Inspiring the next generation of surgeons

2019 ◽  
Vol 96 (1133) ◽  
pp. 162-164 ◽  
Author(s):  
Shujhat Khan
Keyword(s):  
Social Support ◽  
Medical School ◽  
Patient Care ◽  
Surgical Training ◽  
Medical Curriculum ◽  
Treatment Options ◽  
Specialty Training ◽  
Next Generation ◽  
Career Pathway ◽  
The Uk

The shortage of applicants looking to enter surgical specialties is well documented. Indeed, there are a number of reasons for this ranging from potential flaws within the training pathway to a lack of both financial and social support in what is undoubtedly a stressful career pathway. However, it is important that we discuss these shortcomings and exploit such opportunities to make surgery a more attractive prospect. These changes include adapting student’s experience while still at medical school through changes to the medical curriculum and surgical rotations. In addition, it is important to assess what factors applicants prioritise when applying for specialty training, and addressing the gender divide within surgery so as to remove barriers for progression in surgical training. Similarly, by encouraging research within surgery, it improves treatment options for patients as well as motivating those more academically inclined to pursue this specialty. This can produce more proficient surgeons and improve the competitiveness of training posts within remote regions in the UK. Ultimately, these changes will likely translate to more satisfied trainees and improved patient care.

scholarly journals Are there differences between those doctors who apply for a training post in Foundation Year 2 and those who take time out of the training pathway? A UK multicohort study

BMJ Open ◽  
2019 ◽  
Vol 9 (11) ◽  
pp. e032021 ◽  
Author(s):  
Jennifer Cleland ◽  
Gordon Prescott ◽  
Kim Walker ◽  
Peter Johnston ◽  
Ben Kumwenda
Keyword(s):  
Medical School ◽  
Workforce Planning ◽  
Sociodemographic Factors ◽  
Specialty Training ◽  
Time Out ◽  
Foundation Programme ◽  
Training Post ◽  
Multivariable Regression ◽  
The Uk ◽  
Participation In Higher Education

IntroductionKnowledge about the career decisions of doctors in relation to specialty (residency) training is essential in terms of UK workforce planning. However, little is known about which doctors elect to progress directly from Foundation Year 2 (F2) into core/specialty/general practice training and those who instead opt for an alternative next career step.ObjectiveTo identify if there were any individual differences between these two groups of doctors.DesignThis was a longitudinal, cohort study of ‘home’ students who graduated from UK medical schools between 2010 and 2015 and completed the Foundation Programme (FP) between 2012 and 2017.We used the UK Medical Education Database (UKMED) to access linked data from different sources, including medical school performance, specialty training applications and career preferences. Multivariable regression analyses were used to predict the odds of taking time out of training based on various sociodemographic factors.Results18 380/38 905 (47.2%) of F2 doctors applied for, and accepted, a training post offer immediately after completing F2. The most common pattern for doctors taking time out of the training pathway after FP was to have a 1-year (7155: 38.8%) or a 2-year break (2605: 14.0%) from training. The odds of not proceeding directly into core or specialty training were higher for those who were male, white, entered medical school as (high) school leavers and whose parents were educated to degree level. Doctors from areas of low participation in higher education were significantly (0.001) more likely to proceed directly into core or specialty training.ConclusionThe results show that UK doctors from higher socioeconomic groups are less likely to choose to progress directly from the FP into specialty training. The data suggest that widening access and encouraging more socioeconomic diversity in our medical students may be helpful in terms of attracting F2s into core/specialty training posts.

Effect of medical school attended on the chances of successfully embarking on a clinical-academic career in the UK

2020 ◽  
pp. postgradmedj-2020-139001
Author(s):  
Callum John Donaldson ◽  
Miguel Sequeira Campos ◽  
Joanne Ridgley ◽  
Alexander Light
Keyword(s):  
Academic Performance ◽  
Medical School ◽  
Medical Curriculum ◽  
Academic Career ◽  
Research Focus ◽  
Numerical Rank ◽  
Application Rates ◽  
Equal Chance ◽  
Intercalated Degree ◽  
The Uk

