scholarly journals How does participation in a voluntary prize exam affect medical students’ knowledge and interest in ENT, plastic surgery, ophthalmology and dermatology?

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Razan Nour ◽  
Kerry Jobling ◽  
Alasdair Mayer ◽  
Salma Babikir
Keyword(s):  
Medical Students ◽  
Plastic Surgery ◽  
Pilot Project ◽  
Junior Doctors ◽  
Free Text ◽  
Medical Specialties ◽  
Spare Time ◽  
Before And After ◽  
To Receive ◽  
Interest And Knowledge

Abstract Background Otolaryngology (ENT), plastic surgery, ophthalmology and dermatology are medical specialties which tend to receive less coverage in UK medical school curricula compared to larger, generalist specialties. As a result, there are fewer opportunities for medical students to learn and to cultivate an interest. There are numerous papers that report concerns about junior doctors’ ability to manage conditions within these specialties, which may jeopardise patient safety. The aim of our pilot project was to increase medical students’ interest and knowledge of ENT, plastic surgery, ophthalmology and dermatology. In addition to describing our project, we present and discuss literature on UK undergraduate education in these specialties and its impact on preparedness of junior doctors and future career choices. Methods One hundred twelve final year medical students at Newcastle University were invited to take part in a voluntary two-part (written and clinical) exam, in which prizes could be won and all participants would receive a certificate of participation. We distributed two online surveys to the students, one administered before the exam and one afterwards. Data was collected regarding the students’ motivation for entering the prize exam and the students’ baseline interest and knowledge in these specialties before and after the prize exam. Free-text responses were collected about the students’ opinion of the project and whether participation was beneficial. Results Sixteen students participated in the exam. There was a statistically significant increase in the students’ knowledge in ENT (p < 0.000), plastic surgery (p < 0.000), ophthalmology (p < 0.028) and dermatology (p < 0.012) after participation in the exam, but not in their interest levels. ENT was the preferred specialty of our cohort. The students reported that they found participation beneficial to their learning, particularly receiving exam feedback and explanations to exam questions. Conclusions This pilot project was a useful intervention in increasing medical students’ knowledge in these specialties, but not in their levels of interest. It also demonstrates that medical students are willing to participate in voluntary initiatives (in their spare time) to gain more learning opportunities and that medical students value timely exam feedback to guide their revision.

Auricular Acupuncture for Pre-Exam Anxiety in Medical Students: A Prospective Observational Pilot Investigation

2016 ◽  
Vol 34 (2) ◽  
pp. 90-94 ◽  
Author(s):  
Catharina Klausenitz ◽  
Thomas Hesse ◽  
Henriette Hacker ◽  
Klaus Hahnenkamp ◽  
Taras Usichenko
Keyword(s):  
Medical Students ◽  
Outcome Measurement ◽  
Controlled Trial ◽  
Final Analysis ◽  
Auricular Acupuncture ◽  
Before And After ◽  
Pilot Investigation ◽  
Exam Anxiety ◽  
Randomised Controlled ◽  
To Receive

Objective Auricular acupuncture (AA) is effective for the treatment of preoperative anxiety. We aimed to study the feasibility and effects of AA on exam anxiety in a prospective observational pilot study. Methods Healthy medical students received bilateral AA using indwelling fixed needles at points MA-IC1, MA-TF1, MA-SC, MA-AH7, and MA-T on the day before an anatomy exam. The needles were removed after the exam. Anxiety levels were measured using the State-Trait-Anxiety Inventory (STAI) and a 100 mm visual analogue scale (VAS-100) before and after the AA intervention and once again immediately before the exam. The duration of sleep on the night before the exam was recorded and compared to that over the preceding 1 week and 6 months (all through students’ recollection). In addition, blood pressure, heart rate and the acceptability of AA to the students were recorded. Results Ten students (all female) were included in the final analysis. All tolerated the needles well and stated they would wish to receive AA again for exam anxiety in the future. Exam anxiety measured using both STAI and VAS-100 decreased by almost 20% after AA. Conclusions AA was well accepted, the outcome measurement was feasible, and the results have facilitated the calculation of the sample size for a subsequent randomised controlled trial.

