Allergy teaching is suboptimal and heterogeneous in the undergraduate medical curriculum in the UK

2018 ◽  
Vol 72 (3) ◽  
pp. 221-224 ◽  
Author(s):  
Emily Frances Reid ◽  
Mamidipudi Thirumala Krishna ◽  
Claire Bethune
Keyword(s):  
Medical Curriculum ◽  
Medical Schools ◽  
British Society ◽  
Undergraduate Teaching ◽  
Supporting Evidence ◽  
Online Questionnaire ◽  
Similar Survey ◽  
The Uk ◽  
And Training

AimTo record the level of allergy teaching occurring in UK medical schools. The UK has experienced an ‘allergy epidemic’ during the last 3–4 decades. Previous government reviews have emphasised the importance of allergy education and training, treating common allergies in primary care with referral pathways to a specialist and the creation of regional networks. It is acknowledged that the delivery of allergy teaching in UK medical schools is variable, despite the well-recognised need.MethodsAll consultant members of the British Society for Allergy and Clinical Immunology involved in teaching medical students were invited to partake in qualitative research, employing an online questionnaire for data collection. Participants were asked to comment on the format of the allergy teaching delivered, the student participation and the clinical opportunities provided. Students were recruited to complete a similar survey as supporting evidence.Results44 responses were collected, representing 64.7% of medical schools in the UK. Clinical allergy placements were compulsory in 31.8% of medical schools that responded. In 36.4%, it was reported that less than 10% of students had an opportunity to take an independent history from a patient with allergic disease, or practise using an epinephrine autoinjector. 90.9% responded that an allergy rotation was not offered to final year students.ConclusionsAllergy undergraduate teaching is suboptimal and heterogeneous in UK medical schools and there is a real need for standardisation as a means to enhance quality of care.

Recommendations for rheumatology ultrasound training and practice in the UK

Rheumatology ◽  
2020 ◽  
Author(s):  
◽  
Ismaël Atchia ◽  
Andrew K Brown ◽  
Sarang Chitale ◽  
Anna Ciechomska ◽  
...  
Keyword(s):  
Future Development ◽  
Iterative Process ◽  
Action Plan ◽  
British Society ◽  
Development Work ◽  
Face To Face ◽  
Practice Recommendations ◽  
The Uk ◽  
Specific Education ◽  
And Training

Abstract Objective The aim of this paper is to present a UK-based consensus of principles and recommendations to guide rheumatology US training and practice. Method A Delphi process was conducted involving 19 US experts representing each of the 14 regions of the UK. A working group of experienced British Society for Rheumatology Ultrasound Special Interest Group (BSRUSSIG) members made seven proposals that were presented to the whole group for further discussion. This resulted in minor modifications and seven preliminary recommendations. Members were then asked to anonymously agree or disagree with each recommendation using an electronic ballot. A threshold of 75% was used to determine consensus agreement. Results were collated by an independent chairperson and presented to the BSRUSSIG in a face to face meeting where agreement for each recommendation was ratified and an action plan agreed for dissemination of the results and future development work. Results Using a validated process, experts in rheumatology US have worked through an iterative process and have unanimously agreed seven recommendations for rheumatology training and practice. These cover a hierarchy of practice indications, education and training, including the need for practitioners to demonstrate lifelong learning, as well as a commitment to support mentors and trainers through the BSRUSSIG. Conclusion These are the first specific education and practice recommendations for rheumatology US in the UK and have been developed and endorsed by the BSRUSSIG. We intend that these proposals will help to support and validate rheumatology US practice and inform the development of future rheumatology training curricula and education programmes.

scholarly journals What can we learn from each other about undergraduate medical education in general practice/family medicine?

