Current innovations in otolaryngology medical education in the UK: a systematic literature review

2020 ◽  
Vol 134 (4) ◽  
pp. 284-292
Author(s):  
H M Yip ◽  
T C F Soh ◽  
Z Z Lim
Keyword(s):  
Medical Education ◽  
Objective Assessment ◽  
Final Analysis ◽  
Subjective Assessment ◽  
Junior Doctors ◽  
Synthesis Methods ◽  
Qualitative Synthesis ◽  
Educational Innovations ◽  
The Uk ◽  
The Impact

AbstractObjectiveRecent studies have indicated a lack of ENT training at the undergraduate and post-graduate levels. This study aimed to review the impact of recent educational innovations in improving ENT training for medical students and junior doctors in the UK.MethodsThree independent investigators conducted a literature search of published articles on ENT education. Included studies were analysed using qualitative synthesis methods.ResultsAn initial search yielded 2008 articles; 44 underwent full-text evaluation and 5 were included for final analysis. Most included studies demonstrated benefits for students when compared to existing teaching standards in terms of objective assessment (knowledge and skills gained) or subjective assessment (confidence and preference) following implemented educational innovations.ConclusionThis study identified educational innovations developed in the past 15 years to enhance the teaching of core ENT competencies. More research is needed to establish their impact on the state of ENT medical education in the UK.

scholarly journals Individualized Research Consultations in Academic Libraries: A Scoping Review of Practice and Evaluation Methods

2015 ◽  
Vol 10 (4) ◽  
pp. 247 ◽  
Author(s):  
Karine Fournier ◽  
Lindsey Sikora
Keyword(s):  
Scoping Review ◽  
Academic Libraries ◽  
Quantitative Methods ◽  
Information Science ◽  
Objective Assessment ◽  
Assessment Methods ◽  
Survey Method ◽  
Qualitative Synthesis ◽  
Manual Search ◽  
The Impact

Abstract Introduction – Librarians in academic institutions have been providing personalized services to the student population by offering individualized research consultations (IRC) for decades. These consultations usually consume many hours of librarians’ busy schedules, and yet the impact of these consultations is unknown. Therefore, it’s worth asking the question: what assessment methods have been used in academic libraries to evaluate the impact of IRC? Methods – A retrospective scoping review of the literature was performed using the following databases: Library and Information Science Abstracts (LISA), Educational Resources Information Center (ERIC), Library and Information Technology Abstracts (LISTA), Scopus, and Web of Science. Additionally, a manual search of the included papers reference lists was conducted to locate additional relevant papers. Articles that mentioned a format of evaluation or assessment and were based within a library setting were included. Articles that discussed group instruction that were not in a library setting, or that did not include any form of evaluation or assessment, were excluded. Results – Researchers located 578 articles and reviewed titles and abstracts. 523 titles were eliminated, while full text sources of the remaining 55 were examined to check inclusion and exclusion criteria. 20 articles remained for qualitative synthesis. Specific methods of assessment were reviewed and three overall assessment methods were identified: 1) usage statistics, 2) survey, and 3) objective quantitative methods. Conclusion – Many articles using a usage statistics method stated that they wanted to further their assessment of individual consultations. Several authors using a survey method described the value of the information gathered by surveying their users for improving their service, but also mentioned that this method is subjective in nature. They mentioned that objective assessment methods would provide a better understanding of the impact of IRCs. The few articles using objective quantitative methods obtained mixed results. Overall, more research in the assessment of IRCs is needed, particularly those with objective quantitative methods.