A survey of how and why medical students and junior doctors choose a career in ENT surgery

2016 ◽  
Vol 130 (11) ◽  
pp. 1054-1058 ◽  
Author(s):  
M Bhutta ◽  
R Mandavia ◽  
I Syed ◽  
A Qureshi ◽  
R Hettige ◽  
...  
Keyword(s):  
Medical Students ◽  
Role Models ◽  
Graduate Training ◽  
Forced Response ◽  
Junior Doctors ◽  
Free Text ◽  
Post Graduate ◽  
Ent Surgery ◽  
Post Graduate Training ◽  
National Selection

AbstractObjective:To ascertain determinants of an interest in a career in ENT surgery through a survey of medical students and junior doctors.Methods:A survey was administered, comprising Likert scales, forced response and single option questions, and free text responses, at five different courses or events for those interested in a career in ENT.Results:The survey had an 87 per cent response rate; respondents consisted of 43 applicants for national selection, 15 foundation doctors and 23 medical students. The most important factors that encourage ENT as a career included: the variety of operative procedures, work–life balance, inherent interest in this clinical area and inspirational senior role models. Exposure to ENT in undergraduate or post-graduate training is critical in deciding to pursue this specialty.Conclusion:It is important to promote those aspects of ENT surgery that attract people to it, and to argue for greater exposure to ENT during undergraduate and post-graduate training.

scholarly journals SP2.2.9Using high fidelity simulation to improve hospital-based medical student education

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Marc Huttman ◽  
Hui Fen Koo ◽  
Charlotte Boardman ◽  
Michael Saunders
Keyword(s):  
Medical Students ◽  
Clinical Decision Making ◽  
Medical Student Education ◽  
District General Hospital ◽  
Clinical Decision ◽  
Free Text ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Qualitative Feedback ◽  
Before And After

Abstract Introduction The evidence shows that experiential learning has multiple benefits in preparing medical students for foundation training. An immersive ‘on call simulation’ session was designed for final-year medical students at a district general hospital. The aim of this project was to assess how beneficial the sessions were and how they can be improved. Methods Pairs of students received 12 bleeps over 2 hours directing them to wards where mock patient folders were placed. Students prioritised bleeps involving deteriorating patients, chasing results and dealing with nursing queries. Simulated senior input was available from the session facilitator. A structured debrief session allowed discussion of each case. Quantitative feedback was gathered using a sliding scale (measured in percentage) for confidence before and after the session. Qualitative feedback was gathered using a free-text box. Results Four sessions were held between October 2020 and January 2021 for a total of 28 students, of which 26 provided feedback. Average confidence increased from 38% to 66%. 96% of students were ‘extremely satisfied’ with the session. Feedback included: “Incredibly immersive and fun” and “I was made to think through my priorities and decisions”. Improvements could be made by using actors/mannequins to simulate unwell patients and by use of skills models. Conclusion High fidelity simulation training is valuable and should be considered a standard part of the student curriculum. It is particularly suited to final year students who have the required clinical knowledge for foundation training but are still developing confidence in clinical decision making and prioritisation.

scholarly journals Psychiatry at the Careers Fair

1983 ◽  
Vol 7 (12) ◽  
pp. 222-223
Author(s):  
David Goldberg
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Junior Doctors ◽  
Medical Specialties

Earlier this year the Department of Psychiatry was invited to participate in a Careers Fair at the Medical School, organized by the Postgraduate Dean's Department rather than the BMA. This fair was aimed at medical students and junior doctors, and consisted of poster displays and stands by many different medical specialties. The students attended in huge numbers and in discussions afterwards their representatives commented that it was particularly helpful to realize that careers were available in specialties such as dermatology, venereology and some branches of chemical pathology.

scholarly journals Feedback after OSCE: A comparison of face to face versus an enhanced written feedback

2020 ◽  
Author(s):  
Chin Fang Ngim ◽  
Paul Douglas Fullerton ◽  
Vanassa Ratnasingam ◽  
Valliammai Jayanthi Thirunavuk Arasoo ◽  
Nisha Angela Dominic ◽  
...  
Keyword(s):  
Medical Students ◽  
Asian Students ◽  
Free Text ◽  
Immediate Feedback ◽  
Face To Face ◽  
Video Recordings ◽  
Objective Structured Clinical Exam ◽  
Fourth Year Medical Students ◽  
Performance Results ◽  
To Receive