2018 ◽  
Vol 57 (3) ◽  
pp. 148-154
Author(s):  
Irena Zakarija-Grković ◽  
Davorka Vrdoljak ◽  
Venija Cerovečki
Keyword(s):  
General Practice ◽  
Family Medicine ◽  
Formal Method ◽  
Medical Curriculum ◽  
Medical Schools ◽  
Former Yugoslavia ◽  
Undergraduate Teaching ◽  
Full Time ◽  
Family Doctors ◽  
Objective Structured Clinical Examinations

Abstract Introduction There is a dearth of published literature on the organisation of family medicine/general practice undergraduate teaching in the former Yugoslavia. Methods A semi-structured questionnaire was sent to the addresses of 19 medical schools in the region. Questions covered the structure of Departments of Family Medicine (DFM), organisation of teaching, assessment of students and their involvement in departmental activities. Results Thirteen medical schools responded, of which twelve have a formal DFM. Few DFM have full-time staff, with most relying upon external collaborators. Nine of 13 medical schools have family doctors teaching other subjects, covering an average of 2.4 years of the medical curriculum (range: 1-5). The total number of hours dedicated to teaching ranged from 30 - 420 (Md 180). Practice-based teaching prevails, which is conducted both in city and rural practices in over half of the respondent schools. Written exams are conducted at all but two medical schools, with the written grade contributing between 30 and 75 percent (Md=40%) of the total score. Nine medical schools have a formal method of practical skills assessment, five of which use Objective Structured Clinical Examinations. Student participation is actively sought at all but three medical schools, mainly through research. Conclusion Most medical schools of the former Yugoslavia recognise the importance of family medicine in undergraduate education, although considerable variations exist in the organisation of teaching. Where DFM do not exist, we hope our study will provide evidence to support their establishment and the employment of more GPs by medical schools.

Exploring the quality of European dietetic practice placements

2015 ◽  
Vol 45 (3) ◽  
pp. 377-387
Author(s):  
Anastasia Markaki ◽  
Aspasia Spyridaki ◽  
Vasiliki Chatzi ◽  
Sofie Joossens ◽  
Anne de Looy
Keyword(s):  
Best Practice ◽  
Online Questionnaire ◽  
Questionnaire Response ◽  
Content Type ◽  
Roles And Responsibilities ◽  
Societal Needs ◽  
Nutritional Health ◽  
The Mean ◽  
And Training

Purpose – The purpose of this paper is to evaluate the quality of dietetic practice placements in European higher education institutions (HEIs). Design/methodology/approach – An online questionnaire was used to investigate adherence to the European Dietetic Practice Placement Standards. Supporting documents were assessed against the “Guide to best practice” criteria. Findings – The questionnaire response rate was 39 out of 67 DIETS2 partners, representing 19 European countries. According to the questionnaire, the majority of HEIs have a formal agreement regarding roles and responsibilities on practice placement. They have clear learning outcomes, policies, standards and procedures to test, approve and monitor practice placements. However, less than half HEIs provide support and training for supervisors. Practice placement documentations from 16 European HEIs were assessed against the 15 “Guide to best practice” criteria. Only 1 HEI met all 15 criteria. The range of the rest HEIs fell between 1-14 criteria, the mean being 10 criteria. The least met criterion concerned appropriate support and guidance for supervisors, which was met by 18.8 per cent of HEIs. Practical implications – Promoting high-quality practice placements is crucial for the preparation of the dietetic workforce to meet changing societal needs of the dietetic profession, impacting on European nutritional health and productivity. Originality/value – This study is the first attempt to specifically address quality measures on dietetic practice placements in HEIs across Europe and highlights the issues that need improvement to prepare students for their new roles as dietitians in Europe.

scholarly journals Improving the quality of psychiatry teaching within the UK undergraduate medical curriculum

2016 ◽  
pp. 163 ◽  
Author(s):  
Sunila Prasad ◽  
Ishani Barai ◽  
Karishma Gadhvi ◽  
Mariam Lami ◽  
Pooja Nair
Keyword(s):  
Medical Curriculum ◽  
Undergraduate Medical Curriculum ◽  
The Uk

scholarly journals It’s important, but not important enough: eHealth as a curriculum priority in medical education in Australia

