scholarly journals Evaluating the validity of the selection measures used for the UK’s foundation medical training programme: a national cohort study

BMJ Open ◽  
2018 ◽  
Vol 8 (7) ◽  
pp. e021918 ◽  
Author(s):  
Daniel T Smith ◽  
Paul A Tiffin
Keyword(s):  
Medical Training ◽  
Training Programme ◽  
Performance Measure ◽  
Successful Completion ◽  
Educational Achievements ◽  
Postgraduate Medical Training ◽  
Situational Judgement Test ◽  
Foundation Programme ◽  
Selection Measures ◽  
The Uk

ObjectivesCurrently relative performance at medical school (educational performance measure (EPM) decile), additional educational achievements and the score on a situational judgement test (SJT) are used to rank applicants to the UK Foundation Years postgraduate medical training programme. We sought to evaluate whether these three measures were predictive of subsequent successful completion of the programme, and thus were valid selection criteria.MethodsData were obtained from the UK Medical Education Database (UKMED) on 14 131 UK applicants to the foundation programme starting in 2013 and 2014. These data included training outcomes in the form of Annual Reviews of Competency Progression (ARCPs), which indicated whether the programme was successfully completed. The relationship between applicants’ performance on the three selection measures to the odds of successful programme completion were modelled.ResultsOn univariable analyses, all three measures were associated with the odds of successful completion of the programme. Converting the SJT score to deciles to compare the effect sizes suggested that one decile increase in the EPM increased the odds of completing the programme by approximately 15%, whereas the equivalent value was 8% for the SJT scores. On multivariable analyses (with all three measures included in the model), these effects were only independently and statistically significant for EPM decile (OR 1.14, 95% CI 1.10 to 1.18, p<0.001) and SJT z-score decile (OR 1.05, 95% CI 1.01 to 1.09, p=0.02).ConclusionsThe EPM decile and SJT scores may be effective selection measures for the foundation programme. However, educational achievements does not add value to the other two measures when predicting programme completion. Thus, its usefulness in this context is less clear. Moreover, our findings suggest that the weighting for the EPM decile score, relative to SJT performance, should be increased.

scholarly journals What are junior doctors for? The work of Foundation doctors in the UK: a mixed methods study

BMJ Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. e027522 ◽  
Author(s):  
Gillian Vance ◽  
Sharmila Jandial ◽  
Jon Scott ◽  
Bryan Burford
Keyword(s):  
Mixed Methods ◽  
Medical Training ◽  
Mixed Methods Study ◽  
Junior Doctors ◽  
Cross Sectional ◽  
Postgraduate Medical Training ◽  
Foundation Programme ◽  
Independent Practitioner ◽  
Definition Of ◽  
The Uk

ObjectivesTo examine what activities constitute the work of Foundation doctors and understand the factors that determine how that work is constructed.DesignCross-sectional mixed methods study. Questionnaire survey of the frequency with which activities specified in curricular documents are performed. Semistructured interviews and focus groups.SettingPostgraduate medical training in the UK.ParticipantsDoctors in their first 2 years of postgraduate practice (Foundation Programme). Staff who work with Foundation doctors—supervisors, nurses and employers (clinical; non-clinical).ResultsSurvey data from 3697 Foundation doctors identified curricular activities (41/103, 42%) that are carried out routinely (performed at least once or twice per week by >75% of respondents). However, another 30 activities (29%) were carried out rarely (at least once or twice per week by <25% respondents), largely because they are routinely part of nurses’, and not doctors’, work. Junior doctors indicated their work constituted three roles: ‘support’ of ward and team, ‘independent practitioner’ and ‘learner’. The support function dominated work, but conflicted with stereotyped expectations of what ‘being a doctor’ would be. It was, however, valued by the other staff groups. The learner role was felt to be incidental to practice, but was couched in a limited definition of learning that related to new skills, rather than consolidation and practice. Activities and perceived role were shaped by the organisational context, medical hierarchies and through relationships with nurses, which could change unpredictably and cause tension. Training progression did not affect what activities were done, but supported greater autonomy in how they were carried out.ConclusionsNew doctors must be fit for multiple roles. Strategies for transition should manage graduates’ expectations of real-world work, and encourage teams and organisations to better accommodate graduates. These strategies may help ensure that new doctors can adapt to the variable demands of the evolving multiprofessional workforce.

