A Brief Survey Of The Impact Of Restructuring Of Clinical Placement And Education Delivery For Medical Students In 5 Boroughs Partnership Nhs Foundation Trust

IntroductionIn the United Kingdom, a drive has been initiated to duly attract and recruit medical student into career psychiatry. However, most medical students attending university find the psychiatry lacks structure and organised model in teaching delivery.As a result, many medical students put off earlier on in their studies by psychiatry.AimWe wanted to test the above hypothesis with the introduction of structure by allocating de-centralised teaching and hands on clinical experience for medical students.MethodThe collective survey tool is devised to reflect the needs of medical students with de-centralised teaching separate but to complement university studies. This included introduction of induction package, set out syllabus, structured learning sessions. The results of the feedback from the medical students were collated and the results are discussed.DiscussionThe results indicate the success of the decentralized and borough based teaching, with improved interest in psychiatry and higher attendance rate. The feedback has been positive, and efforts of the tutors have been appreciated. Whether this will translate into higher recruitment rate number is to be seen.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Download Full-text

Student led outreach workshops to promote Basic Life Support

Journal of the Pakistan Medical Association ◽

10.47391/jpma.1250 ◽

2021 ◽

pp. 1-19

Author(s):

Sadia Ahsin ◽

Madiha Imran ◽

Ammad Fahim ◽

Liaquat Hussain

Keyword(s):

Medical Students ◽

Life Support ◽

Qualitative Assessment ◽

Structured Interviews ◽

Substantial Impact ◽

Self Confidence ◽

Education Commission ◽

Hands On ◽

Quasi Experimental ◽

The Impact

Abstract Objectives: Primary aim of this project was to provide BLS training to staff, students and faculty of higher educational institutes of Rawalpindi and Islamabad (twin cities in Punjab, Pakistan) through pre-trained medical students. Secondary aim of the study project was to qualitatively record the impact of community training on student facilitators who conducted BLS workshops, through semi structured interviews. Methods: A mixed method Quasi experimental study was carried out at Foundation University Islamabad in collaboration with Higher Education Commission of Pakistan from 2015 to 2018. BLS trained 120 volunteer medical students were divided in 20 teams to visit and provide hands-on training to 20 educational institutes with 45-50 participants each. These participants completed pre and post training questionnaires, whereas, student trainers went through post training semi structured interviews. Quantitative analysis of participants pre and post training responses was done using SPSS 21. Qualitative assessment of impact on students was done through constant comparative analysis of transcripts. Results: A total of 675 participants including students, faculty and staff received hands on BLS training. Questionnaire based analysis of participants BLS knowledge showed >99% improvement (p < 0.001) after training. Main recurring themes identified in transcribed student interviews were, opportunity to improve self-confidence and technical skill. Conclusion: Hands on training sessions conducted by pre-trained medical students not only resulted in improvement in BLS knowledge of participants at various educational institutes but also had substantial impact on student trainers self-confidence and technique. Continuous...

Download Full-text

Pre-clinical medical student cardiac point-of-care ultrasound curriculum based on the American Society of Echocardiography recommendations: a pilot and feasibility study

10.21203/rs.3.rs-43731/v1 ◽

2020 ◽

Author(s):

Satoshi Jujo ◽

Jannet J Lee-Jayaram ◽

Brandan I Sakka ◽

Atsushi Nakahira ◽

Akihisa Kataoka ◽

...

Keyword(s):

