Urology boot camp for medical students: improving knowledge and confidence in preparation for clinical practice

2020 ◽  
pp. 205141582097530
Author(s):  
Ricky Ellis ◽  
Clare Ellerington ◽  
Mei-Ling Henry
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Teaching Hospital ◽  
Boot Camp ◽  
British Association ◽  
Junior Doctors ◽  
Practical Skills ◽  
Level Of Evidence ◽  
Knowledge And Skills

Objectives: Undergraduate exposure to urology is limited and junior doctors often feel underprepared for managing urological problems. We therefore established a one-day urology teaching course which covered the entire British Association of Urological Surgeons curriculum. Methods: Graduates of a teaching hospital undertook a survey regarding their practical skills and knowledge in urology ( n=20), with responses compared to a sample of students who attended the boot camp ( n=24). Results: Forty per cent of graduates thought they knew most of the curriculum and 0% knew the entire curriculum, increasing to 79.4% and 8.3%, respectively, in the post-boot camp cohort. Forty per cent felt ‘mostly prepared’ for final examinations, increasing to 70.8%; 35% rated their knowledge as ‘good’, increasing to 50%, with a further 12.5% feeling it was ‘excellent’; 0% were ‘very confident’ in examination skills, increasing to 20.8%. One hundred per cent of students thought the boot camp helped in preparation for medical finals, 70.8% felt it better prepared them for foundation training. All course candidates thought the course increased their knowledge and skills in urology. Conclusion: This urology boot camp improves medical students’ skills and knowledge. This course would benefit medical students nationally, providing comprehensive, standardised training in urology and preparing students for final examinations and foundation years. Level of evidence: Not applicable.

scholarly journals Medical students’ experiences of the benefits and influences regarding a placement mentoring programme preparing them for future practice as junior doctors: a qualitative study

BMJ Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. e032643 ◽  
Author(s):  
Ka Ying Bonnie Ng ◽  
Siobhan Lynch ◽  
Jacquie Kelly ◽  
Obinna Mba
Keyword(s):  
Medical Students ◽  
Teaching Hospital ◽  
Clinical Skills ◽  
National Level ◽  
Junior Doctors ◽  
Undergraduate Medical Students ◽  
Mentor Training ◽  
Constructive Feedback ◽  
Future Clinical Practice ◽  
Future Practice

ObjectiveTo study medical students’ views and experiences of the benefits and influences regarding a mentoring programme aimed at preparing them for future practice as a doctor during their Obstetrics and Gynaecology (O&G) placement in a UK teaching hospital.DesignA qualitative approach, employing focus groups and thematic analysis.SettingSingle-centre UK Teaching hospital.ParticipantsThirteen undergraduate medical students at the University of Southampton who had completed their standard 8-week placement in O&G and had been assigned a mentor throughout.Main outcome measuresMedical students’ experiences and perceptions of the benefits and influences of having a mentor throughout their O&G placement.ResultsFrom our data, four central themes were identified: integration, feedback, seniority and expectations. Students found mentorship useful for integration into the team, and an opportunity for constructive feedback on their clinical skills and professional skills for example, communication and team-working. Seniority and the level of contact of their mentor was the main reason for differing mentoring experiences: although senior mentors spent less time with their mentees, they were able to offer more careers advice. Students felt that the mentors and mentees were not always clear on the expectations of the mentoring programme.ConclusionsMentorship may be a useful addition to help prepare students for future clinical practice. Mentor training may improve consistency of experiences. This study demonstrates that a mentoring programme is deliverable and widely accepted by medical students in a clinical placement such as O&G, and may have wider benefits if introduced on a regional/national level.