2018 ◽  
Vol 24 (10) ◽  
pp. 697-702 ◽  
Author(s):  
Sisira Edirippulige ◽  
Peter Brooks ◽  
Colin Carati ◽  
Victoria A Wade ◽  
Anthony C Smith ◽  
...  
Keyword(s):  
Medical Education ◽  
Interpretative Phenomenological Analysis ◽  
Medical Curriculum ◽  
Digital Health ◽  
Medical Schools ◽  
Education And Training ◽  
External Pressure ◽  
Information And Communications Technology ◽  
Systemic Problems ◽  
And Training

Information and communications technology has become central to the way in which health services are provided. Technology-enabled services in healthcare are often described as eHealth, or more recently, digital health. Practitioners may require new knowledge, skills and competencies to make best use of eHealth, and while universities may be a logical place to provide such education and training, a study in 2012 found that the workforce was not being adequately educated to achieve competence to work with eHealth. We revisited eHealth education and training in Australian universities with a focus on medical schools; we aimed to explore the progress of eHealth in the Australian medical curriculum. We conducted a national interview study and interpretative phenomenological analysis with participants from all 19 medical schools in Australia; two themes emerged: (i) consensus on the importance of eHealth to current and future clinical practice; (ii) there are other priorities, and no strong drivers for change. Systemic problems inhibit the inclusion of eHealth in medical education: the curriculum is described as ‘crowded’ and with competing demands, and because accrediting bodies do not expect eHealth competence in medical graduates, there is no external pressure for its inclusion. Unless and until accrediting bodies recognise and expect competence in eHealth, it is unlikely that it will enter the curriculum; consequently the future workforce will remain unprepared.

scholarly journals Survey of faculty development in four Israeli medical schools: clinical faculty development is inadequate and clinical teaching is undervalued in Israeli faculties of medicine

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Simon Nothman ◽  
Michael Kaffman ◽  
Rachel Nave ◽  
Moshe Y. Flugelman
Keyword(s):  
Medical Students ◽  
Faculty Development ◽  
Clinical Teaching ◽  
Relative Number ◽  
Medical Schools ◽  
Educational Training ◽  
Online Questionnaire ◽  
Clinical Teachers ◽  
Significant Difference

Abstract Background Teaching medical students is a central part of being a doctor, and is essential for the training of the next generation of physicians and for maintaining the quality of medicine. Our research reviews the training that physicians in Israel receive as teachers of clinical clerkships, and their thoughts regarding teaching students. The importance of faculty development cannot be overstated, for securing quality medicine and physician empowerment. Methods This study was based on a survey conducted among physicians teaching at Israeli medical schools. The survey was conducted using an online questionnaire sent to clinical teachers according to lists received from the teaching units of the faculties, department heads, and other clinical teachers. Participation in the study was anonymous. Findings Of 433 invited physicians, 245 (56%) from three departments (internal medicine, paediatrics, obstetrics and gynaecology) of four faculties of medicine in Israel, out of five total, completed the questionnaire. Only 35% of the physicians reported having received training for their role as teachers, most of these participated in a short course of up to 2 days. There were significant differences between the Technion and the other schools. Technion teachers without academic appointment had higher rates of pedagogic training. The same was true in regard to Technion teachers, either residents or young specialist. Significant gaps were reported between the content covered in the training and the topics the doctors felt they would want to learn. The clinicians who participated in the survey expressed that clinical teaching was less valued and more poorly remunerated than research, and that improved compensation and perceived appreciation would likely improve the quality of clinical teaching. Conclusions Of the one-third of the physicians surveyed who had received some training in clinical teaching, the training was perceived as inadequate and not aligned with their needs. There was a significant difference in rates of pedagogic training between the Technion and other medical schools. In addition, most clinical teachers surveyed felt that teaching students is inadequately valued. Due to its focus on just three disciplines, and higher relative number participants from the Technion faculty of medicine, our survey may not fully represent the activities of the faculties of medicine in Israel. Nevertheless, given the importance of clinical teaching of medical students, our findings argue for increasing faculty development and educational training of physicians in clinical settings, for recognizing the importance of teaching in academic and professional promotion processes.