11 Filling the void: preparing future junior doctors for challenging conversations

2018 ◽  
Vol 8 (3) ◽  
pp. 363.3-364
Author(s):  
Hannah Costelloe ◽  
Alice Copley ◽  
Andrew Greenhalgh ◽  
Andrew Foster ◽  
Pratik Solanki
Keyword(s):  
Palliative Care ◽  
Medical Education ◽  
Medical Students ◽  
Small Group ◽  
End Of Life ◽  
Communication Skills ◽  
Skills Training ◽  
Junior Doctors ◽  
List Type ◽  
The Impact

Evidence demonstrates that medical students have limited experience in developing ‘higher-order communication skills’ (Kaufman et al. 2000). Anecdotally many do not feel confident in their ability to conduct difficult conversations often due to a lack of exposure to such scenarios in practice or a pervasive notion that these scenarios are inappropriate for students and beyond the scope of a junior doctor’s role and thus not a focus of curriculums (Noble et al. 2007). There is however a correlation between level of clinical experience and improved confidence for medical students (Morgan and Cleave-Hogg 2002).We surveyed a group of final year medical students to assess their confidence using a 10-point Likert scale in tackling common palliative and end of life care scenarios. Our intervention comprised a study day of 10 practical small-group teaching simulation and OSCE-style stations designed to provide exposure to common experiences in a controlled setting. We reassessed the confidence of students after delivery and objectively explored the impact of the day by asking participants to complete a validated assessment before and after the course. All results showed significant improvement on t-testing: confidence in end of life communication in an OSCE setting improved by 42.2% and assessment marks improved by 24.7% (p=0.039).Palliative care is an area in which students approaching the end of undergraduate training feel underprepared. Our findings demonstrate that small group sessions improve confidence by facilitating communication practice in a controlled environment and providing crucial exposure to common palliative care scenarios they will face as doctors.References. Kaufman D, Laidlaw T, Macleod H. Communication skills in medical school: Exposure confidence and performance. Academic Medicine [online] 2000;75(10):S90–S92. Available at https://journals.lww.com/academicmedicine/Fulltext/2000/10001/Communication_Skills_in_Medical_School__Exposure.29.aspx [Accessed: 30 May 2018]. Morgan P, Cleave-Hogg D. Comparison between medical students’ experience confidence and competence. Medical Education [online] 2002;36(6):534–539. Available at https://doi.org/10.1046/j.1365-2923.2002.01228.x [Accessed: 30 May 2018]. Noble L, Kubacki A, Martin J, Lloyd M. The effect of professional skills training on patient-centredness and confidence in communicating with patients. Medical Education [online] 2007;41(5):432–440. Available at https://doi.org/10.1111/j.1365-2929.2007.02704.x [Accessed: 30 May 2018]

scholarly journals Skills-Based Programs Used to Reduce Physician Burnout in Graduate Medical Education: A Systematic Review

2021 ◽  
Vol 13 (4) ◽  
pp. 471-489
Author(s):  
Taylor S. Vasquez ◽  
Julia Close ◽  
Carma L. Bylund
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Final Analysis ◽  
Physician Burnout ◽  
Graduate Medical ◽  
Assessment Scores ◽  
Quality Instrument ◽  
The Impact ◽  
Prolonged Stress ◽  
Article Quality

ABSTRACT Background Physician burnout is pervasive within graduate medical education (GME), yet programs designed to reduce it have not been systematically evaluated. Effective approaches to burnout, aimed at addressing the impact of prolonged stress, may differ from those needed to improve wellness. Objective We systematically reviewed the literature of existing educational programs aimed to reduce burnout in GME. Methods Following the PRISMA guidelines, we identified peer-reviewed publications on GME burnout reduction programs through October 2019. Titles and abstracts were reviewed for relevance, and full-text studies were acquired for analysis. Article quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). Results A total of 3534 articles met the search criteria, and 24 studies were included in the final analysis. Article quality varied, with MERSQI assessment scores varying between 8.5 and 14. Evaluation was based on participant scores on burnout reduction scales. Eleven produced significant results pertaining to burnout, 10 of which yielded a decrease in burnout. Curricula to reduce burnout among GME trainees varies. Content taught most frequently included stress management (n = 8), burnout reduction (n = 7), resilience (n = 7), and general wellness (n = 7). The most frequent pedagogical methods were discussion groups (n = 14), didactic sessions (n = 13), and small groups (n = 11). Most programs occurred during residents' protected education time. Conclusions There is not a consistent pattern of successful or unsuccessful programs. Further randomized controlled trials within GME are necessary to draw conclusions on which components most effectively reduce burnout.