687 The Effectiveness of a Two-Day Conference in Improving Plastic Surgery Knowledge and Skills of Medical Students and Junior Doctors

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
A Dawidziuk ◽  
C Ngadimin ◽  
R Kwasnicki ◽  
N Jallali
Keyword(s):  
Medical Students ◽  
Plastic Surgery ◽  
Aesthetic Surgery ◽  
Evaluation Study ◽  
Rank Test ◽  
Junior Doctors ◽  
Post Intervention ◽  
Knowledge And Skills ◽  
Reconstructive Ladder ◽  
Signed Rank Test

Abstract Introduction Reconstructing the Stereotype is a student-led conference organised by Imperial College Plastic, Reconstructive and Aesthetic Surgery Society providing holistic outlook on plastic surgery with lectures, tutorials, and practical workshops. The aim of this event-evaluation study was to assess the effectiveness of the conference in improving reported knowledge, skills and awareness of the specialty. Method 25 delegates (21 medical students, 4 junior doctors; mean age 23.2 years; 14 women) volunteered to complete pre- and post-intervention online questionnaires comprising 26 five-step Likert scale questions on knowledge, skills, and career in plastic surgery. Significance of comparisons was established with Wilcoxon signed-rank test using IBM SPSS V26 (p < 0.05). Results Post-conference, there was a significant increase in participants’ self-ratings across all domains investigated (p-values 0.000-0.001). Understanding of the reconstructive ladder showed largest improvement in knowledge (mean±SD: 1.96±1.27 vs 3.80±1.08), performing Z-pasty in skills (1.72±1.17 vs 3.72±1.06) and portfolio development in career category (2.28±1.17 vs 4.08±1.04). Two more participants declared considering career in plastic surgery after the conference. Conclusions A two-day student-organised conference significantly improved plastic surgery knowledge and skills of medical students and junior doctors. It also provided them with a realistic idea of what a career in the specialty entails.

SP10.2.5 It SOCS: Surgical On-Call Simulation for final year Medical Students

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Rute Castelhano ◽  
Pratha Gurung ◽  
Khine Myat Win ◽  
Christopher Waters ◽  
Nichola Coleman ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Junior Doctor ◽  
Surgical Simulation ◽  
Clinical Importance ◽  
Junior Doctors ◽  
Clinical Scenarios ◽  
Prescribing Medication ◽  
To Receive ◽  
Learning Points

Abstract Introduction Simulation is a well-known method of effectively teaching Medical students. Surgical simulation is a gap within the curriculum, especially Surgical on-call simulations. To improve this, we ran simulation sessions designed to replicate a General Surgery themed on-call shift that junior doctors should be able to manage. We aimed to improve confidence in clinical prioritisation and confidence in being an on-call Junior doctor, managing the most common on-call surgical tasks. Method Groups of 3-4 final year Medical students participated in a 2 hour-long simulated “on-call” shift, throughout the hospital. There were 8 scenarios, which ranged from prescribing to acute clinical scenarios. Students were given bleeps and were called at set times. They had to receive/give handovers and prioritise tasks according to clinical importance. A debrief following the session focussed on prioritisation and highlighted key learning points. The students completed a pre- and post-session questionnaire as assessment. Results The percentage of students who felt confident or very confident in the following domains were compared pre- and post-simulation respectively: confidence in clinical prioritisation (17% vs 86%); confidence in prescribing medication (0% vs 14%); confidence in escalation to seniors (33% vs 71%). 87.5% of the participants felt the session was an effective way to learn how to prioritise clinical tasks, and 100% felt this an effective way to learn about common General Surgical queries whilst on-call. Conclusion This project demonstrates how simulation is also effective in improving confidence in prioritisation and knowledge within clinical practice, especially surgery.

scholarly journals Improving Confidence and Practical Skills in Plastic Surgery for Medical Students and Junior Doctors: A One-Day Session

