687 The Effectiveness of a Two-Day Conference in Improving Plastic Surgery Knowledge and Skills of Medical Students and Junior Doctors

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
A Dawidziuk ◽  
C Ngadimin ◽  
R Kwasnicki ◽  
N Jallali
Keyword(s):  
Medical Students ◽  
Plastic Surgery ◽  
Aesthetic Surgery ◽  
Evaluation Study ◽  
Rank Test ◽  
Junior Doctors ◽  
Post Intervention ◽  
Knowledge And Skills ◽  
Reconstructive Ladder ◽  
Signed Rank Test

Abstract Introduction Reconstructing the Stereotype is a student-led conference organised by Imperial College Plastic, Reconstructive and Aesthetic Surgery Society providing holistic outlook on plastic surgery with lectures, tutorials, and practical workshops. The aim of this event-evaluation study was to assess the effectiveness of the conference in improving reported knowledge, skills and awareness of the specialty. Method 25 delegates (21 medical students, 4 junior doctors; mean age 23.2 years; 14 women) volunteered to complete pre- and post-intervention online questionnaires comprising 26 five-step Likert scale questions on knowledge, skills, and career in plastic surgery. Significance of comparisons was established with Wilcoxon signed-rank test using IBM SPSS V26 (p < 0.05). Results Post-conference, there was a significant increase in participants’ self-ratings across all domains investigated (p-values 0.000-0.001). Understanding of the reconstructive ladder showed largest improvement in knowledge (mean±SD: 1.96±1.27 vs 3.80±1.08), performing Z-pasty in skills (1.72±1.17 vs 3.72±1.06) and portfolio development in career category (2.28±1.17 vs 4.08±1.04). Two more participants declared considering career in plastic surgery after the conference. Conclusions A two-day student-organised conference significantly improved plastic surgery knowledge and skills of medical students and junior doctors. It also provided them with a realistic idea of what a career in the specialty entails.

scholarly journals How does participation in a voluntary prize exam affect medical students’ knowledge and interest in ENT, plastic surgery, ophthalmology and dermatology?

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Razan Nour ◽  
Kerry Jobling ◽  
Alasdair Mayer ◽  
Salma Babikir
Keyword(s):  
Medical Students ◽  
Plastic Surgery ◽  
Pilot Project ◽  
Junior Doctors ◽  
Free Text ◽  
Medical Specialties ◽  
Spare Time ◽  
Before And After ◽  
To Receive ◽  
Interest And Knowledge

Abstract Background Otolaryngology (ENT), plastic surgery, ophthalmology and dermatology are medical specialties which tend to receive less coverage in UK medical school curricula compared to larger, generalist specialties. As a result, there are fewer opportunities for medical students to learn and to cultivate an interest. There are numerous papers that report concerns about junior doctors’ ability to manage conditions within these specialties, which may jeopardise patient safety. The aim of our pilot project was to increase medical students’ interest and knowledge of ENT, plastic surgery, ophthalmology and dermatology. In addition to describing our project, we present and discuss literature on UK undergraduate education in these specialties and its impact on preparedness of junior doctors and future career choices. Methods One hundred twelve final year medical students at Newcastle University were invited to take part in a voluntary two-part (written and clinical) exam, in which prizes could be won and all participants would receive a certificate of participation. We distributed two online surveys to the students, one administered before the exam and one afterwards. Data was collected regarding the students’ motivation for entering the prize exam and the students’ baseline interest and knowledge in these specialties before and after the prize exam. Free-text responses were collected about the students’ opinion of the project and whether participation was beneficial. Results Sixteen students participated in the exam. There was a statistically significant increase in the students’ knowledge in ENT (p < 0.000), plastic surgery (p < 0.000), ophthalmology (p < 0.028) and dermatology (p < 0.012) after participation in the exam, but not in their interest levels. ENT was the preferred specialty of our cohort. The students reported that they found participation beneficial to their learning, particularly receiving exam feedback and explanations to exam questions. Conclusions This pilot project was a useful intervention in increasing medical students’ knowledge in these specialties, but not in their levels of interest. It also demonstrates that medical students are willing to participate in voluntary initiatives (in their spare time) to gain more learning opportunities and that medical students value timely exam feedback to guide their revision.

scholarly journals 970. Medical Student Engagement with the COVID-19 Pandemic Is Increased Through Participation in a Preclinical Elective