Advice-giving in Community Pharmacies in the UK

1997 ◽  
Vol 2 (1) ◽  
pp. 38-50 ◽  
Author(s):  
Mary P. Tully ◽  
Karen Hassell ◽  
Peter R. Noyce
Keyword(s):  
Pharmacy Practice ◽  
Community Pharmacists ◽  
Subjective Assessment ◽  
Community Pharmacies ◽  
Common Definition ◽  
Advice Giving ◽  
Published Evidence ◽  
Design Consistency ◽  
The Uk ◽  
The Impact

Objectives: To review (1) the published evidence on the information provided with prescribed and purchased medicines by pharmacists and pharmacy assistants, (2) clients' expectations of advice about medicines from community pharmacies and their experience and use of it, and (3) appropriateness and rigour of study methods used. Methods: Papers, published between 1980 and 1995 inclusively, were identified based on searches of on-line databases, a published literature index, key pharmacy practice journals and cited references in the bibliographies of published papers. Those papers selected reported research findings on any aspect of medicines-related communications and the provision of advice about medicines to members of the public who visited pharmacies in the UK. The comparatively small volume of work and lack of design consistency meant that a subjective assessment, rather than a criteria-based objective review, was deemed appropriate. Results: Forty-two suitable studies were identified and are reviewed. No common definition of ‘advice’ has emerged. Most studies reported were quantitative, concentrating on the frequency of advice-giving in community pharmacies and only one study considered the impact of advice on outcome. The quality of advice given was judged highly variable, although pharmacists' referrals, where made, were considered appropriate. Given that pharmacy assistants appear to make most of the medicine sales, remarkably few studies addressed their contribution to advicegiving. The review can provide little insight into what determines when advice is provided, but it does illuminate the disparity between the advice that clients say they want and what they actually seek. Conclusions: Where there appears to be a consensus that advice-giving in community pharmacies is wanted, this review reveals a lack of shared understanding between consumer bodies and the pharmacy profession about who needs advice and when and how it should be given. The need for unsolicited advice-giving associated with the sale of medicines is particularly contentious. With the current programme of deregulation of medicines, this is an increasingly important issue to resolve. The authors suggest a need for a consensus-building forum to generate guidelines that meet shared expectations between clients, community pharmacists, government and the pharmaceutical industry.

scholarly journals Are educational or quality improvement interventions delivered at the induction or orientation of junior doctors effective?

2014 ◽  
Vol 3 (5) ◽  
pp. 14
Author(s):  
Luke McMenamin ◽  
Natalie Blencowe ◽  
Damian Roland
Keyword(s):  
Patient Safety ◽  
Quality Improvement ◽  
Health Care Professionals ◽  
Group Intervention ◽  
Junior Doctors ◽  
Or Education ◽  
Implementation Quality ◽  
Objective Outcomes ◽  
The Uk ◽  
The Impact

There has been significant media scrutiny in the UK of the period when doctors change over into new jobs, with a number of reports highlighting increased mortality. Starting work in a new hospital confers a potential patient safety risk and induction programmes are therefore designed to familiarise doctors with local policies. Little is known about using this time as an opportunity to improve patient outcomes or change practice. The aim was to review interventions which may aid hospital trusts during induction and a strategy to direct future educational and implementation research. A review of Medline, Embase, Cochrane, Scopus and ERIC databases with key terms (induction or orientation, junior doctor or intern, intervention or education or implementation, quality improvement or patient safety or outcome) extracted relevant abstracts. Articles of relevance were analysed and coded as to the type of patient or doctor group, intervention and outcome. Only seven studies were found which generally reported perceived benefits rather than objective outcomes. A significant opportunity to improve evidence based practice and patient safety is being missed by not thoroughly evaluating the impact of induction and orientation of health care professionals.