Can colleagues’, patients’ and supervisors’ assessments predict successful completion of postgraduate medical training?

2016 ◽  
Vol 51 (4) ◽  
pp. 423-431 ◽  
Author(s):  
Sathya Naidoo ◽  
Safiatu Lopes ◽  
Fiona Patterson ◽  
Helen M Mead ◽  
Sheona MacLeod
Keyword(s):  
Medical Training ◽  
Successful Completion ◽  
Postgraduate Medical Training

Use of work-based assessments in postgraduate medical education

2019 ◽  
Vol 80 (5) ◽  
pp. 285-287
Author(s):  
Sulaiman Alazzawi ◽  
James Berstock
Keyword(s):  
Medical Education ◽  
Adult Learners ◽  
Mobile Devices ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Time Constraints ◽  
Educational Value ◽  
Postgraduate Medical Training ◽  
The Uk

Work-based assessments are ubiquitous in postgraduate medical training in the UK. This article discusses the variety of these assessments and explores barriers to their use and solutions for improving the educational value of these tools for adult learners. The focus should be on feedback and learning rather than assessment, and this may promote discussion of more challenging scenarios where the opportunity for learning is greater. Mobile devices may help reduce the administrative, geographical and time constraints of completing work-based assessments.

Oxford Assess and Progress: Situational Judgement Test

2018 ◽  
Author(s):  
David Metcalfe ◽  
Harveer Dev
Keyword(s):  
Medical Students ◽  
High Quality ◽  
Situational Judgement Test ◽  
Quality Feedback ◽  
Foundation Programme ◽  
Medical Career ◽  
The Uk ◽  
Practice Questions ◽  
Situational Judgement ◽  
Answer Option

Returning for a third edition, Oxford Assess and Progress: Situational Judgement Test (SJT) is THE definitive guide for students preparing to sit the Situational Judgement Test for entry into the UK Foundation Programme. This authoritative book, mapped to the Foundation Programme curriculum and GMC guidance, includes over 285 practice questions to help you maximize your SJT score. Fully revised and updated, this third edition provides over 285 questions and high-quality feedback that has been developed to clarify the ranking of every answer option, not just the correct one. All scenarios are based on real experiences informed by practising doctors and medical students who have sat the SJT to ensure that the questions closely mirror the content of the real exam. Two mock tests allow candidates to prepare for exam day and practice their timings - one of the biggest challenges in the exam. Written by consultants, this authoritative guide demystifies the SJT, allowing you to achieve the best possible score and take control of the first stage of your medical career.

How are SJT Questions Created?

2018 ◽  
Author(s):  
David Metcalfe ◽  
Harveer Dev
Keyword(s):  
Focus Groups ◽  
Medical Training ◽  
Job Analysis ◽  
Training And Development ◽  
Junior Doctors ◽  
Test Conditions ◽  
Initial Stage ◽  
Foundation Programme ◽  
Professional Attributes ◽  
The Uk

The SJT questions were created following the professional attributes identified from the FY1 job analysis. Questions were written by volunteers at a series of dedicated workshops. The volunteers were not all doctors but should have been familiar with the FY1 role and have worked with junior doctors within the previous two years. The ISFP Project Group employed 89 people to write SJT questions, of whom 69 (77.5%) were senior doctors, two (2.2%) were lay representatives, and the remainder were undeclared. In terms of background, 59 (66.3%) were from a range of acute specialties and 12 (13.5%) from community specialties. This team created a bank of 453 possible questions. These were scrutinized by a team of psychologists who accepted 360 questions as passing this initial stage. A select few writers were asked to moderate all questions to ensure that scenarios were realistic and the terminology was in use across the UK. This group eliminated additional questions, leaving a total of 306. A series of focus groups was then held with foundation doctors who scrutinized the test instructions and up to 20 questions each. They proposed a number of amendments and whittled down the total question bank to 275 items. Once a question bank was established, it was trialled using a panel of subject ‘experts’, i.e. people with similar qualifications to the question writers. Questions survived this process if they achieved a satisfactory level of concordance, i.e. enough experts independently arrived at the same answer under test conditions. A total of 200 questions went forward to be used in the SJT pilots. The SJT model underwent two pilots. The second and larger of these took place in 13 UK medical schools, involving 639 final- year students. Students reported that the content seemed relevant to the Foundation Programme (85% agreed) and that the questions were fair (73.3%). The reasons for understanding how questions are created are to appreciate the following: ● A lot of thought has gone into every question. There should be no ambiguities (unless intended) or ‘tricks’. ● They are written (largely) by senior doctors who are presumably interested in medical training and development.

