scholarly journals 786 Virtual Teaching in the COVID Era: Providing Surgical Trainee Teaching Via Online Webinars and Video Conferencing

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
A Blythe
Keyword(s):  
Northern Ireland ◽  
Surgical Training ◽  
Training Needs ◽  
Surgical Trainee ◽  
Teaching Programme ◽  
Surgical Trainees ◽  
Sustained Change ◽  
Virtual Teaching ◽  
One Year ◽  
Future Topics

Abstract Introduction Core surgical training is dependent on a balance of lecture-based and procedure-based teaching. Due to the COVID-19 pandemic, from March 2020 teaching provided by the Northern Ireland Medical and Dental Training Agency (NIMDTA) for Core Surgical Trainees (CSTs) was cancelled. In lieu of this, a virtual teaching programme was developed to ensure this vital aspect of training was not neglected. Method Firstly, one-year free Affiliate membership to the Royal College of Surgeons of Edinburgh (RCSEd) was provided for all Northern Ireland CSTs, allowing access to RCSEd online webinars. Second, a weekly teaching schedule was developed with accompanying webinar – this was based on the MRCS curriculum. Third, consultants and senior registrars were recruited to conduct a virtual teaching session via videoconferencing. Feedback was collated and used to guide future topics covered. The teaching sessions were recorded for trainee dissemination with consent from the tutors. Results Ten teaching sessions were conducted over three months. While attendance was variable, overall feedback was very positive with requests for this virtual teaching to continue. As such, NIMDTA adopted the teaching programme as their new primary method of lecture-based teaching for all Northern Ireland CSTs. Conclusions Although prepared in a short space of time, a novel, highly successful teaching programme was developed in Northern Ireland to meet the training needs of CSTs. This has resulted in a sustained change to training in Northern Ireland and may be imperative in supporting surgical training in a foreseeably socially distanced world.

scholarly journals P38 COVID-19 impact on Surgical Training And Recovery Planning (COVID-STAR) Survey

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
◽  
Joshua Clements
Keyword(s):  
Surgical Training ◽  
Negative Impact ◽  
Healthcare Delivery ◽  
Cross Sectional Study ◽  
Surgical Trainee ◽  
Surgical Specialty ◽  
Cross Sectional ◽  
Training Time ◽  
Surgical Trainees ◽  
And Training

Abstract Background The COVID-19 pandemic has resulted in dynamic changes to healthcare delivery. Surgery as a specialty has been significantly affected and with that the delivery of surgical training. Method This national, collaborative, cross sectional study comprising 13 surgical trainee associations distributed a pan surgical specialty survey on the COVID-19 impact on surgical training over a 4-week period (11th May - 8th June 2020). The survey was voluntary and open to medical students and surgical trainees of all specialties and training grades. All aspects of training were qualitatively assessed. This study was reported according to STROBE guidelines. Results 810 completed responses were analysed. (M401: F 390) with representation from all deaneries and training grades. 41% of respondents (n = 301) were redeployed with 74% (n = 223) redeployed > 4 weeks. Complete loss of training was reported in elective operating (69.5% n = 474), outpatient activity (67.3%, n = 457), Elective endoscopy (69.5% n = 246) with > 50% reduction in training time reported in emergency operating (48%, n = 326) and completion of work-based assessments (WBA) (46%, n = 309). 81% (n = 551) reported course cancellations and departmental and regional teaching programmes were cancelled without rescheduling in 58% and 60% of cases respectively. A perceived lack of Elective operative exposure and completions of WBA’s were the primary reported factor affecting potential training progression. Overall, > 50% of trainees (n = 377) felt they would not meet the competencies required for that training period. Conclusion This study has demonstrated a perceived negative impact on numerous aspects of surgical training affecting all training specialties and grades.

scholarly journals 982 Higher General Surgical Trainee preferences for Annual Review of Competency Progression during COVID-19 Pandemic