2021 ◽  
Vol 8 (Supplement_1) ◽  
pp. S577-S577
Author(s):  
Kaelyn C Cummins ◽  
Katherine Naeger ◽  
Prathit A Kulkarni
Keyword(s):  
Medical Student ◽  
Student Engagement ◽  
Medical Students ◽  
Vaccine Development ◽  
Rank Test ◽  
Holistic Understanding ◽  
Current Events ◽  
Signed Rank Test ◽  
Pandemic Response ◽  
Personal Engagement

Abstract Background The medical field’s response to the Coronavirus Disease 2019 (COVID-19) pandemic required a multifaceted approach. Medical students were often excluded from the initial phases of pandemic response, resulting in feelings of disengagement. This study aimed to determine if offering educational experiences on current events related to the COVID-19 pandemic could increase medical students’ understanding of, and engagement with, the pandemic. Methods In Fall 2020, an elective course reviewing several aspects of the COVID-19 response was implemented. Preclinical medical students attended a discussion-based seminar series given by expert faculty on a variety of topics including pathophysiology, vaccine development, telemedicine, and others. Upon course completion, students were asked to complete a survey quantifying their understanding of the overall COVID-19 response, understanding of various individual facets of the response, and feelings of personal engagement on a Likert scale from 1-5, with 5 representing the most understanding or engagement. The differences in pre-course and post-course mean scores were compared using a Wilcoxon matched-pairs signed rank test for each question. Results A total of 65 students completed the course; 35 (54%) students filled out the final course survey. Results showed significant improvement in students’ perceived holistic understanding of the pandemic response (2.67 pre-course vs. 4.36 post-course; p &lt; 0.001), and their feelings of personal engagement (3.06 pre-course vs. 4.33 post-course; p &lt; 0.001). Students also reported significantly increased feelings of understanding for each individual facet of the pandemic response reviewed during the course (8 questions total, all p-values &lt; 0.001). Conclusion Preclinical medical student participation in a course reviewing COVID-19 pandemic response significantly increased feelings of engagement with and understanding of the medical field’s response to the pandemic. Students showed improved understanding of each aspect of the pandemic response that was covered in the elective. Therefore, it appears that seminar- and discussion-based electives can be a useful tool for fostering preclinical student engagement in current events in medicine. Disclosures Prathit A. Kulkarni, M.D., Vessel Health, Inc. (Grant/Research Support)

scholarly journals The Impact of Short-term Integrated Yoga practice on Psychological wellbeing in special educators of individual with special needs

2020 ◽  
Vol 5 (04) ◽  
pp. 68-72
Author(s):  
Vijayakumar PS ◽  
Sahana AU ◽  
Anusha Rajanna
Keyword(s):  
Perceived Stress ◽  
Special Educators ◽  
Work Conditions ◽  
Psychological Wellbeing ◽  
Rank Test ◽  
Yoga Practice ◽  
Short Term ◽  
Post Intervention ◽  
Signed Rank Test ◽  
The Impact

Background: Special educators face unprecedented work conditions and expectations that affect their psychological wellbeing and professional outcome as well. This study examines the growing evidence that even a short-term Integrated yoga practice enhance psychological wellbeing among special educators by reducing their stress, anxiety and depression levels. Materials and Methods: Special educators were recruited based on inclusion and exclusion criteria (n=20) age ranging between 25-50 years (Mean35±6.3) for a single group interventional pre-post study design: Integrated yoga module (included postures, breathing practices, relaxation and mediation) was given for a period of 8 weeks. The subjects were assessed on day 1 pre and post intervention on day 60 on perceived stress scale (PSS), Beck’s depression inventory (BDI-II) and Beck’s Anxiety Inventory (BAI). Results: After 8 weeks of Integrated yoga practice there was asignificant reduction in anxiety scores (P less than 0.000), depression scores (P less than 0.000) and perceived stress levels (P less than 0.000) respectively compared to baseline by wilcoxon signed rank test. Conclusions: The results of this study suggest that even a short-term integrated yoga intervention that can enhance psychological wellbeing of the special educators.

scholarly journals Plastic and aesthetic surgery among medical students: A cross-sectional study