scholarly journals Why are UK junior doctors taking time out of training and what are their experiences? A qualitative study

2019 ◽  
Vol 112 (5) ◽  
pp. 192-199 ◽  
Author(s):  
Chantelle Rizan ◽  
Julia Montgomery ◽  
Charlotte Ramage ◽  
Jan Welch ◽  
Graeme Dewhurst
Keyword(s):  
Content Analysis ◽  
Qualitative Study ◽  
Unmet Needs ◽  
Junior Doctors ◽  
Loss Of Control ◽  
Data Set ◽  
Time Out ◽  
The Uk ◽  
The Impact ◽  
Depth Interviews

Objectives The number of doctors directly entering UK specialty training after their foundation year 2 (F2) has steadily declined from 83% in 2010 to 42.6% in 2017. The year following F2, outside the UK training pathway, is informally termed an ‘F3’ year. There is a paucity of qualitative research exploring why increasingly doctors are taking F3s. The aim of this study is to explore the reasons why F2 doctors are choosing to take a year out of training and the impact upon future career choices. Design This is an exploratory qualitative study, using in-depth interviews and content analysis. Setting UK. Participants Fourteen participants were interviewed from one foundation school. Participants included five doctors who commenced their F3 in 2015, five who started in 2016 and finally four recently starting this in 2017. Main outcome measures Content analysis was conducted to distill the themes which exemplified the totality of the experience of the three groups. Results There were four predominant themes arising within the data set which can be framed as ‘unmet needs’ arising within foundation years, sought to be fulfilled by the F3 year. First, doctors describe exhaustion and stress resulting in a need for a ‘break’. Second, doctors required more time to make decisions surrounding specialty applications and prepare competitive portfolios. Third, participants felt a loss of control which was (partially) regained during their F3s. The final theme was the impact of taking time out upon return to training (for those participants who had completed their F3 year). When doctors returned to NHS posts they brought valuable experience. Conclusions This study provides evidence to support the important ongoing initiatives from Health Education England and other postgraduate bodies, exploring approaches to further engage, retain and support the junior doctor workforce.

scholarly journals 'I don't feel like I'm learning how to be a doctor': early insights regarding the impact of Covid-19 on UK medical student professional identity

2021 ◽  
Author(s):  
Anna Harvey ◽  
Megan EL Brown ◽  
Matthew H V Byrne ◽  
Laith Alexander ◽  
Jonathan CM Wan ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Identity Development ◽  
Professional Identity ◽  
Community Of Practice ◽  
Medical Community ◽  
Clinical Environment ◽  
Professional Identity Development ◽  
The Uk ◽  
The Impact

Phenomenon Professional identity development is recognised as a core goal of medical education alongside knowledge and skill acquisition. Identity is a complex entity that can be conceptualised as externally influenced, but individually constructed. Integration from legitimate bystander to "old timer" of the medical community of practice provides a backdrop for individual negotiation of professional identity. During Covid-19, the medical community of practice and education experienced significant disruption. We sought to investigate how these disruptions impacted professional identity development by examining conflicts between students' identities highlighted by the pressures of the pandemic. Approach A mixed-methods survey was distributed to medical students in the UK. The survey was active from 2nd May to 15th June 2020, during the height of the first wave of the Covid-19 pandemic in the UK. Operating within the paradigm of constructivism, we conducted a reflexive thematic analysis of qualitative responses. Analysis was focused around the disruption to medical education, actions taken by medical students during this disruption, and the tension between student actions where they existed in conflict. Findings Three themes were constructed to describe the identities that participants felt were in conflict during the first wave of the Covid-19 pandemic: Status and role as a future doctor; status and role as a student; and status and role as a member of the wider community. Students noted that lack of clinical exposure was detrimental to their education, implicitly recognising that many aspects of professional identity formation are forged in the clinical environment. Participants were keen to volunteer clinically but struggled to balance this with academic work. Participants worried about the risk to their families and the wider community, and wanted to ensure that their skills would add value to the clinical environment. Volunteers felt frustrated when they were unable to perform tasks which aligned with their identities future doctors, with the exception of participants who worked as interim FY1s (FiY1s), which aligned well with the roles of FY1s. Insights As hypothesised, the participants in this study experienced disruptions to their professional identity development during the first wave of the Covid-19 pandemic in 2020. This work provides early evidence, collected at the beginning of the pandemic, that the effects of disruptions to professional identity development were wide-reaching, often negative, and represent an important topic for future exploration. Given that the pandemic has highlighted areas of identity tension, these findings have the potential to provide insight into how medical training can better nurture professional identity development during and beyond international crises.