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
K Khan ◽  
G Torpiano ◽  
N Galbraith ◽  
M McLellan ◽  
A Lannigan
Keyword(s):  
Surgical Training ◽  
Annual Review ◽  
Surgical Trainee ◽  
Training Groups ◽  
Surgical Trainees ◽  
The Impact

Abstract Aim The COVID-19 pandemic has caused significant disruption in surgical training. We aim to explore the preferences of higher general surgical trainees for Annual Review of Competency Progression (ARCP) also compare the responses across different training grades. Method All higher general surgical trainee in a single deanery were invited to participate in an online voluntary anonymous survey. The respondents were divided in two groups: junior (ST3-ST5) and senior higher surgical trainees (ST6-ST8) and responses compared. Results Sixty-four of 88 trainees responded. Thirty-three (51.6%) were ST3–ST5, 24 (37.5%) were ST6–ST8 and 7 (10.9%) were out-of-training. More trainees in ST3–ST5 group preferred to defer the next rotation for 12 months (18.2% vs 0%, p = 0.034), repeat current sub-specialty (33.3% vs 4.2%, p = 0.009), or add 12 months to training and delay predicted CCT date by 12 months (18.2% vs 0%, p = 0.034). Most trainees in both groups preferred the option of prolonging training should be offered to all trainees with an option to decline extension if ARCP competencies met (66.7% vs 50.0%, p = 0.276). Conclusions The preference for ARCP and length of training was different between two training groups, hence the need of trainees should be considered by training committees when addressing the impact of COVID-19.

scholarly journals Visuospatial and Technical Ability in the Selection and Assessment of Higher Surgical Trainees in the London Deanery

2007 ◽  
Vol 89 (6) ◽  
pp. 591-595 ◽  
Author(s):  
P Tansley ◽  
S Kakar ◽  
S Withey ◽  
P Butler
Keyword(s):  
Surgical Training ◽  
Practical Skills ◽  
Surgical Trainee ◽  
Surgical Department ◽  
Technical Ability ◽  
Surgical Trainees ◽  
Competency Based ◽  
Higher Surgical Training ◽  
Training Programmes ◽  
Selection And Assessment

INTRODUCTION Despite awareness of the limitations of current selection and competency assessments, there is little consensus and alternatives have not been readily accepted. Essential surgical skills include visuospatial and technical ability. The aim of this study was to survey current methods of higher surgical trainee selection and assessment. We suggest ways to improve the process. MATERIALS AND METHODS Nine surgical training programmes in the London deanery were surveyed through questionnaires to programme directors, existing trainees and examination of deanery publications. RESULTS Testing of visuospatial and technical ability was piloted at selection only in a single general surgical department. Practical skills were assessed in 3/9 (33%) specialties (ENT, plastic and general surgery). Once selected, no specialty tested visuospatial and technical ability. Practical skills were tested in only 1/9 (11%) specialties (plastic surgery). The remaining 8/9 (89%) were ‘assessed’ by interview. CONCLUSIONS Lack of visuospatial and technical ability assessment was identified at selection and during higher surgical training. Airlines have long recognised early identification of these qualities as critical for efficient training. There is a need for more objective methods in this area prior to selection as time to assess surgical trainees during long apprenticeships is no longer available. We advocate a suitably validated competency-based model during and at completion of training.

scholarly journals 171 Surgical Trainee Suggestions to Improve Surgical Training and the Surgical Recruitment Process in View of the COVID-19 Pandemic

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
R Stoner ◽  
S Catania
Keyword(s):  
Academic Achievement ◽  
Medical Education ◽  
Surgical Training ◽  
Recruitment Process ◽  
Surgical Trainee ◽  
Educational Activities ◽  
Surgical Trainees

