1012 Surgical Trainee Satisfaction Variations with Seniority and Region: An Evaluation of General Medical Council National Training Survey

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
K S Fan ◽  
J McKenna ◽  
J Chan
Keyword(s):  
Clinical Supervision ◽  
Maxillofacial Surgery ◽  
General Medical Council ◽  
Oral And Maxillofacial Surgery ◽  
Medical Council ◽  
Surgical Trainee ◽  
Surgical Trainees ◽  
Training Stage ◽  
Speciality Training ◽  
National Training

Abstract Aim The General Medical Council (GMC) National Training Survey invites all doctors in training and this study evaluates satisfaction in surgical training and variations with speciality, seniority, and training region. Method All survey results were obtained from the GMC website. Responses of trainees, ranging from foundation training to registrar, were collected and categorised by speciality, training stage and location. Results 9465 surgical trainees completed the study in 2019. The highest indicators were Educational Supervision (97.68), Clinical Supervision (87.42) and Clinical Supervision (out of hours) (87.28). The lowest were Workload (44.60), Rota Design (56.00) and Local Teaching (59.31). Highest and lowest ranking specialities were oral and maxillofacial surgery (84.25) and vascular surgery (73.95). Satisfaction varied significantly across training stages, with speciality trainees highest (82.58) overall and foundation year 1 lowest (70.03). London scored highest (77.95) and Northern Ireland, Scotland and Wales collectively scored 77.13. Within England, South England ranked highest in five specialities but only orthopaedics and neurosurgery showed significant national variations. Conclusions Our data show variations in training satisfaction across many training cohorts. Satisfaction increases with surgeon seniority. Trainers and educational boards should target interventions to improve the quality of training for all grades of trainees and ensure appropriate curriculum coverage and address specific concerns.

scholarly journals Cross-sectional study of the financial cost of training to the surgical trainee in the UK and Ireland

BMJ Open ◽  
2017 ◽  
Vol 7 (11) ◽  
pp. e018086 ◽  
Author(s):  
John O’Callaghan ◽  
Helen M Mohan ◽  
Anna Sharrock ◽  
Vimal Gokani ◽  
J Edward Fitzgerald ◽  
...  
Keyword(s):  
Medical Students ◽  
Surgical Training ◽  
Postgraduate Training ◽  
Maxillofacial Surgery ◽  
Oral And Maxillofacial Surgery ◽  
Surgical Trainee ◽  
Cross Sectional ◽  
Training Costs ◽  
Surgical Trainees ◽  
The Uk

ObjectivesApplications for surgical training have declined over the last decade, and anecdotally the costs of training at the expense of the surgical trainee are rising. We aimed to quantify the costs surgical trainees are expected to cover for postgraduate training.DesignProspective, cross-sectional, questionnaire-based study.Setting/ParticipantsA non-mandatory online questionnaire for UK-based trainees was distributed nationally. A similar national questionnaire was distributed for Ireland, taking into account differences between the healthcare systems. Only fully completed responses were included.ResultsThere were 848 and 58 fully completed responses from doctors based in the UK and Ireland, respectively. Medical students in the UK reported a significant increase in debt on graduation by 55% from £17 892 (2000–2004) to £27 655 (2010–2014) (p<0.01). 41% of specialty trainees in the UK indicated that some or all of their study budget was used to fund mandatory regional teaching. By the end of training, a surgical trainee in the UK spends on average £9105 on courses, £5411 on conferences and £4185 on exams, not covered by training budget. Irish trainees report similarly high costs. Most trainees undertake a higher degree during their postgraduate training. The cost of achieving the mandatory requirements for completion of training ranges between £20 000 and £26 000 (dependent on specialty), except oral and maxillofacial surgery, which is considerably higher (£71 431).ConclusionsMedical students are graduating with significantly larger debt than before. Surgical trainees achieve their educational requirements at substantial personal expenditure. To encourage graduates to pursue and remain in surgical training, urgent action is required to fund the mandatory requirements and annual training costs for completion of training and provide greater transparency to inform doctors of what their postgraduate training costs will be. This is necessary to increase diversity in surgery, reduce debt load and ensure surgery remains a popular career choice.

scholarly journals 354 Differential Attainment in Surgical Training

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
Z Vinnicombe ◽  
M Little ◽  
J Super
Keyword(s):  
Academic Performance ◽  
Surgical Training ◽  
General Medical Council ◽  
Career Progression ◽  
Medical Council ◽  
Multiple Deprivation ◽  
Surgical Trainees ◽  
Economic Background ◽  
The Relationship ◽  
Index Of Multiple Deprivation