2016 ◽  
Vol 07 (09) ◽  
pp. 433-442 ◽  
Author(s):  
Billy Ching Leung ◽  
Anna De Leo ◽  
Roba Khundkar ◽  
Nelson Leung ◽  
Alistair Reed ◽  
...  
Keyword(s):  
Medical Students ◽  
Plastic Surgery ◽  
Junior Doctors ◽  
Practical Skills

scholarly journals 1617 SOCS: Surgical On-Call Simulation

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
R Castelhano ◽  
P Gurung ◽  
C Waters ◽  
K Win ◽  
N Coleman ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Junior Doctor ◽  
Surgical Simulation ◽  
Clinical Importance ◽  
Junior Doctors ◽  
Clinical Scenarios ◽  
Prescribing Medication ◽  
To Receive ◽  
Learning Points

Abstract Introduction Simulation is a well-known method of effectively teaching Medical students. The majority of the simulation scenarios are related to Medicine. Surgical simulation is a gap within the curriculum, especially Surgical on-call simulations. To improve this, we ran simulation sessions designed to replicate a General Surgery themed on-call shift that junior doctors should be able to manage. We aimed to improve confidence in clinical prioritisation and confidence in being an on-call Junior doctor, managing the most common on-call surgical tasks. Method Groups of 3-4 final year Medical students participated in a 2 hour-long simulated “on-call” shift, throughout the hospital. There were 8 scenarios, which ranged from prescribing to acute clinical scenarios. Students were given bleeps and were called at set times. They had to receive/give handovers and prioritise tasks according to clinical importance. A debrief following the session focussed on prioritisation and highlighted key learning points. The students completed a pre- and post-session questionnaire as assessment. Results The percentage of students who felt confident or very confident in the following domains were compared pre- and post-simulation respectively: confidence in clinical prioritisation (17% vs 86%); confidence in prescribing medication (0% vs 14%); confidence in escalation to seniors (33% vs 71%). 87.5% of the participants felt the session was an effective way to learn how to prioritise clinical tasks, and 100% felt this an effective way to learn about common General Surgical queries whilst on-call. Conclusions This project demonstrates how simulation is effective in improving confidence in prioritisation and knowledge within clinical practice, especially surgery.

scholarly journals Effectiveness of Helping Babies Breathe(HBB) training on knowledge for Health Professionals and Medical Students at Chitwan Medical College

2014 ◽  
Vol 4 (2) ◽  
pp. 17-19 ◽  
Author(s):  
U Maharjan ◽  
L Rajbanshi ◽  
G Dhungana
Keyword(s):  
Medical Students ◽  
Health Professionals ◽  
Educational Effectiveness ◽  
Practical Skills ◽  
Knowledge And Skills ◽  
Medical College ◽  
Helping Babies Breathe ◽  
Before And After ◽  
Passing Scores ◽  
Written Test

The educational effectiveness of HBB training on newborn simulator, knowledge of trainees from Doctors, Nurses and Medical Students was evaluated before and after training on 19 & 20 March, 10 & 11 April and 6 & 7 May 2014 respectively. A post course practical skills evaluation was performed on a Neonatalie Newborn Simulator. Participants underwent a 2 day training course of 5 hours each. Thirty nine participants completed the course. The percentages of correct answers on a written test significantly increased from 82% to 99% after training. 100% of the trainees achieved passing scores. The trainees who participate in HBB training can significantly improve their knowledge and skills on simulators. DOI: http://dx.doi.org/10.3126/jcmc.v4i2.10855 Journal of Chitwan Medical College 2014; 4(2): 17-19

scholarly journals Competency in Chest Radiography Interpretation by Junior Doctors and Final Year Medical Students at a Teaching Hospital

2020 ◽  
Vol 2020 ◽  
pp. 1-7
Author(s):  
Bashiru Babatunde Jimah ◽  
Anthony Baffour Appiah ◽  
Benjamin Dabo Sarkodie ◽  
Dorothea Anim
Keyword(s):  
Medical Students ◽  
Teaching Hospital ◽  
Chest Radiography ◽  
Medical Training ◽  
Phase 1 ◽  
Clinical History ◽  
Categorical Variables ◽  
Average Score ◽  
Junior Doctors ◽  
Significant Difference