Abstract Background The Objective Structured Clinical Exam (OSCE) is a useful means of generating meaningful feedback. OSCE feedback may be in various forms (written, face to face and audio or video recordings). Studies on OSCE feedback are uncommon, especially involving Asian medical students. Methods We compared two methods of OSCE feedback delivered to fourth year medical students in Malaysia: (i) Face to face (FTF) immediate feedback (semester one) (ii) Individualised enhanced written (EW) feedback containing detailed scores in each domain, examiners’ free text comments and the answer guide (semester two). Both methods were evaluated by students and staff examiners, and students’ responses were compared against their OSCE performance. Results Of the 116 students who sat for both formative OSCEs, 82.8% (n = 96) and 86.2% (n = 100) responded to the first and second survey respectively. Most students were comfortable to receive feedback (91.3% in FTF, 96% in EW) with EW feedback associated with higher comfort levels (p = 0.022). Distress affected a small number with no differences between either method (13.5% in FTF, 10% in EW, p = 0.316). Most students perceived both types of feedback improved their performance (89.6% in FTF, 95% in EW); this perception was significantly stronger for EW feedback (p = 0.008). Students who preferred EW feedback had lower OSCE scores compared to those preferring FTF feedback (mean scores ± SD: 43.8 ± 5.3 in FTF, 47.2 ± 6.5 in EW, p = 0.049). Students ranked the “answer guide” to be the most valuable aspect of the EW feedback. Tutors felt both methods of feedback were equally beneficial. Few examiners felt they needed training (21.4% in FTF, 15% in EW) but students perceived this need for tutors’ training differently (53.1% in FTF, 46% in EW) Conclusion Whilst both methods of OSCE feedback were highly valued, students preferred to receive EW feedback and felt it was more beneficial. Learning cultures of Asian students may have influenced this view. Information provided in EW feedback should be tailored accordingly to provide meaningful feedback in OSCE exams.

scholarly journals O55: FOSTERING A CULTURE OF INNOVATION IN MEDICAL STUDENTS AS FUTURE SURGEONS

2021 ◽  
Vol 108 (Supplement_1) ◽  
Author(s):  
R Sawhney ◽  
M Kenner ◽  
W Bolton
Keyword(s):  
Medical Students ◽  
New Technologies ◽  
Positive Impact ◽  
Unmet Need ◽  
Free Text ◽  
Online Questionnaire ◽  
Cultural Attitudes ◽  
Before And After ◽  
Primary Driver ◽  
Innovative Thinking

Abstract Introduction In recent years, new technologies and rising costs in the NHS have created a thirst for innovation, particularly in surgical specialties. Centres for medical education are being encouraged to cultivate enterprise and innovative thinking among their students. A one-day educational conference was organised by a student-led surgical society to introduce students to technological advancements in surgery and underline the scope for innovation within the NHS. Method The conference included: three keynote speeches, surgical skills workshops (basic and advanced suturing, plastics and general surgery-oriented skills), 3D-printing demonstration, minimally-invasive surgery simulation, virtual reality interaction and an innovation ‘hack-a-thon’ addressing an unmet need in surgery. An online questionnaire comprising Likert-scale and free-text responses was circulated to all attendees. Result 72 delegates attended and 63 completed feedback forms (87.5%). As a consequence of attending the conference, participants reported an increase in interest in surgical careers (4.40-4.68, p &lt;0.001), inspiration to innovate (3.77-4.21, p &lt;0.001), and ability to innovate (3.69-4.06, p &lt;0.001) before and after attending. Furthermore, 89% of delegates saw more scope for innovation in the NHS as a result of attending the conference. Finances and cultural attitudes resisting change were identified as major barriers to innovation; necessity for innovation (cost-cutting, improving patient outcomes and quality of life) was the primary driver. Conclusion This event had a significant impact on fostering innovative thinking among medical students. From the results, interventions listed above are meaningful in encouraging a culture of innovation among future surgeons. Take-home message This student-led conference had a positive impact on fostering innovative thinking among medical students. From the results, interventions such as inspiring talks, interactive skills workshops, and hack-a-thons can be meaningful tools for encouraging a culture of innovation among future surgeons.

Changing perceptions: a multicentre survey of final-year medical students’ and junior doctors’ perceptions of diabetes and endocrinology

2019 ◽  
Vol 96 (1140) ◽  
pp. 589-593
Author(s):  
Amar Puttanna ◽  
Megan L Byrne ◽  
Susannah N Eyre-Brook ◽  
Mayuri Madhra ◽  
Munachiso Nwokolo ◽  
...  
Keyword(s):  
National Health Service ◽  
Medical Students ◽  
Health Service ◽  
Outpatient Clinics ◽  
Junior Doctors ◽  
Medical Specialties ◽  
Clinical Exposure ◽  
Foundation Programme ◽  
Career Pathway ◽  
West Midlands