Abstract Introduction The COVID-19 pandemic has had a significant impact on medical education and surgical training. The experiences of surgical trainees were sought to seek feedback on how both training and recruitment can be adapted to reflect these changes. Method A survey was circulated amongst surgical trainees, to ask what changes to the recruitment process and surgical training they would suggest, in view of the changes related to the COVID-19 pandemic. Circulated amongst surgical trainees in London. 25 surgical trainees from London responded. Results were analysed and tabulated. Results Suggestions for the recruitment process include an appreciation by the recruitment panel about reduced academic achievement, relaxation of requirements, clinically oriented interviews and extension of training. Suggestions for surgical training include resumption of educational activities, ensured surgical activities and protected theatre time, mentorship and run through training. Conclusions The effects on surgical training due to COVID-19 must be appreciated, and trainees’ experience and feedback should be considered when adapting training and recruitment to this.

The Surgical Skills for Students Course: One Year On

2012 ◽  
Vol 94 (2) ◽  
pp. 56-57
Author(s):  
Dinesh Alexander ◽  
Mike Larvin ◽  
Bill Thomas ◽  
Rory McCloy
Keyword(s):  
Middle East ◽  
East Africa ◽  
Central America ◽  
Surgical Training ◽  
Basic Skills ◽  
Surgical Skills ◽  
Surgical Trainees ◽  
Training Schemes ◽  
One Year

The Intercollegiate Basic Surgical Skills (BSS) course is approaching the end of a second decade of teaching and assessing basic skills for junior surgical trainees.1 BSS has rapidly become part of the fabric of UK and Irish surgical training and has gained wide recognition internationally, with versions being adopted in training schemes across Europe, the Middle East, Africa, Central America and the antipodes.2–5 Trainers see improvements in assisting and operating skills when trainees complete BSS and this has been confirmed by research.6–8

scholarly journals Curtailment of Higher Surgical Training in the UK: Likely Effects in Otology

2005 ◽  
Vol 98 (6) ◽  
pp. 259-261 ◽  
Author(s):  
J Ray ◽  
E Hadjihannas ◽  
R M Irving
Keyword(s):  
Skull Base ◽  
Surgical Training ◽  
Questionnaire Survey ◽  
Training Programme ◽  
Surgical Trainees ◽  
Operative Experience ◽  
Higher Surgical Training ◽  
One Year ◽  
The Uk

Higher surgical training in the UK faces a cut of two years. We conducted a questionnaire survey to assess the operative experience of current higher surgical trainees in otological surgery and the likely effect of the proposed reduction from six to four years. 91 (65%) of the 142 higher surgical trainees responded with details of major otological procedures performed (independently or assisting) over one year. In the present six-year scheme a typical trainee performs 72 myringoplasties, 79 mastoidectomies, 7 skull base procedures and 28 other procedures. In the first four years, however, his or her experience is only 39 myringoplasties, 44 mastoidectomies, 4 skull base procedures and 7 others. The large shortfall in experience that might result from shortening of the training programme would need to be met by intensification of the training or institution of accredited otology fellowships. Very similar dilemmas are faced by other surgical specialties.

scholarly journals TP8.2.15 Higher General Surgical Trainee preferences for Annual Review of Competency Progression during COVID-19 Pandemic

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Khurram Khan ◽  
Giuliana Torpiano ◽  
Norman Galbraith ◽  
Morag McLellan ◽  
Alison Lannigan
Keyword(s):  
Surgical Training ◽  
Annual Review ◽  
Surgical Trainee ◽  
Training Groups ◽  
Surgical Trainees ◽  
The Impact