Abstract Introduction Differential attainment (DA), according to the General Medical Council (GMC), is the gap between attainment levels in different groups. Attainment measures should cover aspects that include academic performance and career progression. Two such areas in surgical training are the MRCS examinations and ARCPs, both of which are required for progression in a career in surgery. Our aim was to investigation whether socio-economic background was a significant factor for progression in surgical training. Method Data from the GMC for Core Surgical Trainees (CSTs) taking the MRCS examination between 2016 and 2019 and CST ARCP outcomes between 2017 and 2019 were obtained. Socio-economic background was assessed using the Index of Multiple Deprivation (IMD). ARCP and MRCS outcomes were assessed against IMD. Results Trainees from IMD Q1&2 (most deprived) had a significantly higher (p &lt; 0.01) mean number of attempts (1.86) to pass MRCS examinations than trainees from IMD Q4&5 (least deprived) (1.54). IMD Q1&2 were significantly more likely to obtain unsatisfactory outcomes (24.4%) than trainees from IMD Q4&5 (14.2%) (p &lt; 0.05). Conclusions There is clear evidence that differential attainment exists within Core Surgical Training. The reasons for this are likely to be complex and more work is needed to further investigate the relationship.

scholarly journals Maxillofacial Training is No Longer than Other Surgical Specialties

2008 ◽  
Vol 90 (2) ◽  
pp. 146-149 ◽  
Author(s):  
Malcolm Cameron ◽  
Lucy Westcott
Keyword(s):  
Transit Time ◽  
Maxillofacial Surgery ◽  
Oral And Maxillofacial Surgery ◽  
National Training

INTRODUCTION There is a perception that the training pathway for oral and maxillofacial surgery (OMFS) is unduly long and arduous, as consultant oral and maxillofacial surgeons must be doubly qualified (that is, hold degrees in medicine and dentistry) and be holders of two higher fellowships. MATERIALS AND METHODS We reviewed the data regarding the average age of National Training Number (NTN) holders and GMC data on the year of first registration and the year of entry onto a specialist surgical list for all 9 surgical specialties. RESULTS The results showed the average age of the surgical SpR populations ranged from 33.5 to 38.2 years with an average age of 36.14 years. OMFS SpR's average age is 37.69 years. The GMC data showed the average number of months from full to specialist registration ranged from 90.83 months to 135.24 months, with OMFS surgeons having the lowest average. CONCLUSIONS These data suggest that OMFS surgeons are of a similar age to other surgeons whilst in training. In addition, they have the shortest transit time between full GMC registration and entry onto the specialist list. The length of this training even with dual qualification is similar to other surgical specialties.

scholarly journals Understanding the healthcare workplace learning culture through safety and dignity narratives: a UK qualitative study of multiple stakeholders’ perspectives

BMJ Open ◽  
2019 ◽  
Vol 9 (5) ◽  
pp. e025615
Author(s):  
Sarah Sholl ◽  
Grit Scheffler ◽  
Lynn V Monrouxe ◽  
Charlotte Rees
Keyword(s):  
Workplace Learning ◽  
General Medical Council ◽  
Learning Culture ◽  
Medical Council ◽  
Framework Analysis ◽  
Multiple Stakeholders ◽  
Allied Health Professionals ◽  
Healthcare Students ◽  
Qualitative Interview Study ◽  
National Training

ObjectivesWhile studies at the undergraduate level have begun to explore healthcare students’ safety and dignity dilemmas, none have explored such dilemmas with multiple stakeholders at the postgraduate level. The current study therefore explores the patient and staff safety and dignity narratives of multiple stakeholders to better understand the healthcare workplace learning culture.DesignA qualitative interview study using narrative interviewing.SettingTwo sites in the UK ranked near the top and bottom for raising concerns according to the 2013 General Medical Council National Training Survey.ParticipantsUsing maximum variation sampling, 39 participants were recruited representing four different groups (10 public representatives, 10 medical trainees, 8 medical trainers and 11 nurses and allied health professionals) across the two sites.MethodsWe conducted 1 group and 35 individual semistructured interviews. Data collection was completed in 2015. Framework analysis was conducted to identify themes. Theme similarities and differences across the two sites and four groups were established.ResultsWe identified five themes in relation to our three research questions (RQs): (1) understandings of safety and dignity (RQ1); (2) experiences of safety and dignity dilemmas (RQ2); (3) resistance and/or complicity regarding dilemmas encountered (RQ2); (4) factors facilitating safety and/or dignity (RQ3); and (5) factors inhibiting safety and/or dignity (RQ3). The themes were remarkably similar across the two sites and four stakeholder groups.ConclusionsWhile some of our findings are similar to previous research with undergraduate healthcare students, our findings also differ, for example, illustrating higher levels of reported resistance in the postgraduate context. We provide educational implications to uphold safety and dignity at the level of the individual (eg, stakeholder education), interaction (eg, stakeholder communication and teamwork) and organisation (eg, institutional policy).

