An innovative method of expanding the support for doctors returning to training in psychiatry after a period of extended leave: the Sheffield Mindful Support Programme

AimsTo offer regular continuous professional development opportunities covering both clinical and non-clinical skills to trainees and trainers and enhance their experience and skills to increase their wellbeing and resilience.BackgroundThere are approximately 50,000 doctors undertaking postgraduate training in England. Of these, 10% (5000) are taking approved time out of training at any time. A 2017 HEE survey revealed that doctors returning to work reported numerous concerns. Based on these and with the backdrop of the Bawa-Gaba case HEE's Supported return to Training programme (SuppoRTT) was developed.We at Sheffield Health and Social Care NHS Foundation Trust devised a unique “Mindful SuppoRTT” initiative and were successful in securing funding from HEE. Part of which was the organisation of a conference aimed at various groups of doctors including those who have previously had time out of training, are currently out of training and those considering time out.The Sheffield Mindful SuppoRTT Programme not only aimed to provide a structured and systematic process for planning and returning from absence, but also focussed on enhancing performance through promoting the wellbeing of participants and supporting them with important clinical and non-clinical skills.Method2-day twice yearly conferences, which covered training on speciality specific as well as non-technical skills were organised. The clinical workshops covered interactive sessions of common and emergency clinical scenarios. A wide range of non-technical skills such as an introduction to mindfulness, tai chi, resilience, team-working and leadership, “Thinking Environment” and meditation were introduced and developed using bespoke training. Feedback was collected at the end of each conference day. The attendees were asked to use a 5-point Likert scale (5 being the highest) to rate their satisfaction with the day and to highlight which sessions they found most and least useful.ResultThe attendee satisfaction rate was high. The first conference had ratings of 56% of attendees scoring 5 (excellent) and the remainder scoring 4 (very good). The second conference achieved even higher satisfaction ratings with 94% of attendees scoring 5 and the remainder scoring 4.ConclusionThe conference had high attendee satisfaction. The hope is to expand on its success and open it up to delegates from all specialities within HEE South Yorkshire and the Humber. Evaluation of the long-term impact of this programme is also warranted.

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TP8.2.24 Returning to Surgical Training - a survey of surgical trainees' experiences in Yorkshire and the Humber Deanery

British Journal of Surgery ◽

10.1093/bjs/znab362.095 ◽

2021 ◽

Vol 108 (Supplement_7) ◽

Author(s):

Eleanor Richards ◽

Paul Renwick

Keyword(s):

Return To Work ◽

Work Experience ◽

Online Survey ◽

Parental Leave ◽

Technical Skills ◽

Skills Training ◽

Training Programme ◽

Time Out ◽

Surgical Trainees ◽

Clinical Scenarios

Abstract Aims To assess the support given to this deanery's surgical trainees returning after time out of programme. Methods An online survey was circulated to surgical trainees within the deanery. The survey included questions about their return, on calls, their experience of support and to evaluate interest in a return to work course. Results Of 35 respondents, 33 had had time out of training. Reasons were health (2), leadership fellow (3), research (11), research and parental leave (6) and parental leave alone (11). Twenty-three trainees reported feeling well supported, 4 were neutral and 6 reported negative experiences. Many returned to a new trust. Twenty were on-call within the first few days and 5 felt unprepared for this. Confidence and operative skills were commonly affected. Whilst trainees out for research or leadership deemed a return to work course unnecessary, those returning from parental leave expressed interest. This could enable trainees to network and gain information and support from peers and senior colleagues. Respondents came from a wide mix of surgical specialties indicating bespoke cadaveric courses might be appropriate. Childcare friendly hours were a priority. Conclusions There is scope for significantly improving the return to work experience through the SuppoRRT (Supported Return to Training) programme. Returning to an on-call shift or being prevented from attending induction is unacceptable. This deanery is developing a surgical return to work course combining cadaveric and animal model technical skills training with clinical scenarios for non technical skills. This is hoped to help improve returning trainees' confidence and operative skills, both commonly affected by time out of training.