2021 ◽  
Vol 9 ◽  
pp. 205031212110543
Author(s):  
Tareq Alyahya ◽  
Ossama Mohamed Zakaria ◽  
Faisal Ali Al Jabr ◽  
Saif Fahad Alshaikhmubarak ◽  
Abdulla Nidal ◽  
...  
Keyword(s):  
Medical Students ◽  
Plastic Surgery ◽  
Extensor Tendon ◽  
Aesthetic Surgery ◽  
Medical Institute ◽  
Common Source ◽  
Peripheral Neuropathies ◽  
Online Questionnaire ◽  
Surgical Specialty ◽  
Cross Sectional

Objectives: The wide variety of operations that a plastic surgeon can deal with creates confusion regarding its proper scope. This confusion was observed in primary physicians as well as medical students. Increasing the perception of medical students toward plastic surgery can aid in career decision-making and early referral patterns. The aim of this study is to gauge a holistic overview of how medical students and interns perceive the plastic and aesthetic surgical specialty in King Faisal University and to suggest a recommended plan. Methods: An online questionnaire was distributed equally to male and female medical students and interns in a local medical institute. The questionnaire constituted three sections; the first included the biographical data. The second is concerned with the different case scenarios and specialties to be chosen. The third is concerned with the previous clinical exposures. The data were analyzed by SPSS version 21. Between comparison, chi-square tests, Mann–Whitney U-test, and Kruskal–Wallis tests were applied. Normality tests were conducted using the Shapiro–Wilk’s test. Results: Two hundred ninety-two students and interns have participated and completed the questionnaire. There were 189 males and 103 females. Plastic surgery was most commonly chosen in the following case scenarios; burn of the hand (74%), broken nose (64.7%), and cosmetic nose reshaping (80.8%). However, plastic surgery was infrequently chosen (selected by <30% of students) in many areas of hands and peripheral neuropathies (severed finger extensor tendon (26.4%), fractured scaphoid (12.7%), carpal tunnel syndrome (14.4%), brachial plexus injury (16.1%)). The most common source of information was the social media, and the least one is meeting with doctors and professors. Conclusion: Medical students and interns lack a full view of plastic and reconstructive surgery, especially in hand and peripheral neuropathies. Improving the education of medical students and interns is recommended and needed.

scholarly journals 19. A Breathing Manikin Model for Teaching Nasotracheal Intubation to EMS Professionals

1996 ◽  
Vol 11 (S2) ◽  
pp. S39-S39
Author(s):  
Juan March ◽  
Kathleen Dunn ◽  
Lawrence Brown ◽  
Johnny Farrow ◽  
Phillip Perkins
Keyword(s):  
Nasotracheal Intubation ◽  
Prospective Trial ◽  
Rapid Sequence Induction ◽  
Training Session ◽  
Orotracheal Intubation ◽  
Rank Test ◽  
Post Intervention ◽  
Convenience Sample ◽  
Before And After ◽  
Signed Rank Test

Purpose: The wide spread use of orotracheal intubation with rapid sequence induction has made it difficult for EMS professionals to gain experience in nasotracheal intubation (NTI) in a controlled supervised setting. The purpose of this study was to determine if a training session on NTI with a breathing manikin can be used to improve skill and comfort of EMS professionals.Methods: A prospective trial was conducted with a convenience sample of 16 emergency medical service professionals, previously trained in nasotracheal intubation techniques. For the training session a Laerdal airway manikin was modified by replacing the lungs with a bag-valve mask device, to simulate breathing with an inspiratory and expiratory phase. Following verbal instruction, and with direct supervision, each participant practiced NTI using the breathing manikin. Each participant completed a questionnaire, both before and after the training session, to determine self assessed comfort and skill level for both oral and nasal intubations (0 = lowest, 10 = highest). The pre and post intervention scores were compared using the Wilcoxon signed-rank test, £ = 0.01.

scholarly journals Strengthening student communication through pediatric simulated patient encounters

2014 ◽  
Vol 11 ◽  
pp. 21 ◽  
Author(s):  
Ryan Whitt ◽  
Gregory Toussaint ◽  
S. Bruce Binder ◽  
Nicole J. Borges
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Family Members ◽  
Young Patients ◽  
Simulated Patient ◽  
Rank Test ◽  
Clinical Communication ◽  
Oral Feedback ◽  
Signed Rank ◽  
Signed Rank Test