scholarly journals The association between mentoring and training outcomes in junior doctors in medicine: an observational study

BMJ Open ◽  
2018 ◽  
Vol 8 (9) ◽  
pp. e020721 ◽  
Author(s):  
John Ong ◽  
Carla Swift ◽  
Nicholas Magill ◽  
Sharon Ong ◽  
Anne Day ◽  
...  
Keyword(s):  
Observational Study ◽  
Medical Training ◽  
Positive Association ◽  
Career Progression ◽  
Junior Doctors ◽  
Pass Rates ◽  
Training Outcomes ◽  
Postgraduate Medical Training ◽  
Significant Events ◽  
The Uk

ObjectiveTo determine quantitatively if a positive association exists between the mentoring of junior doctors and better training outcomes in postgraduate medical training within the UK.DesignObservational study.Participants117 trainees from the East of England Deanery (non-mentored group) and the recently established Royal College of Physicians (RCP) Mentoring scheme (mentored group) who were core medical trainees (CMTs) between 2015 and 2017 completed an online survey. Trainees who received mentoring at the start of higher specialty training, incomplete responses and trainees who were a part of both the East of England deanery and RCP Mentoring scheme were excluded leaving 85 trainees in the non-mentored arm and 25 trainees in the mentored arm. Responses from a total of 110 trainees were analysed.Main outcome measuresPass rates of the various components of the Membership of the Royal College of Physicians (MRCP) (UK) examination (MRCP Part 1, MRCP Part 2 Written and MRCP Part 2 PACES), pass rates at the Annual Review of Competency Progression (ARCP), trainee involvement in significant events, clinical incidents or complaints and trainee feedback on career progression and confidence.ResultsMentored trainees reported higher pass rates of the MRCP Part 1 exam versus non-mentored trainees (84.0% vs 42.4%, p<0.01). Mentored international medical graduates (IMGs) reported higher pass rates than non-mentored IMGs in the MRCP Part 2 Written exam (71.4% vs 24.0%, p<0.05). ARCP pass rates in mentored trainees were observed to be higher than non-mentored trainees (95.8% vs 69.9%, p<0.05). Rates of involvement in significant events, clinical incidents and complaints in both groups did not show any statistical difference. Mentored trainees reported higher confidence and career progression.ConclusionsA positive association is observed between the mentoring of CMTs and better training outcomes. Further studies are needed to investigate the causative effects of mentoring in postgraduate medical training within the UK.

scholarly journals ‘10% of your medical students will cause 90% of your problems’: a prospective correlational study

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e038472
Author(s):  
Marina Sawdon ◽  
JC McLachlan
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Linear Regression Analysis ◽  
Performance Measure ◽  
Early Years ◽  
Policy Implications ◽  
Annual Review ◽  
Correlational Study ◽  
Situational Judgement Test ◽  
The Uk

ObjectivesOur aim was to explore the relationship between medical student Conscientiousness Index scores and indicators of later clinical performance held in the UK Medical Education Database (UKMED). Objectives were to determine whether conscientiousness in first-year and second-year medical students predicts later performance in medical school and in early practice. Policy implications would permit targeted remediation where necessary or aid in selection.DesignA prospective correlational study.SettingA single UK medical school and early years of practice, 2005–2018.ParticipantsThe data were obtained from the UKMED on 858 students. Full outcome data was available for variable numbers of participants, as described in the text.Main outcome measuresScores on the UK Foundation Programme Office’s Situational Judgement Test (SJT) and Educational Performance Measure (EPM), the Prescribing Safety Assessment (PSA) and Annual Review of Competency Progression (ARCP) outcomes.ResultsLinear regression analysis shows Conscientiousness Index scores significantly correlate with pregraduate and postgraduate performance variables: SJT scores (R=0.373, R2=0.139, B=0.066, p<0.001, n=539); PSA scores (R=0.249, R2=0.062, B=0.343, p<0.001, n=462); EPM decile scores for the first (lowest) decile are significantly lower than the remaining 90% (p=0.003, n=539), as are PSA scores (p<0.001, n=463), and ARCP year 2 scores (p=0.019, n=517). The OR that students in the first decile fail to achieve the optimum ARCP outcome is 1.6126 (CI: 1.1400 to 2.2809, p=0.0069, n=618).ConclusionsConscientiousness Index scores in years 1 and 2 of medical school have predictive value for later performance in knowledge, skills and clinical practice. This trait could be used either for selection or for targeted remediation to avoid potential problems in the future.