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Reflection on and Exploration of a Standardized Resident Training Programme Based on a Comprehensive Examination of Clinical Skills

International Research in Higher Education ◽

10.5430/irhe.v3n2p17 ◽

2018 ◽

Vol 3 (2) ◽

pp. 17

Author(s):

Jing Yang ◽

Chun-ting Lu ◽

Dan Wang ◽

Bi-yao Su ◽

Si-min Huang

Keyword(s):

Internal Medicine ◽

Clinical Skills ◽

Case Analysis ◽

Skills Training ◽

Training Programme ◽

Resident Training ◽

Entrance Examination ◽

Training Plan ◽

Clinical Scenarios ◽

And Training

To identify the optimal clinical skills training programme for internal medicine residents by reflecting upon and analysing the usual training plan and arrangement, and practical tests according to the national standardized resident training policies and requirements. The 3-year-rotation and training plan of the 2013 and 2014 internal medicine resident cohorts, the basic skills and case analysis scores on the basic entrance examination and final graduation examination were reflected, summarized and compared with the ultimate purpose of evaluating standardized resident training. This knowledge was used to perfect a competency-oriented training system that integrated clinical theory, clinical scenarios, clinical skills, bedside teaching, learning, etc. After a 3-year programme of standardized training, the residents’ clinical skills were significantly improved. Statistically significant enhancements (P<0.05) were observed in the case analysis and clinical skills test scores between the basic entrance and graduation examinations of the trainees in both the 2013 and 2014 cohorts. No significant differences (P>0.05) were observed between the trainees in the 2013 and 2014 cohorts in their graduation scores on the clinical skills and case analysis tests, suggesting that both cohorts achieved the same level of mastery and reached the standardized training target, which also reflected the homogeneity of the residency training programme. While this study indicated that the training method was effective, exploring better models in the future is warranted. In conclusion, as a national policy, continuously incorporating reflection and exploration is necessary for designing a reasonable programme for standardized resident training. In this study, analysis of the basic entrance and graduation examinations of comprehensive clinical skills were important for developing an effective standardized resident training programme and training team with satisfactory teaching effects. By this way, implementing and starting new training methods gradually will be improved and especially carried out from 2015 cohorts. Therefore, the residents' clinical competence will be enhanced and also for undergraduates’ and postgraduates’ education as well. At last, the national education criteria for residency will be met.

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Survey-based experiential learning - means of raising professional awareness in developing countries

European Journal of Public Health ◽

10.1093/eurpub/ckz186.547 ◽

2019 ◽

Vol 29 (Supplement_4) ◽

Author(s):

R Hodza-Beganovic ◽

P Berggren ◽

K Hugelius ◽

S Edelbring

Keyword(s):

Experiential Learning ◽

Professional Competence ◽

Clinical Skills ◽

Technical Skills ◽

Skills Training ◽

Local Context ◽

Learning Approach ◽

Clinical Scenarios ◽

Core Concepts ◽

Organizational Levels

Abstract Background Healthcare in post-war Balkans is still under development. Healthcare changes towards more complex clinical scenarios that need different competencies around patients. This study reports on survey based learning to increasing professional awareness for developing sustainable healthcare settings using an experiential learning approach. Methods In this study, researchers and educators identified non-technical skills concepts on individual, team, and organizational levels. These concepts were contextualized into the local setting through interactive workshops. Two pediatric surgery clinics in Kosovo and Bosnia and Herzegovina participated who were part of an international clinical skills training project. The tools and surveys were: Johari window, Kolb’s learning style questionnaire, team members exchange quality scale, the IPEC framework for interprofessional competence, Team STEPPS observation tool and organizational models. Results A model is developed for contextualizing core concepts on professional awareness into a local developing healthcare setting. It entails three steps conducted in consecutive workshops: Identifying research-based concepts on professional competence on individual, team and organizational levels. Facilitating local contextualization of these concepts by using surveys in interactive workshops. Agreeing on indicators to maintain high professional awareness. Conclusions Capacity-building in public health can be conducted through increasing professional awareness. Professional awareness can be approached in individual, team and organizational dimensions. Established core concepts of non-technical skills can be contextualized in other cultures through a survey-based experiential learning approach. Key messages Professional individual, team and organizational awareness is a vital part of conducting efficient healthcare. The professional awareness can be enhanced through processing core concepts in a local context through facilitated workshops.

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Simulation training for clinicians returning to practice

British Journal of Hospital Medicine ◽

10.12968/hmed.2020.0587 ◽

2021 ◽

Vol 82 (1) ◽

pp. 1-13

Author(s):

AH MacCuish ◽

M McNulty ◽

C Bryant ◽

A Deaner ◽

J Birns

Keyword(s):

Internal Medicine ◽

Simulation Training ◽

Healthcare Professionals ◽

Poor Performance ◽

Technical Skills ◽

Performance Ratings ◽

Effective Learning ◽

Learning Platform ◽

Time Out ◽

Clinical Scenarios

Many doctors take time out of clinical practice, and then have decreased confidence and poor performance ratings on their return. Simulation training provides a safe and effective learning platform for healthcare professionals to become immersed in realistic scenarios that provide an opportunity to develop technical and non-technical skills. A standardised, 1-day, multi-fidelity, interprofessional, simulation training course was developed and delivered at four sites, focusing on human factors, patient safety and acute clinical scenarios relevant for clinicians returning to practice in internal medicine. A total of 56 participants, with a median time out of training of 3.6 years, attended seven courses. Quantitative and qualitative analysis showed a significant pre/post-course increase in candidates' self-reported confidence in returning to practice along with learning in non-technical skills. The carefully designed standardised format may facilitate wider expansion of such training.