Purpose of the studyThis study aimed to investigate whether, in the UK, medical school attended influences the propensity to apply to and be successful in obtaining an offer from the Academic Foundation Programme (AFP), thus taking the first step to embarking on a clinical-academic career.Study designA retrospective observational study was performed. Using the UK Foundation Programme’s yearly statistical report data, mean application rates to, and mean offer rates from the AFP were calculated by medical school, between the years 2017–2019. Mean application and mean offer rates were subsequently correlated with metrics of medical school academic performance and research focus.ResultsMean application rates to the AFP were higher in medical schools that had a mandatory intercalated degree as part of the undergraduate medical curriculum (mean=33.99%, SD=13.93 vs mean=19.44%, SD=6.88, p<0.001), lower numerical rank in the Times Higher Education 2019 World Rankings (correlation with higher numerical rank, r=−0.50, p=0.004), and lower numerical rank in the Research Excellence Framework 2014 UK rankings (correlation with higher numerical rank, r=−0.37, p=0.004). Mean offer rates from the AFP were not correlated with any metric of medical school academic performance or research focus.ConclusionsStudents attending a medical school with greater academic performance and research focus are more likely to apply and subsequently embark on a clinical-academic career. However, students wishing to embark a clinical-academic career from any medical school have an equal chance of success.

scholarly journals Embedding neuroscience in psychiatry training

2020 ◽  
Vol 26 (6) ◽  
pp. 379-380
Author(s):  
Christopher O'Loughlin
Keyword(s):  
Patient Care ◽  
Royal College ◽  
Treatment Options ◽  
Improve Patient Care ◽  
Medical Specialty ◽  
Psychiatry Training ◽  
Clinical Assessments ◽  
The Uk ◽  
Improve Patient ◽  
Scientific Fields

SUMMARYTraining in neuroscience is vital to the future of psychiatry as a medical specialty. Trainees and trainers alike demonstrate a desire to keep up to date with developments in the associated scientific fields. Neuroscience increasingly underpins clinical assessments, treatment options and patients’ expectations. Psychiatry training in the UK can embrace neuroscience at many levels, from discussing patient presentations with supervisors, to teaching programmes supported by the Royal College of Psychiatrists’ activities. Although challenges remain, neuroscience literacy enhances the specialty and will improve patient care.

Maximizing opportunities at medical school to support a career in surgery

2019 ◽  
Vol 80 (11) ◽  
pp. 670-673
Author(s):  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Surgical Training ◽  
Nominal Group ◽  
Annual Conference ◽  
School Students ◽  
The Core ◽  
Surgical Career ◽  
Competency Based ◽  
The Uk

Introduction: During medical school, students have numerous opportunities to develop their portfolios for a career in surgery, such as undertaking additional surgical placements and participating in surgical research. However, at present, there is little guidance available for medical students on how to build a strong portfolio for the UK core surgical training application. This article outlines work undertaken to provide concise guidance to support future surgeons, via application of the competency-based CanMEDS framework to the current UK core surgical training specification. Materials and methods: A pre-conference meeting was arranged for medical students at the Society of Academic and Research Surgeons annual conference in January 2018. Self-selected research enthusiasts from different university years discussed practical approaches to pair the CanMEDS model with the core surgical training specification, with support from the STARSurg Collaborative committee to facilitate discussion. A nominal group-based method was adopted in order to reach areas of consensus. Results: Practical tips and recommendations for each respective CanMEDS domain (communicator, collaborator, leader, health advocate, scholar, professional) were made in relation to the core surgical training specification. These included key action points and named opportunities that are currently available to UK medical students. Conclusions: A consensus approach was taken to address key areas of competence across each CanMEDS domain. This informed the development of a guidance framework to support students to develop a strong portfolio for a core surgical training application. This framework can be followed by medical students, equipping them with the skills necessary to succeed in their future surgical career.

Career Intentions of UK Plastic Surgery Trainees

2009 ◽  
Vol 91 (8) ◽  
pp. 284-287
Author(s):  
O Quaba ◽  
V Sivarajan ◽  
SW Waterston
Keyword(s):  
Medical School ◽  
Plastic Surgery ◽  
Surgical Training ◽  
Training Level ◽  
Specialist Training ◽  
Career Intentions ◽  
The Uk

In the UK higher specialist surgical training can begin a minimum of two years following graduation from medical school and currently lasts at least seven or eight years depending on specialty. This is far from the whole story for most trainees, however. Due to high levels of competition, extended periods at pre-specialist training level or formal research have been required to secure a post in most surgical specialties.

scholarly journals Does Teacher Training Improve Medical Education?