Medical Student ◽

Medical Students ◽

Pilot Study ◽

Point Of Care ◽

Scoring Systems ◽

Recruitment Rate ◽

Point Of Care Ultrasound ◽

Hands On ◽

Test Scoring ◽

American Society

Abstract Background Cardiac point-of-care ultrasound (POCUS) training has been integrated into medical school curricula. However, there is no standardized cardiac POCUS training method for medical students. To address this issue, the American Society of Echocardiography (ASE) proposed a framework for medical student cardiac POCUS training. The objective of this pilot study was to develop a medical student cardiac POCUS curriculum with test scoring systems and test the curriculum feasibility for a future definitive study.Methods Based on the ASE-recommended framework, we developed a cardiac POCUS curriculum consisting of a pre-training online module and hands-on training with a hand-held ultrasound (Butterfly iQ). The curriculum learning effects were assessed with a 10-point maximum skill test and a 40-point maximum knowledge test at pre-, immediate post-, and 8-week post-training. To determine the curriculum feasibility, we planned to recruit 6 pre-clinical medical students. We semi-quantitatively evaluated the curriculum feasibility in terms of recruitment rate, follow-up rate 8 weeks after training, instructional design of the curriculum, the effect size (ES) of the test score improvements, and participant satisfaction. Discriminatory ability of the test scoring systems were assessed by comparing the scores of the medical students, medical interns, and experts.Results Six pre-clinical medical students participated in the curriculum. The recruitment rate was 100% (6/6 students) and the follow-up rate 8 weeks after training was 100% (6/6). ESs of skill and knowledge test score differences between pre- and immediate post-, and between pre- and 8-week post-training were large. The students reported high satisfaction with the curriculum. The test scoring systems demonstrated excellent discriminatory ability between the 3 different performance levels.Conclusions This pilot study confirmed the curriculum design as feasible with instructional design modifications including the hands-on training group size, content of the cardiac POCUS lecture, hands-on teaching instructions, and hand-held ultrasound usage. Based on the pilot study findings, we plan to conduct the definitive study with the primary outcome of long-term skill retention 8 weeks after initial training. The definitive study has been registered in ClinicalTrials.gov (Identifier: NCT04083924).

Download Full-text

Medical students’ mood adversely affected by COVID-19 pandemic: An interim analysis from the SPICE-19 prospective cohort study of 2075 medical students and interim foundation doctors

10.21203/rs.3.rs-40503/v1 ◽

2020 ◽

Cited By ~ 3

Author(s):

Soham Bandyopadhyay ◽

Ioannis Georgiou ◽

Bibire Baykeens ◽

Conor S Gillespie ◽

Marta de Andres Crespo ◽

...

Keyword(s):

Medical Students ◽

A Priori ◽

Workforce Planning ◽

Short Term ◽

The United Kingdom ◽

Exam Preparation ◽

Course Material ◽

The Impact ◽

Exam Preparation Course

Abstract Background:Currently, we can only speculate on what the effects of the COVID-19 pandemic have been on medical students and interim foundation year doctors. In order to support them appropriately both now and, in the future, it is imperative that we understand the impact it has had upon them. This study assessed the effects of the COVID-19 pandemic on medical students and interim foundation year doctors across the United Kingdom (UK), and the support that they received and sought. Methods:A prospective, observational, multicentre study was conducted. All medical students and interim foundation year doctors were eligible to participate. The data analysis was carried out as detailed a priori in the protocol. Findings:A total of 2075 individuals participated in the SPICE-19 survey from 33 medical schools. There was a significant (p < 0.0001) decrease in participants’ mood when comparing their mood before the pandemic to during the pandemic. Social distancing and more time at home/with family were the factors that negatively and positively respectively impacted the mood of the greatest number of participants. All areas of life included in the survey were found to have been significantly more negatively impacted than positively impacted (p < 0.0001). 931 participants wanted more support from their university. Participants were mainly seeking support with exam preparation, course material, and financial guidance. Discussion:Medical and foundation schools need to prepare adequate and effective support. If no action is taken, there may be a knock-on effect on workforce planning and the health of our future workforce. When medical students return to their universities, there is likely to be need for enhanced wellbeing support, adaptations in the short-term and long-term strategies for medical education, and provision of financial guidance.

Download Full-text

Improving recruitment in psychiatry: The impact of a psychiatry summer school on attitudes towards psychiatry in medical students and foundation doctors

European Psychiatry ◽

10.1016/j.eurpsy.2017.01.2093 ◽

2017 ◽

Vol 41 (S1) ◽

pp. S182-S182

Author(s):

C. O’Prey ◽

D. Hyland ◽

C. O’Flaherty ◽

G. Bramham

Keyword(s):