Purpose of the studyThe National Health Service is experiencing a recruitment crisis across many medical specialties. Diabetes and endocrinology (D&E) is failing to fill training posts with only 77%, 83% and 73% of posts filled overall in 2016, 2017 and 2018, respectively.Study designWe surveyed 316 final-year medical students and undifferentiated trainees (from foundation programme doctors to core medical trainees), across the South Thames, Northern and West Midlands deaneries in England to gain an understanding of perceptions of the specialty.Results9% of respondents were considering a career in D&E. Factors such as ‘being the medical registrar’ (27%), being a ‘non-procedural specialty’ (23%) and ‘looking after majority of general medical admissions’ (22%) were cited as the most common reasons why D&E is an unattractive career choice. 51% reported inadequate exposure to D&E. Factors that made respondents more likely to want to pursue a career in D&E included having undertaken a placement in the specialty and having exposure to outpatient clinics. Methods to improve awareness and uptake, such as increased teaching and clinical exposure, and the opportunity to attend taster events were frequently highlighted.ConclusionsThe results from this survey, the first of its kind on perceptions of D&E as a career pathway, reveal a worrying lack of interest in, and exposure to, D&E among current final-year medical students and undifferentiated trainees. These issues must be addressed in order to improve D&E recruitment rates.

3 Peer-Produced Induction Material for Foundation Year One Doctors in Plastic Surgery – A Quality Improvement Project

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
L Dwyer-Hemmings ◽  
L Salfity
Keyword(s):  
Quality Improvement ◽  
Plastic Surgery ◽  
Quality Care ◽  
Smooth Transition ◽  
Junior Doctors ◽  
Free Text ◽  
Post Intervention ◽  
Improvement Project ◽  
One Year ◽  
Surgery Department

Abstract Introduction Induction programmes are recommended for all junior doctors starting new posts and are mandatory for foundation year one doctors (FY1s). Constraints on time and staff mean these guidelines are not always met. This project aimed to improve the efficiency, effectiveness, and timeliness of care by designing and distributing peer-produced induction material to FY1s starting placements in plastic surgery. Method A quality-improvement methodology was utilised. Online questionnaires assessed FY1 experiences in several domains using five-point Likert scales and free-text answers. This information was used to design induction material. Material was distributed to incoming FY1 cohorts, the questionnaire was repeated, and material updated and redistributed. Results Three quality improvement cycles were performed over a one-year period. Four FY1s were surveyed pre-intervention, and four post-intervention. Post-intervention, there was a statistically significant improvement in understanding of responsibilities (+2.2, p &lt; 0.01) and departmental structure (+2.0, p = 0.018). FY1s felt confident in starting (4.75±0.5), prepared for on-calls (4.75±0.5), and satisfaction was high (4.75±0.5) Conclusions Peer-produced induction material for FY1s can improve understanding of responsibilities and structure within a plastic surgery department. This will increase confidence of new starters and facilitate smooth transition of staff, enabling the provision of high-quality care by enhancing its efficiency, effectiveness, and timeliness.

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 &lt; 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.

scholarly journals Self-Reflected Well-Being via a Smartphone App in Clinical Medical Students: Feasibility Study (Preprint)

2017 ◽  
Author(s):  
Elizabeth K Berryman ◽  
Daniel J Leonard ◽  
Andrew R Gray ◽  
Ralph Pinnock ◽  
Barry Taylor
Keyword(s):  
Medical Students ◽  
Data Collection ◽  
Well Being ◽  
Primary Objective ◽  
The Self ◽  
Smartphone App ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Negative Experiences ◽  
Before And After

BACKGROUND Well-being in medical students has become an area of concern, with a number of studies reporting high rates of clinical depression, anxiety, burnout, and suicidal ideation in this population. OBJECTIVE The aim of this study was to increase awareness of well-being in medical students by using a smartphone app. The primary objective of this study was to determine the validity and feasibility of the Particip8 app for student self-reflected well-being data collection. METHODS Undergraduate medical students of the Dunedin School of Medicine were recruited into the study. They were asked to self-reflect daily on their well-being and to note what experiences they had encountered during that day. Qualitative data were also collected both before and after the study in the form of focus groups and “free-text” email surveys. All participants consented for the data collected to be anonymously reported to the medical faculty. RESULTS A total of 29 participants (69%, 20/29 female; 31%, 9/29 male; aged 21-30 years) were enrolled, with overall median compliance of 71% at the study day level. The self-reflected well-being scores were associated with both positive and negative experiences described by the participants, with most negative experiences associated with around 20% lower well-being scores for that day; the largest effect being “receiving feedback that was not constructive or helpful,” and the most positive experiences associated with around 20% higher scores for that day. CONCLUSIONS The study of daily data collection via the Particip8 app was found to be feasible, and the self-reflected well-being scores showed validity against participant’s reflections of experiences during that day.

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