2009 ◽  
Vol 91 (5) ◽  
pp. 180-182
Author(s):  
ML Costa ◽  
G Spence ◽  
N Rushton
Keyword(s):  
Medical Education ◽  
Teacher Training ◽  
Surgical Training ◽  
Teaching Skills ◽  
Next Generation ◽  
Training Programmes ◽  
The Uk ◽  
Retention Of Knowledge ◽  
Education Courses ◽  
And Training

Teaching the Teachers and Training the Trainers courses have now become a requirement of most surgical training programmes in the UK (see www.rcseng.ac.uk/education/courses/courses/training-the-trainers). Medical educationalists have spent many years developing the courses to improve the teaching skills of the next generation of orthopaedic surgeons. Have their efforts made a difference to medical education? The aim of this study was to assess the influence of teacher training upon the students' perception of their teaching and also upon their retention of knowledge in the field of orthopaedics and trauma.

scholarly journals Does choice of medical school affect a student’s likelihood of becoming a surgeon?

2018 ◽  
Vol 100 (2) ◽  
pp. 90-95 ◽  
Author(s):  
V Twigg ◽  
K Aldridge ◽  
SA McNally ◽  
I Eardley
Keyword(s):  
Public Health ◽  
Medical School ◽  
Surgical Training ◽  
Secondary Care ◽  
Public Health Medicine ◽  
The Past ◽  
The Uk

Surgeons are an integral provider of elective and emergency secondary care in the UK. However, the supply of surgeons is struggling to keep up with the demand; for at least the past four years, there have remained unfilled core surgical training (CST) posts despite other specialties (eg radiology, public health medicine and ophthalmology) achieving consistent 100% fill rates. 1 , 2

scholarly journals Improving the effectiveness of cancer multidisciplinary team meetings: analysis of a national survey of MDT members’ opinions about streamlining patient discussions

2019 ◽  
Vol 8 (2) ◽  
pp. e000631 ◽  
Author(s):  
Linda Hoinville ◽  
Cath Taylor ◽  
Magda Zasada ◽  
Ross Warner ◽  
Emma Pottle ◽  
...  
Keyword(s):  
Patient Care ◽  
National Survey ◽  
Treatment Options ◽  
Secondary Analysis ◽  
Patient Treatment ◽  
Multidisciplinary Teams ◽  
Quality And Safety ◽  
Treatment Protocols ◽  
The Uk ◽  
The Impact

BackgroundCancer is diagnosed and managed by multidisciplinary teams (MDTs) in the UK and worldwide, these teams meet regularly in MDT meetings (MDMs) to discuss individual patient treatment options. Rising cancer incidence and increasing case complexity have increased pressure on MDMs. Streamlining discussions has been suggested as a way to enhance efficiency and to ensure high-quality discussion of complex cases.MethodsSecondary analysis of quantitative and qualitative data from a national survey of 1220 MDT members regarding their views about streamlining MDM discussions.ResultsThe majority of participants agreed that streamlining discussions may be beneficial although variable interpretations of ‘streamlining’ were apparent. Agreement levels varied significantly by tumour type and occupational group. The main reason for opposing streamlining were concerns about the possible impact on the quality and safety of patient care. Participants suggested a range of alternative approaches for improving efficiency in MDMs in addition to the use of treatment protocols and pre-MDT meetings.ConclusionsThis work complements previous analyses in supporting the development of tumour-specific guidance for streamlining MDM discussions considering a range of approaches. The information provided about the variation in opinions between MDT for different tumour types will inform the development of these guidelines. The evidence for variation in opinions between those in different occupational groups and the reasons underlying these opinions will facilitate their implementation. The impact of any changes in MDM practices on the quality and safety of patient care requires evaluation.

Student-selected components: bringing more ENT into the undergraduate curriculum

2006 ◽  
Vol 121 (8) ◽  
pp. 783-785 ◽  
Author(s):  
R M Newbegin ◽  
J C Rhodes ◽  
L M Flood ◽  
H C Richardson
Keyword(s):  
Primary Care ◽  
Medical Students ◽  
Surgical Training ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Undergraduate Training ◽  
Undergraduate Medical Curriculum ◽  
Recent Innovation ◽  
Primary Care Practitioners ◽  
The Uk

AbstractExposure to otolaryngology is currently minimal in the UK undergraduate medical curriculum. This may lead to difficulties in attracting graduates into higher ENT surgical training and in ensuring a reasonable standard of ENT knowledge amongst primary care practitioners.A recent innovation, of which many ENT units may be unaware, is the introduction to the undergraduate curriculum of ‘student-selected components’. Like the traditional elective, this allows students to undertake an attachment to a speciality and department of their choice. Units which do not regularly teach medical students but which have a welcoming and enthusiastic approach to undergraduate training may well be ideal hosts.This paper introduces the concepts underlying student-selected components, outlines the preparation required and offers a template for such an attachment, for which ENT is ideally suited.

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