Medical Students ◽

Summer School ◽

Junior Doctors ◽

Two Samples ◽

Before And After ◽

Minimum Score ◽

The Mean ◽

Summer Schools ◽

Competing Interest ◽

The Impact

IntroductionIn 2011, the Royal College of Psychiatrists in UK published a five-year plan to boost recruitment to a 95% fill rate for core training posts. Psychiatric summer schools were one of the methods outlined to improve recruitment. These are 3-day courses allowing attendees to explore different subspecialties and showcase inspiring psychiatrists who are leaders in their field.AimsTo evaluate whether attending a Psychiatry Summer School improves scores on the attitudes towards Psychiatry Scale (ATP-30) in Medical Students (MS) and Junior Doctors (JD).MethodsTwo free courses were held; one for MS in August 2016 and one for JD in November 2015. These involved interactive talks from consultant psychiatrists in various sub-specialties and a day in a forensic setting. All attendees were asked to complete ATP-30 before and immediately after attendance. A higher ATP-30 score indicates a more positive the attitude the minimum score is 30 and the maximum is 50. Paired scores were analysed using a paired t-test.ResultsThirty-three out of 45 attendees completed ATP-30 MS (n = 20/24) and JD (n = 13/21) before and after the course. The mean ATP30 score was 116 before attendance and 128 after the course, the mean difference was +12. When the two samples were compared using a paired t-test, there was a significant positive difference P < 0.0005.ConclusionsPsychiatry summer schools can improve attitudes towards psychiatry in medical students and junior doctors.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Download Full-text

733 PTSD and Sleep Disorders in Medical Learners and Healthcare Providers

SLEEP ◽

10.1093/sleep/zsab072.730 ◽

2021 ◽

Vol 44 (Supplement_2) ◽

pp. A286-A286

Author(s):

Meagan Tinsley ◽

Grace Hunt ◽

Mark Alvarez ◽

Rachel Gremillion ◽

Allison Jumonville ◽

...

Keyword(s):

Mental Health ◽

Medical Students ◽

Healthcare Providers ◽

Educational Experience ◽

Average Score ◽

Survey Tool ◽

Email Address ◽

Minimum Score ◽

Physical Consequences ◽

The Impact

Abstract Introduction Medical student mental health and wellness has been an increasingly hot topic over the past decade. Much of the research, however, has remained focused more on anxiety and depression and less on other less common but just as detrimental mental health disorders such as PTSD, bipolar disorder, OCD and others. In addition to the more traditional psychological stresses medical students experience, they also experience physical consequences of their training, often with sleep patterns suffering most initially. Methods The questionnaire consists of thirty-five questions, compromising of demographic questions, questions relating to USMLE exams and education, the STOP-Bang Questionnaire, Epworth Sleepiness Scale, Fatigue Severity Scale and PTSD DSM-V Questionnaire. This survey was sent out between March and April of 2020 and was distributed to all medical students and residents with an LSU Health Shreveport email address via RedCAP, an encrypted electronic survey tool. Results A total of 78 participants responded to our survey, with 91.1% identifying as medical students and the rest as residents. 64.1%, identified as female, 34.6% identified as male and 1.3% declined to answer. While 43% of our participants found their educational experience emotionally traumatizing, 75% of them felt that preparing and/or taking USMLE exams was emotionally traumatizing. In regards the portions of our questionnaire that served as sleep disorder screening questions, the average score for the STOP-Bang was 1.48 (SD +/- 1.15) the average score for the ESS was 6.85 (SD +/- 4.72) and the average score for the FSS was 32.04 (SD +/- 11.99). It should be noted that, while the average score of the PTSD screening portion was 20.34 (SD +/- 17.47), 18 participants scored above 38, the minimum score needed to qualify for a PTSD diagnosis. Conclusion These results suggest some correlations that warrant further future study. It is worrisome that while less than half of our participants stated their educational experience as harrowing, 75% stated preparing for and/or taking these required exams was emotionally traumatizing. The possible connections suggested here between USMLE exams and an increase in fatigue, lack of motivation and PTSD symptoms urge us to look more closely at the impact of the USMLE. Support (if any):

Download Full-text

The Impact of the COVID-19 Pandemic on Final Year Medical Students in the United Kingdom: A National Survey

10.21203/rs.3.rs-24792/v1 ◽

2020 ◽

Author(s):

Byung Choi ◽

Lavandan Jegatheeswaran ◽

Amal Minocha ◽

Michel Alhilani ◽

Ernest Mutengesa

Keyword(s):