scholarly journals The pressures for the remuneration of volunteer governors of UK educational institutions and the potential consequences

2021 ◽  
pp. 174114322098515
Author(s):  
Colin Forrest ◽  
Ron Hill ◽  
Chris James
Keyword(s):  
Northern Ireland ◽  
Vocational Education ◽  
Vocational Education And Training ◽  
Educational Institutions ◽  
Publicly Funded ◽  
Board Membership ◽  
The Subject ◽  
The Uk ◽  
And Training

The members of the governing boards of schools, colleges which provide vocational education and training, and universities in the UK have traditionally been volunteers. In some contexts, however, for example, colleges in Northern Ireland, governors are now paid. Whether volunteer governors in other or all settings should be remunerated is the subject of debate. This article analyses the various aspects of that debate. It considers the nature of volunteering; the socio-political context of volunteering; and the growing momentum for the remuneration of governors of all UK educational institutions. The article also considers the arguments for and against governor remuneration, which include remuneration and: the way governors and the governing of educational institutions are valued; the visibility of governing; governor recruitment; the diversity of governing board membership; the quality of governing; the remuneration of other publicly funded agencies and organisations; the accountability governors experience in their role; the market for school governors; and whether a policy which implemented governor remuneration could be reversed. The article also considers aspects that would need to be resolved in practice: who would be paid and for what; the level of remuneration; the funding of governor remuneration; and the organisation of remuneration.

scholarly journals The Echocardiography Quality Framework: a comprehensive, patient-centered approach to quality assurance and continuous service improvement

2018 ◽  
pp. G35-G41 ◽  
Author(s):  
Navroz Masani
Keyword(s):  
Quality Assurance ◽  
Holistic Approach ◽  
British Society ◽  
Service Improvement ◽  
Patient Centered ◽  
Customer Feedback ◽  
Continuous Service ◽  
Quality Framework ◽  
And Training

The Echocardiography Quality Framework (EQF) is a unique, comprehensive, holistic approach to improving all aspects of an echocardiography service. The EQF is a patient-centered program, combining Quality Assurance and Continuous Service Improvement. The framework encompasses measures of (i) the quality of echocardiography, (ii) reproducibility and consistency, (iii) education and training, and (iv) customer feedback. The EQF is scalable and adaptable to benefit any echocardiography service. A catalogue or library of supporting documents is being developed by the British Society of Echocardiography (BSE), to be made available to any participating department. A mechanism and online infrastructure for (optional) national registration or assessment is being developed, to be used as a standalone adjunct or linked to BSE Departmental Accreditation. The principles that underpin the EQF may be applied to other imaging disciplines and, ultimately, other medical or surgical specialties.

Echocardiography in the Intensive Care Unit: Current Position, Future Directions

2010 ◽  
Vol 11 (2) ◽  
pp. 90-97 ◽  
Author(s):  
Craig Morris ◽  
Sean Bennett ◽  
Steven Burn ◽  
Conn Russell ◽  
Bob Jarman ◽  
...  
Keyword(s):  
Point Of Care ◽  
Training Programme ◽  
British Society ◽  
Point Of Care Ultrasound ◽  
Current Position ◽  
Future Directions ◽  
Level Of Training ◽  
National Training ◽  
The Uk ◽  
And Training

There are many indications for the use of echocardiography in the critically ill and little consensus about how best to provide training for intensivists in its use. There are a profusion of opinions, courses and accreditation pathways available for training in the UK. The National Point of Care Ultrasound working group aims to facilitate learning and training in both echocardiography and ultrasound. In this article, an intermediate level of training suitable for most general UK-based intensivists, that provides more depth than focused resuscitation-based protocols but less depth than British Society of Echocardiography accreditation pathways, is proposed which, if endorsed by Royal Colleges and specialist societies, could be developed into a viable national training programme within five years.

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