scholarly journals Are We Neglecting Nutrition in UK Medical Training? A Quantitative Analysis of Nutrition-Related Education in Postgraduate Medical Training Curriculums

Nutrients ◽  
2021 ◽  
Vol 13 (3) ◽  
pp. 957
Author(s):  
Laura Ganis ◽  
Tatiana Christides
Keyword(s):  
Nutrition Education ◽  
Medical Training ◽  
General Medical Council ◽  
Education And Training ◽  
Learning Objectives ◽  
Medical Council ◽  
Postgraduate Medical Training ◽  
Medical Education And Training ◽  
The Uk ◽  
And Training

Suboptimal nutrition is a major cause of morbidity and mortality in the United Kingdom (UK). Although patients cite physicians as trusted information sources on diet and weight loss, studies suggest that the management of nutrition-related disorders is hindered by insufficient medical education and training. Objectives of this study were to: (1) Quantify nutrition-related learning objectives (NLOs) in UK postgraduate medical training curriculums and assess variation across specialties; (2) assess inclusion of nutrition-related modules; (3) assess the extent to which NLOs are knowledge-, skill-, or behaviour-based, and in which Good Medical Practice (GMP) Domain(s) they fall. 43 current postgraduate curriculums, approved by the General Medical Council (GMC) and representing a spectrum of patient-facing training pathways in the UK, were included. NLOs were identified using four keywords: ‘nutrition’, ‘diet’, ‘obesity’, and ‘lifestyle’. Where a keyword was used in a titled section followed by a number of objectives, this was designated as a ‘module’. Where possible, NLOs were coded with the information to address objective 3. A median of 15 NLOs (mean 24) were identified per curriculum. Eleven specialties (25.6%) had five or less NLOs identified, including General Practice. Surgical curriculums had a higher number of NLOs compared with medical (median 30 and 8.5, respectively), as well as a higher inclusion rate of nutrition-related modules (100% of curriculums versus 34.4%, respectively). 52.9% of NLOs were knowledge-based, 34.9% skill-based, and 12.2% behaviour-based. The most common GMP Domain assigned to NLOs was Domain 1: Knowledge, Skills and Performance (53.0%), followed by Domain 2: Safety and Quality (20.6%), 3: Communication, Partnership and Teamwork (18.7%), and 4: Maintaining Trust (7.7%). This study demonstrates considerable variability in the number of nutrition-related learning objectives in UK postgraduate medical training. As insufficient nutrition education and training may underlie inadequate doctor-patient discussions, the results of this analysis suggest a need for further evaluation of nutrition-related competencies in postgraduate training.

scholarly journals Postgraduate Pediatric Training Programme in the Department of Child Health, Medical School University of Indonesia, Jakarta

2017 ◽  
Vol 18 (1-2) ◽  
pp. 24
Author(s):  
H.E. Monintja ◽  
W.T. Karjomanggolo ◽  
R. Sutejo
Keyword(s):  
Child Health ◽  
Medical School ◽  
Medical Training ◽  
Demographic Data ◽  
Feedback System ◽  
Training Programme ◽  
Child Health Care ◽  
Postgraduate Medical Training ◽  
Major Subject ◽  
Paediatric Age

Paediatrics is a major subject in undergraduate as well as postgraduate medical training. Demographic data show that 44% of the population in Indonesia as well as in other developing countries belongs to the paediatric age group. The objective of the training of paeditrician should be relevant to the needs of the society in child health care using the available potentials in the society and with the participation of the society. In this paper the determinant of objective, the objective, the methodology, the evaluation and the feedback system of the postgraduate paediatric training programme in the Department of Child Health, Medical School, University of Indonesia, is briefly described.

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