As medical students enter the role of physician, clinical outcomes not only rely on their mastery of clinical knowledge, but also on the effectiveness in which they can communicate with patients and family members. While students typically have numerous opportunities to practice clinical communication with adult patients, such practice in pediatric settings is limited. This study examines if simulated patient (SP) encounters strengthen third-year medical students’ communication skills during the pediatrics clerkship. During 2011-2013, three SP encounters (comprising 3 pediatric scenarios) were incorporated into a pediatrics clerkship at one United States medical school to give students a safe venue to practice advanced communication with observation and direct feedback. Third-year medical students engaged in the scenarios and received both written and oral feedback from an evaluator observing the encounter. With IRB approval, students’ self-perceived confidence and abilities at performing the advanced communication skills were measured using an eightitem, Likert scale questionnaire administered pre and post the SP encounter. Pre- and post-questionnaires (n = 215; response rate, 96%) analyzed using a Wilcoxon-matched pairs signed-rank test demonstrated statistically significant increases in students’ perception of their confidence and abilities regarding their performance (P < 0.05; Bonferroni correction, P < 0.006). There was an increases in student confidence and self-perceived ability in: first, communicating with children and family members of young patients; second, managing confrontational situations involving parents; third, performing a thorough psychosocial history with an adolescent; and fourth, using Evidence Based Medicine to motivate parents.

Urology boot camp for medical students: improving knowledge and confidence in preparation for clinical practice

2020 ◽  
pp. 205141582097530
Author(s):  
Ricky Ellis ◽  
Clare Ellerington ◽  
Mei-Ling Henry
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Teaching Hospital ◽  
Boot Camp ◽  
British Association ◽  
Junior Doctors ◽  
Practical Skills ◽  
Level Of Evidence ◽  
Knowledge And Skills

Objectives: Undergraduate exposure to urology is limited and junior doctors often feel underprepared for managing urological problems. We therefore established a one-day urology teaching course which covered the entire British Association of Urological Surgeons curriculum. Methods: Graduates of a teaching hospital undertook a survey regarding their practical skills and knowledge in urology ( n=20), with responses compared to a sample of students who attended the boot camp ( n=24). Results: Forty per cent of graduates thought they knew most of the curriculum and 0% knew the entire curriculum, increasing to 79.4% and 8.3%, respectively, in the post-boot camp cohort. Forty per cent felt ‘mostly prepared’ for final examinations, increasing to 70.8%; 35% rated their knowledge as ‘good’, increasing to 50%, with a further 12.5% feeling it was ‘excellent’; 0% were ‘very confident’ in examination skills, increasing to 20.8%. One hundred per cent of students thought the boot camp helped in preparation for medical finals, 70.8% felt it better prepared them for foundation training. All course candidates thought the course increased their knowledge and skills in urology. Conclusion: This urology boot camp improves medical students’ skills and knowledge. This course would benefit medical students nationally, providing comprehensive, standardised training in urology and preparing students for final examinations and foundation years. Level of evidence: Not applicable.

3 Peer-Produced Induction Material for Foundation Year One Doctors in Plastic Surgery – A Quality Improvement Project

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
L Dwyer-Hemmings ◽  
L Salfity
Keyword(s):  
Quality Improvement ◽  
Plastic Surgery ◽  
Quality Care ◽  
Smooth Transition ◽  
Junior Doctors ◽  
Free Text ◽  
Post Intervention ◽  
Improvement Project ◽  
One Year ◽  
Surgery Department

Abstract Introduction Induction programmes are recommended for all junior doctors starting new posts and are mandatory for foundation year one doctors (FY1s). Constraints on time and staff mean these guidelines are not always met. This project aimed to improve the efficiency, effectiveness, and timeliness of care by designing and distributing peer-produced induction material to FY1s starting placements in plastic surgery. Method A quality-improvement methodology was utilised. Online questionnaires assessed FY1 experiences in several domains using five-point Likert scales and free-text answers. This information was used to design induction material. Material was distributed to incoming FY1 cohorts, the questionnaire was repeated, and material updated and redistributed. Results Three quality improvement cycles were performed over a one-year period. Four FY1s were surveyed pre-intervention, and four post-intervention. Post-intervention, there was a statistically significant improvement in understanding of responsibilities (+2.2, p &lt; 0.01) and departmental structure (+2.0, p = 0.018). FY1s felt confident in starting (4.75±0.5), prepared for on-calls (4.75±0.5), and satisfaction was high (4.75±0.5) Conclusions Peer-produced induction material for FY1s can improve understanding of responsibilities and structure within a plastic surgery department. This will increase confidence of new starters and facilitate smooth transition of staff, enabling the provision of high-quality care by enhancing its efficiency, effectiveness, and timeliness.