Background. Chest radiography (CXR) is a widely used imaging technique for assessing various chest conditions; however, little is known on the medical doctors’ and medical students’ level of skills to interpret the CXRs. This study assessed the residents, medical officers, house officers, and final year medical students’ competency in CXRs interpretation and how the patient’s clinical history influences the interpretation. Methods. We conducted a cross-sectional study in the Cape Coast Teaching Hospital in the Central Region of Ghana among 99 nonradiologists, comprising 10 doctors in residency programmes, 18 medical officers, 33 house officers, and 38 final year medical students. The data collection was done with a semistructured questionnaire in two phases. In phase 1, ten CXRs were presented without patient’s clinical history. Phase 2 involved the same ten CXRs presented in the same order alongside the patient’s clinical history. Participants were given 3 minutes to interpret each image. Median and interquartile ranges were used to describe continuous variables, while frequencies and percentages were used to describe categorical variables. Test of significant difference and association was conducted using a Wilcoxon rank-sum test/Kruskal–Wallis test and chi-square (X2) test, respectively. Results. The average score for interpreting CXRs was 7.0 (IQR = 5–8) and 4.0 (IQR = 3-4), when CXRs were, respectively, presented with and without clinical history. No significant difference was seen in average scores regarding the levels of formal training. Without clinical history, only 40.0% of residents, 22.2% of medical officers, 24.2% of house officers, and 13.2% of medical students correctly interpreted CXRs, while more than 75% each of all categories correctly interpreted CXRs when presented with clinical history. However, all participants had difficulties in identifying CXR with pneumothorax (27.3% vs. 30.3%), pneumomediastinum or left rib fracture (8.1% vs. 33.3%), and lung collapse (37.4% vs. 37.4%) in both situations, with and without patient clinical history. Conclusion. The patient’s clinical history was found to greatly influence doctors’ competence in interpreting CXRs. We found a gap in doctors’ and medical students’ ability to interpret CXRs; hence, the development of this skill should be improved at all levels of medical training.

scholarly journals Knowledge of radiation legislation and radiation exposure in common radiological investigations among final year medical students, foundation doctors, specialist radiology registrars and radiographers at a UK university teaching hospital

BJR|Open ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 20180014
Author(s):  
Muhammad Omar Khan ◽  
Muhammad Saddique Khan ◽  
Osman Janjua ◽  
Ahmed Ali ◽  
Shahid Hussain
Keyword(s):  
Medical Students ◽  
Radiation Exposure ◽  
Teaching Hospital ◽  
Statistical Significance ◽  
Radiation Risk ◽  
University Teaching ◽  
P Value ◽  
Junior Doctors ◽  
Post Test ◽  
Medical Undergraduates

Objective: Junior doctors routinely request radiological investigations for patients. Prior studies have noted that among this group there is a lack of knowledge on radiation legislation and radiation exposure in common radiological investigations. However, no studies have compared this against radiology trainees and radiographers. We compared knowledge of radiation legislation and radiation exposure in common radiological investigations among final year medical students (FYMS), foundation year doctors (FY1, FY2) against specialist radiology trainees (SRT) and radiographers (RG). Methods: A 12-question multiple choice questionnaire (MCQ) was distributed to FYMS, FY1, FY2, SRT and RG at a UK teaching hospital. Questions assessed knowledge of radiation legislation and radiation-dose estimates of common radiological investigations. Mean MCQ scores were compared using one-way ANOVA and Tukey post-test to determine statistical significance (p-value < 0.05). Results: 127 participants were included in the study. Mean scores (%) for FYMS (49.3%), FY1 (52.6%) and FY2 (51.1%) were significantly lower compared to SRT (64.4%) and RG (66.3%) (p-value < 0.05). Mean test scores between FYMS, FY1 and FY2 did not significantly differ (p-value > 0.05). Conclusion: FYMS, FY1 and FY2 knowledge of radiation legislation and radiation exposure in common radiological investigations was poor compared to SRT and RG. Patients require knowledge of radiation risk to provide informed consent as per IRMER regulations, thus we propose formal teaching on the subject matter to promote radiation safety culture among medical undergraduates and postgraduates. Advances in knowledge: First study to compare knowledge of radiation legislation and radiation exposure in common radiological investigations between medical students and junior doctors to radiology trainees and radiographers.

