.\u00a0 We emphasise that we are looking for a clear understanding of what caused the issue, why the issue is a problem and what changes they will make to avoid this happening in the future.<\/p>\n Although this was part of a supported-entry route Summer School (where the incentive is a reduced offer for passing the Summer School), these small moments of reflection could be incorporated into a taught module at UG or PGT level, particularly professionally-accredited courses.\u00a0 Having said that, there are situations where any student could be asked to reflect on their professional behaviour (for example, after a group work project).<\/p>\n It is important that colleagues giving feedback are familiar with the expectations of the course and with reflection.\u00a0 Personal reflection is deeply personal (especially when it is an additional requirement due to unprofessional behaviour) and unconstructive feedback can have a negative impact on the student.<\/p>\n Students were able to develop the following attributes:<\/p>\n This case study reflects the following aims of the Education for Life strategy<\/a>:<\/p>\n We used the University of Edinburgh\u2019s Reflection Toolkit to inform the in-class material on reflection.<\/p>\n
\nOur solution (approach)<\/span><\/strong><\/h3>\n
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\nThe impact (results)<\/span><\/strong><\/h3>\n
\nLessons learned<\/span><\/strong><\/h3>\n
\nTips for colleagues<\/span><\/strong><\/h3>\n
\nSkills and attributes<\/span><\/strong><\/h3>\n
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\nEducation for Life Strategy<\/span><\/strong><\/h3>\n
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\nFurther resources<\/span><\/strong><\/h3>\n
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