scholarly journals Global surgery for medical students – is it meaningful? A mixed-method study

PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0257297
Author(s):  
Sofia Kühner ◽  
Solvig Ekblad ◽  
Jan Larsson ◽  
Jenny Löfgren
Keyword(s):  
Medical Students ◽  
Qualitative Content Analysis ◽  
Course Evaluation ◽  
Global Surgery ◽  
Rank Test ◽  
Chi Square ◽  
Signed Rank ◽  
Signed Rank Test ◽  
Surgical Conditions ◽  
Case Based

Introduction There has been an increase in global health courses at medical universities in high-income countries. Their effect on students, however, is poorly understood. In 2016 an elective global surgery course was introduced for medical students at Karolinska Institutet in Sweden. The course includes a theoretical module in Sweden and a two-week clinical rotation in Uganda. The present study aimed to assess the format and determine its effect on students’ knowledge of global surgery and approach towards patients of non-Swedish origin. Method A mixed-methods design was used. Semi-structured case-based interviews were conducted individually with 18 students and analysed using qualitative content analysis. Examination scores and the course evaluation were analysed with Kruskal Wallis one-way analysis of variance, Pearson’s Chi-square and a Wilcoxon signed-rank test as appropriate. Results The course was appreciated and students reported gained insights and interest in global surgery. Students’ ability to reason about global surgery issues was improved after the course. Students considered complicating aspects in the meeting with patients of non-Swedish origin. Students with abroad clinical experience felt less compelled to act on preconceptions. Discussion The global surgery course at Karolinska Institutet is appreciated and students gained valuable knowledge. The case-based interviews acted as a catalyst for reflection and showed that students felt insecure as they lacked knowledge about globally common surgical conditions and struggled with generalized preconceptions of patients of non-Swedish origin. To further support students to integrate theoretical knowledge and professional development, we suggest the introduction of problem-based learning. Conclusion The ability of the course to inspire students’ commitment to global surgery is promising as this engagement is the key to reaching the goal of equitable health globally. Offering such courses is a step towards inspiring and recruiting the future clinicians and researchers needed for expanding the field of global surgery.

Medical students’ and junior doctors’ leadership and teamwork skills improved after involvement with Simulation via Instant Messaging-Birmingham Advance (SIMBA)

BMJ Leader ◽  
2021 ◽  
pp. leader-2021-000486
Author(s):  
Cai Ying Ng ◽  
Isabel Allison ◽  
Emma Ooi ◽  
Meri Davitadze ◽  
Eka Melson ◽  
...  
Keyword(s):  
Medical Students ◽  
Personal Development ◽  
Instant Messaging ◽  
Rank Test ◽  
Junior Doctors ◽  
Team Members ◽  
Positive Effects ◽  
Essential Components ◽  
Teamwork Skills ◽  
Long Term Impact

BackgroundLeadership and teamwork skills are essential components of medical education. Simulation via Instant Messaging-Birmingham Advance (SIMBA) is an innovative simulation-based learning tool mainly delivered by medical students and junior doctors. This study aimed to investigate the effect of SIMBA on leadership and teamwork skills of medical students and junior doctors during COVID-19.MethodsAll medical students and junior doctors involved in the delivery of SIMBA were invited to complete the Leadership Trait Questionnaire (LTQ) and Teamwork Skills Questionnaire (TSQ) assessing their views pre-SIMBA and post-SIMBA involvement. The changes in scores were analysed using the Wilcoxon signed-rank test. Open-ended questions were reviewed in an inductive thematic analysis.ResultsA total of 33 SIMBA team members completed both questionnaires. There was improvement in all traits measured in the LTQ and TSQ, significant in 9/14 LTQ traits, and all 6 TSQ traits (p<0.05). ‘Decision making’ had the highest improvement (p<0.0001). Response to open-ended questions reported positive effects on personal development, medical professionalism, communication skills and medical/clinical knowledge.ConclusionsSIMBA is an effective model to inculcate leadership and teamwork skills among medical students and junior doctors. Prospective studies are underway to assess long-term impact.

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