Oxford Handbook of Oral and Maxillofacial Surgery

2018 ◽  
Author(s):  
Luke Cascarini ◽  
Clare Schilling ◽  
Ben Gurney ◽  
Peter Brennan
Keyword(s):  
Maxillofacial Surgery ◽  
Dental Materials ◽  
Training Programme ◽  
Dental Students ◽  
Oral And Maxillofacial Surgery ◽  
Junior Doctors ◽  
Reference Guide ◽  
Surgical Trainees ◽  
Specialist Nurses ◽  
Current Guidelines

This new edition of Oxford Handbook of Oral and Maxillofacial Surgery has been fully updated to cover the current guidelines and research in the field of OMFS. Splitting vital knowledge into sections based on clinical areas, this handbook uses bulleted lists and summary boxes to make the information easily searchable. Chapters on ‘in the clinic’, ‘in the theatre’, and ‘on the ward’ cover all common complaints and presentations that the reader can expect to encounter in their daily activities, and a dedicated section to emergencies provides clear advice. Common drugs and dental materials are covered as a quick reference guide. With OMFS now part of the Core Training programme for surgical trainees, the handbook ensures a solid grasp of the basics and fundamentals to help support decision making for junior doctors, dental foundation trainees, specialist nurses, and medical and dental students.

scholarly journals FRCS first pass variance: deanery and specialty contrariety

2017 ◽  
Vol 94 (1107) ◽  
pp. 48-52 ◽  
Author(s):  
Chris Brown ◽  
Tarig Abdelrahman ◽  
John Pollitt ◽  
Mark Holt ◽  
Wyn G Lewis
Keyword(s):  
Maxillofacial Surgery ◽  
Surrogate Marker ◽  
Oral And Maxillofacial Surgery ◽  
Type I ◽  
Paediatric Surgery ◽  
Pass Rates ◽  
Surgical Specialty ◽  
Surgical Trainees ◽  
Training Quality ◽  
National Selection

BackgroundFRCS exit examination success may be interpreted as a surrogate marker for UK Deanery-related training quality. The aim of this study was to evaluate relative FRCS examination pass rates related to Deanery and Surgical Specialty.MethodsJoint Committee on Surgical Training-published examination first attempt pass rates were scrutinised for type I higher surgical trainees and outcomes compared related to Deanery and Surgical Specialty.ResultsOf 9363 FRCS first attempts, 3974 were successful (42.4%). Median and mean pass rates related to Deanery were 42.1% and 30.7%, respectively, and ranged from 26.7% to 45.6%. Median (range) pass rates by specialty were urology 76.3% (60%–100%), trauma and orthopaedic surgery 74.7% (58.2%–100%), general surgery 70.0% (63.1%–86%), ENT 62.5% (50%–100%), cardiothoracic surgery 50.0% (25%–100%), oral and maxillofacial surgery 50% (40.0%–100%), neurosurgery 50% (22.7%–100%), plastic surgery 47.6% (30.0%–100%) and paediatric surgery 25% (16.7%–100%). Significant variance was observed across all specialties and deaneries (p=0.001).ConclusionAs much as threefold variance exists related to FRCS examination first attempt success, trainees should be aware of this spectrum when preferencing deaneries during national selection.

scholarly journals Enhanced faculty development: using the GMC survey to run a trainer development workshop

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S156-S156
Author(s):  
Martin Schmidt ◽  
Timothy Leung
Keyword(s):  
Online Survey ◽  
Medical Training ◽  
Group Discussion ◽  
Poor Performance ◽  
General Medical Council ◽  
Medical Council ◽  
Supportive Environment ◽  
Annual Survey ◽  
Reporting Tool ◽  
National Training

AimsTo investigate whether the General Medical Council (GMC) National Training Surveys (NTS) can be analysed to create a trainer development workshop that improves postgraduate training.BackgroundAs part of its role in quality assurance of medical training, the GMC conducts an annual survey of trainers and trainees. The Trainer survey, part of the NTS, consists of 47 questions which are grouped into 11 indicators of quality. At Surrey and Borders Partnership NHS Foundation Trust, we were keen to use the comprehensive data in the NTS to improve training. We analysed each question to create a workshop to engage trainers in discussion about improving the experiences of trainers and trainees.MethodOur analysis of the NTS used data from the online reporting tool to calculate the scores that were obtained for each question in the 2018 NTS. A question was discussed at the workshop if it performed poorly relative to other questions in the indicator; to provide useful information; or to clarify ambiguity. Indicators where interesting comparisons can be drawn between the views of trainers and trainees were also discussed. The 90-minute workshop was led by the Leadership and Education Fellow and Director of Medical Education. Attendees were subsequently sent an online survey.ResultThe workshop consisted of an introduction to the NTS; group discussion on which indicators were felt to be important, good- or poor-performing; discussion of specific questions; and a review of feedback from trainees.12 questions and 3 indicators (Handover, Supportive environment, Rota design) were discussed. 11 questions were chosen for poor performance, which sought to contextualise the results within the experience of attendees. 8 questions were chosen to provide information, such as resources and current initiatives. 3 were chosen to clarify ambiguity. Many questions met several criteria.17 attendees responded to the online survey. 64.7% agreed or strongly agreed that the NTS asks questions that are important for them. 76.5% agreed or strongly agreed that the NTS can be used to improve the trainer experience.In the subsequent NTS, there was an improvement in 9/11 indicators in the Trainer Survey, with four green flags denoting performance in the top quartile of trusts nationally.ConclusionThe NTS can be used to structure a workshop that trainers feel can improve their experience. Our strategy demonstrates the value of analysing the NTS dataset intelligently to engage trainers in improving training.

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