Medical Student ◽

Medical Students ◽

Medical Student Education ◽

Medical Schools ◽

Training Methods ◽

Health Measures ◽

The United Kingdom ◽

Global Pandemic ◽

The Uk ◽

The Impact

Abstract BACKGROUND The COVID-19 global pandemic has resulted in unprecedented public health measures. This has impacted the UK education sector with many universities halting campus-based teaching and examinations. The aim of this study is to identify the impact of COVID-19 on final year medical student examinations and placements and how it might impact on confidence going into foundation training. METHODS An anonymous, self-administered survey of final year medical students from 33 UK medical schools. RESULTS 441 students from 32 out of the 33 UK medical schools responded. 38% of respondents had their final OSCEs cancelled while 47% had already completed their final OSCEs before restrictions. 50% of assistantship placements were postponed while 77% of electives were cancelled. Respondents feel less confident entering FY1 as a result, but the majority agree that the measures taken to amend their curricula were necessary. Respondents also agree that assisting in hospital during the outbreak would be a valuable learning opportunity. CONCLUSIONS The impact on medical student education has been significant. The majority feel less prepared for FY1 but understand the necessity of these measures. Despite this, many are willing to assist in hospitals earlier than expected.

Download Full-text

Impact of COVID-19 on medical undergraduate students’ academics and its ramifications

Indian Journal of Medical Sciences ◽

10.25259/ijms_404_2020 ◽

2020 ◽

Vol 0 ◽

pp. 1-4

Author(s):

Arshi Syal ◽

Yajur Arya ◽

Monica Gupta

Keyword(s):

Medical Education ◽

Medical Students ◽

Online Teaching ◽

Clinical Skills ◽

Univariate Analysis ◽

Skills Training ◽

Online Questionnaire ◽

Medical Undergraduate ◽

Hands On ◽

The Impact

Objectives: COVID-19 pandemic has dramatically affected undergraduate medical education all over the world. This effect is most noteworthy on the medical students as clinical orientation and hands-on training are crucial toward development of basic medical skills. Various modifications to the methods of online teaching have been adopted in response to this pandemic to maintain continuity of medical education; however, we do not yet know the implications of this change. Material and Methods: To study the impact of this pandemic on medical students and to have a first-hand estimate of the adversities and challenges faced by them, an online questionnaire-based survey was conducted, administered through Google Forms maintaining anonymity. They were asked a series of multiple choice questions pertaining to the effects of this pandemic on their curriculum and academic activities. The responses received were analyzed by univariate analysis. Results: Almost half (46.4%) of students reported a decreased interest in medicine after suspension of hands on teaching/practical classes. A total of 136 respondents (69.38%) felt that they became less productive in studies during the pandemic. Approximately 74% respondents felt less motivated to study at home. More than two-thirds of the respondents felt that on graduation, their clinical skills will be inferior to the students who graduated during the “non-COVID” era. About 84.69% of students believed that their examinations should be postponed hoping to get appropriate clinical experience once things normalize. Conclusion: Majority of the students feel less motivated and less productive, amidst the transition. The major area that has been compromised is the clinical skills training, a crucial adjunct to theoretical teaching in medical schools, and almost all students believe that their clinical skills in the long term would remain inferior to those who graduated before this pandemic.

Download Full-text

P79 Medical students’ mood adversely affected by COVID-19 pandemic: An interim analysis from the SPICE-19 prospective cohort study of 2075 medical students and interim foundation doctors

BJS Open ◽

10.1093/bjsopen/zrab032.078 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

Author(s):

Soham Bandyopadhyay ◽

Ioannis Georgiou ◽

Bibire Baykeens ◽

Conor S Gillespie ◽

Marta de Andres Crespo ◽

...

Keyword(s):

Medical Students ◽

A Priori ◽

Workforce Planning ◽

Short Term ◽

The United Kingdom ◽

Exam Preparation ◽

Course Material ◽

The Impact ◽

Exam Preparation Course

Abstract Background Currently, we can only speculate on what the effects of the COVID-19 pandemic have been on medical students and interim foundation year doctors. In order to support them appropriately both now and, in the future, it is imperative that we understand the impact it has had upon them. This study assessed the effects of the COVID-19 pandemic on medical students and interim foundation year doctors across the United Kingdom (UK), and the support that they received and sought. Methods A prospective, observational, multicentre study was conducted. All medical students and interim foundation year doctors were eligible to participate. The data analysis was carried out as detailed a priori in the protocol. Findings A total of 2075 individuals participated in the SPICE-19 survey from 33 medical schools. There was a significant (p < 0.0001) decrease in participants’ mood when comparing their mood before the pandemic to during the pandemic. Social distancing and more time at home/with family were the factors that negatively and positively respectively impacted the mood of the greatest number of participants. All areas of life included in the survey were found to have been significantly more negatively impacted than positively impacted (p < 0.0001). 931 participants wanted more support from their university. Participants were mainly seeking support with exam preparation, course material, and financial guidance. Discussion Medical and foundation schools need to prepare adequate and effective support. If no action is taken, there may be a knock-on effect on workforce planning and the health of our future workforce. When medical students return to their universities, there is likely to be need for enhanced wellbeing support, adaptations in the short-term and long-term strategies for medical education, and provision of financial guidance.