An emergency urology skills course for the multidisciplinary team

2021 ◽  
pp. 205141582110353
Author(s):  
Jessica Gallagher ◽  
Matthew Crockett ◽  
Faith McMeekin
Keyword(s):  
Multidisciplinary Team ◽  
Health Care Professionals ◽  
Hospital Admissions ◽  
Low Cost ◽  
Junior Doctors ◽  
Practical Skills ◽  
Clinical Environment ◽  
Level Of Evidence ◽  
Improvement Project ◽  
Set Up

Urological presentations account for approximately 1.7% of emergency hospital admissions, 7.8–20% of the acute surgical take and 5–10% of visits to general practice. Training in this area is often unsatisfactory, with a third of final year medical students not feeling confident in managing urological emergencies and 6% receiving no exposure at all. Urology is a multidisciplinary speciality, and many emergency urological presentations require urgent treatment with specialised equipment or skills. A quality improvement project was set up at Gloucestershire Hospitals NHS Foundation Trust with the aim of improving experience and confidence among junior doctors and allied health-care professionals with common urological practical skills using a simulation-based course. There was an emphasis on multidisciplinary team working to mirror the clinical environment. Pre-course questionnaires showed that most participants lacked confidence with common urology practical skills, such as haematuria management (80–85%), nephrostomy management (93–95%) and suprapubic catheters (93–100%). After attending the course, confidence improved in all skills, and participant satisfaction was high, with 100% finding the course relevant to clinical practice. The course was run at low cost, free to participants and without the need for long periods of study leave, making it accessible to all. We suggest the model of this course could be easily transferred to other hospital trusts and applied to other surgical specialities for similar simulated training. Level of evidence: Level 5.

scholarly journals 1505 EASiE: ENT and Airway Simulation in Emergencies

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
P Gurung ◽  
E Luff ◽  
C Waters ◽  
R Castelhano
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Literature Review ◽  
Junior Doctors ◽  
Airway Problem ◽  
Simulation Session ◽  
Surgical Airway ◽  
Learning Points

Abstract Aim A literature review of undergraduate ENT teaching found that most final year medical students and junior doctors did not feel adequately prepared for clinical practice in ENT. Other surveys found junior doctors lack confidence in recognising or initiating management in patients with blocked tracheostomies. To improve this, we ran a simulation session designed to replicate airway emergencies that junior doctors should be able to manage. The aim was to improve confidence in and knowledge of basic management of airway emergencies, including tracheostomies. Method Groups of 4-6 final year medical students participated in 3 scenarios: 2 tracheostomy-related and 1 partially compromised airway. The students had attended a session introducing tracheostomies and the algorithms produced by the National Tracheostomy Safety Project for tracheostomy emergencies. A semi-structured debrief followed each scenario, highlighting key learning points. The students completed a pre- and post-session questionnaire, rating confidence in several domains related to the scenarios. Results Of 24 participants, the percentage of students who felt confident or very confident in the following domains were compared pre- and post-simulation respectively: recognising a potential airway problem (0% vs 71%); identifying an altered airway (0% vs 75%); managing a potentially compromised surgical airway (4% vs 71%); initially managing a compromised airway (8% vs 67%); and identifying when to escalate with a potential airway problem (25% vs 96%). Conclusions Simulation is a valuable tool that can be used to improve both knowledge and confidence in managing potential airway problems in final year medical students. This supports findings from other studies.

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