scholarly journals Assessing professional and clinical competence: the way forward†

2006 ◽  
Vol 12 (2) ◽  
pp. 81-89 ◽  
Author(s):  
Nick Brown ◽  
Monica Doshi
Keyword(s):  
Medical Education ◽  
Clinical Skills ◽  
Postgraduate Medical Education ◽  
Rapid Development ◽  
Assessment System ◽  
Assessment Tools ◽  
Assessment Process ◽  
Junior Doctors ◽  
Recent Developments ◽  
The Uk

Recent developments in postgraduate medical education for the training of junior doctors in the UK necessitate changes in all parts of the curriculum, including the assessment system. There is a move away from the limited, traditional one-off assessment towards multidimensional, broader assessments of a doctor's longer-term performance. This is accompanied by the rapid development of assessment tools, collectively termed workplace-based assessments, and is in keeping with an outcome-based approach to medical education and its increasing professionalisation. In addition to clinical skills, other aspects of being a good practitioner are being assessed, including team-working, working with colleagues and patients, probity and communication skills. Using a combination of tools gives the assessment process high validity. Of the many challenges posed by these changes is the need for data on their reliability in psychiatry. There must be a clear process for applying assessments, national standardisation and training for those using asessment tools.

scholarly journals Trainee Update January 2014

2014 ◽  
Vol 13 (1) ◽  
pp. 32-32
Author(s):  
Nerys Conway ◽  
◽  
R Johnson ◽  
Keyword(s):  
Medical Education ◽  
Education And Training ◽  
Medical Society ◽  
Junior Doctors ◽  
Hospital Workers ◽  
Acute Medicine ◽  
The Public ◽  
Medical Education And Training ◽  
The Uk ◽  
And Training

We hope you all had a lovely Christmas and New Year. Apart from making all the usual resolutions, New Year is always a time to think about our careers, look at our CV’s and strive to improve ourselves towards our ARCP or CCT. Our spring conference will take place in Amsterdam this May on 1st-2nd May and there is plenty of opportunity for you to get involved! This year we will be joined by the Dutch Medical Society (DAM). The SAM conferences always provides us with an opportunity for networking, presenting our hard work and meeting other trainees throughout the UK (and in this case Holland). It will be interesting to hear what the Dutch trainees think about their training and how it is structured. There is a dedicated session on acute medical education and training. It will be useful to certainly combine and share ideas with our Dutch colleagues. We certainly could learn a lot from each other and therefore improve our training. Our acute awareness week will take place on 14th-20th July. This is a huge chance for us to raise awareness of our speciality to the public and other hospital workers. You often find that people don’t understand what acute medicine actually is or what an acute medical registrar or consultant actually does. This is an opportunity for us to ‘celebrate’ our speciality and enjoy team bonding. The junior doctors enjoy getting involved and this often encourages them to think about a career in acute medicine. Full details and information packs will be available via our website shortly. We will be interested to hear what you are all planning as we both have a huge part to play in this year’s acute awareness week. Perhaps one day we could have a training awareness day? It would be great if you got in touch with us to let us know your plans or suggestions! We hope to see as many of you in Amsterdam. Please feel free to contact us with any suggestions, ideas or concerns

Sign in / Sign up

Export Citation Format

Share Document