Abstract Aims The COVID-19 pandemic has caused significant disruption in surgical training. We aim to explore the preferences of higher general surgical trainees for Annual Review of Competency Progression (ARCP) also compare the responses across different training grades. Methods All higher general surgical trainee in a single deanery were invited to participate in an online voluntary anonymous survey. The respondents were divided in two groups: junior (ST3-ST5) and senior higher surgical trainees (ST6-ST8) and responses compared. Results Sixty-four of 88 trainees responded. Thirty-three (51.6%) were ST3–ST5, 24 (37.5%) were ST6–ST8 and 7 (10.9%) were out-of-training. More trainees in ST3–ST5 group preferred to defer the next rotation for 12 months (18.2% vs 0%, p = 0.034), repeat current sub-specialty (33.3% vs 4.2%, p = 0.009), or add 12 months to training and delay predicted CCT date by 12 months (18.2% vs 0%, p = 0.034). Most trainees in both groups preferred the option of prolonging training should be offered to all trainees with an option to decline extension if ARCP competencies met (66.7% vs 50.0%, p = 0.276). Conclusions The preference for ARCP and length of training was different between two training groups, hence the need of trainees should be considered by training committees when addressing the impact of COVID-19.

Procedure-based assessments: the past, the present and the future

2019 ◽  
Vol 96 (1131) ◽  
pp. 7-8
Author(s):  
Ahmed Abdelaal
Keyword(s):  
Surgical Training ◽  
Surgical Trainee ◽  
The Past ◽  
Surgical Trainees ◽  
The Future ◽  
The Uk ◽  
Almost All

One of the most significant changes to the structure of surgical training in the UK was the introduction of workplace-based assessments (WBAs). Since its integration into the Intercollegiate Surgical Curriculum Programme, we as surgical trainees became the children of WBAs. Procedure-based assessment (PBA) is one of the pillars of WBAs and no surgical trainee portfolio is complete without a significant number of PBAs completed. As a senior trauma and orthopaedics trainee myself, I have encountered PBA on a regular basis, both as a trainee and as an assessor to my junior colleagues. My journey in understanding and implementing PBAs has not been a smooth one. This is also a reflection of almost all surgical trainees across all specialties. In this review, I aim to shed some light on my perspective on PBA, its values, limitations and concerns that have risen as a result of its introduction. I also aim to use my experiences to highlight possible ways of improvement in PBA.

557 Becoming Virtual: Lessons Learned from Moving Wessex Core Surgical Training Deanery Teaching On-Line

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
P Robinson ◽  
L Morton ◽  
C West
Keyword(s):  
Surgical Training ◽  
Postgraduate Medical Education ◽  
Lessons Learned ◽  
Learning Tools ◽  
Social Distancing ◽  
Face To Face ◽  
Qualitative Feedback ◽  
Surgical Trainees ◽  
On Line ◽  
Virtual Teaching

Abstract Aim Surgical training has been significantly impacted by COVID-19. Social distancing requirements mandated a change in face-to-face teaching with many deaneries adopting ‘virtual' sessions. Surgical training does not immediately lend itself to e-learning owing to its hands-on nature. We describe our experiences in developing a virtual teaching program for Core Surgical Trainees within the Wessex Deanery. We provide tips, tricks, and pitfalls for educators to establish or improve similar programs. Method From June 2020 monthly, in-person teaching was replaced with virtual sessions. Quantitative and qualitative feedback directed improvements in the program. In addition to knowledge-based lectures we integrated on-line learning tools (LapPass) and utilised surgical videos to ensure continued development of surgical skills. Mock MRCS and ST3 interviews were conducted remotely using ‘break-out rooms. Where face-to-face teaching was essential (Boot Camp, Field Camp) safety was ensured with reduced numbers (split sessions), social distancing and appropriate PPE. Results All trainees strongly agreed (67%) or agreed (33%) that virtual teaching works well. There were no significant differences in feedback scores compared with face-to-face teaching. Attendance increased by 42%. Interactivity was maintained with ‘cameras on, mics off', polling apps and chat box function. Advantages include uploading webinars for future review, ability for educators to present from multiple locations, increased availability and breadth of speakers and reduced burden on clinical commitments. Conclusions The COVID-19 pandemic has dictated an evolution of surgical teaching. Virtual teaching has many advantages over face-to-face and should continue to play a part in postgraduate medical education, even after social distancing restrictions are lifted.

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