Download Full-text

Burnout and neurotic symptoms among medical students

European Psychiatry ◽

10.1016/j.eurpsy.2016.01.1133 ◽

2016 ◽

Vol 33 (S1) ◽

pp. S327-S328 ◽

Cited By ~ 1

Author(s):

A. Tereszko ◽

K. Drozdowicz ◽

M. Szymura ◽

A. Tuleja ◽

W. Korzeniowski ◽

...

Keyword(s):

Mental Health ◽

Medical Students ◽

Medical Profession ◽

Maslach Burnout Inventory ◽

Symptom Checklist ◽

Student Survey ◽

Medical Studies ◽

Significant Difference ◽

Competing Interest ◽

The Impact

IntroductionMedical studies are considered one of the most stressful majors and the medical profession is one of the most at risk of burnout. Some studies indicate the presence of symptoms of burnout already in the early stages of career, or even before it started, i.e. during studies preparing for the profession. Medical studies may be such a case and it can affect the mental health deterioration and cause the occurrence of both burnout and neurotic symptoms.ObjectivesAssessment of the impact of the course of studies on mental health of students and the risk of rapid burnout.AimEstimation of the prevalence and severity of burnout and neurotic symptoms among medical student depending on the year of study.MethodsSeven hundred and eighty-one medical students participated in the study. We used translated version of Maslach Burnout Inventory-Student Survey and Polish questionnaire – Symptom checklist S-III – for neurotic symptoms assessment.ResultsThere was no significant difference in MBI-SS subscales and symptoms checklist between first and last year of studies. Difference turned out to be significant when 1st and 6th year students with 3rd year – in Symptom checklist (P < 0.01 and P < 0.05, respectively), MBI-SS emotional exhaustion subscale (P < 0.01 for both) and depersonalization subscale (P < 0.01, significant only when compared with 1st year students).ConclusionsStudy revealed interesting pattern of burnout and neurotic symptoms, with theirs greatest severity at the beginning and the end of studies.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Download Full-text

Portuguese Junior Doctors Exchanging in the Uk – Reflections From the Experience

European Psychiatry ◽

10.1016/j.eurpsy.2016.01.1808 ◽

2016 ◽

Vol 33 (S1) ◽

pp. S492-S492

Author(s):

H. Salgado ◽

M. Pinto da Costa ◽

H. Walker ◽

J. Powell ◽

L. Potter ◽

...

Keyword(s):

Mental Health Problems ◽

Current System ◽

Training Programme ◽

European Federation ◽

Junior Doctors ◽

The United Kingdom ◽

Exchange Programme ◽

Competing Interest ◽

The Uk ◽

The Impact

IntroductionThe interest in experiencing training abroad has grown and its benefits have been progressively recognized. For these reasons, several psychiatric trainees seek to extend their competencies, skills and knowledge through these exchange opportunities, such as the European Federation of Psychiatric Trainees (EFPT) Exchange Programme.ObjectivesWith this work we intend to describe these international experiences of being acquainted with a different health system and psychiatry training programme.AimsReflect on the impact of these experiences, considering on how these can be used to benefit the patient care provided across countries, further to the professional and personal individual benefits that colleagues gain.MethodsPresenting the testimonials of junior doctors from abroad that have had the opportunity to observe and collaborate in the current system of the United Kingdom.ResultsThe EFPT Exchange Programme is an excellent opportunity for psychiatry trainees to share experiences, knowledge and good practices. The cultural and social framework of psychiatry certainly has an impact on the approach to mental health problems, and being knowledgeable of these differences can provide benefits not only to the junior doctors who complete these exchanges abroad, but also to their colleagues working at their hosting institutions that become acquainted with different realities through their presence and feedback.ConclusionsThe benefits of these exchange mobility experiences are unequivocal. Therefore, it is fundamental to share these experiences and promote these opportunities.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Download Full-text