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56. Proficiency at the end of practice predicts retention of a technical clinical skills

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2817 ◽

2007 ◽

Vol 30 (4) ◽

pp. 59

Author(s):

H. Carnahan ◽

E. Hagemann ◽

A. Dubrowski

Keyword(s):

Virtual Reality ◽

Clinical Skills ◽

Clinical Skill ◽

Technical Skills ◽

Skills Training ◽

Retention Performance ◽

Specific Criterion ◽

Practice Trials ◽

Practice Time ◽

Criterion Time

A debate is emerging regarding the efficacy of proficiency based versus duration based training of technical skills. It is not clear whether the performance level attained at the end of practice (i.e., proficiency criteria), or the overall amount of practice performed during learning will best predict the retention of a technical clinical skill. The skill learned was the single-handed double square-knot. Forty two trainees learned the skill through video-based instruction and were divided into three groups (14 participants per group) each with a specific criterion time to tie the knot (10, 15, and 20 seconds). Practice continued until participants completed the knot within their criterion time. The total number of trials, and the overall practice time required to obtain each respective criterion were recorded during practice. Participants returned one-week later for a timed retention test consisting of one trial of the knot tying skill with no video instruction. A multiple regression analysis tested whether the amount of practice, the total practice time, or the criterion reached at the end of practice was the best predictor of the time taken to perform the skill during retention. This analysis showed that the number of practice trials was highly correlated with total practice time (r = .82, p = .01), therefore total practice time was withdrawn as a predictor variable from the subsequent analysis. The regression showed that the only significant predictor of retention performance was the criterion reached at the end of practice (p = .03). The number of practice trials was not found to significantly predict the retention performance (p = .87). The results support the notion that proficiency based training results in better retention of a technical clinical skill in comparison to duration based approaches. This provides evidence for the introduction of proficiency based educational approaches in technical skills curricula. Jowett N, LeBlanc V, Xeroulis G, MacRae H, Dubrowski A. Surgical skill acquisition with self-directed practice using computer-based video training. Am J Surg. 2007; 193(2):237-42. Gallagher AG, Ritter EM, Champion H, Higgins G, Fried MP, Moses G, Smith CD, Satava RM. Virtual reality simulation for the operating room: proficiency-based training as a paradigm shift in surgical skills training. Ann Surg. 2005; 241(2):364-72. Van Sickle KR, Ritter EM, McClusky DA, Lederman A, Baghai M, Gallagher AG, Smith CD. Attempted establishment of proficiency levels for laparoscopic performance on a national scale using simulation: the results from the 2004 SAGES Minimally Invasive Surgical Trainer-Virtual Reality (MIST-VR) learning center study. Surg Endosc. 2007; 21(1):5-10.

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An Exploration of Learning Results and Curricula Gaps Within an Online Grandfamilies Certificate Program

Innovation in Aging ◽

10.1093/geroni/igaa057.231 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 70-71

Author(s):

Jennifer Crittenden

Keyword(s):

Online Education ◽

Continuing Education ◽

Social Services ◽

Grandparents Raising Grandchildren ◽

Wide Range ◽

Program Content ◽

Initial Program ◽

Individual Program ◽

Long Term Impact ◽

Training Opportunities

Abstract Professionals who work with grandparents raising grandchildren have cross-cutting training needs that span content in gerontology, social services, child welfare and program development. To address these needs, a unique, asynchronous, online continuing education program was launched by the UMaine Center on Aging. To-date the program has 177 individual program completers with learners from across the U.S. and Hong Kong that are affiliated with a diverse set of organizations and perform a wide range of professional and lay functions. Participant data indicate that the program has appealed to a wide variety of learners including participants who serve caregivers generally (60.8%) and grandparents raising grandchildren specifically (81%). A small majority (55.6%) of the agency-based learners reported serving, on average, more than 40 grandfamilies annually. Self-reported learning levels were notable ranging from a mean low of 3.46 out of 4 points (N = 157, SD = 0.59) for the volunteer recruitment and mentorship programming module to a mean high of 3.79 (N = 167 ,SD = 0.45) for the caregiver self-care module. Evaluation results from the first seven learner cohorts underscore the efficacy of program content as well as the utility of performing an initial program needs assessment to guide curriculum development. Practice implications for future continuing education efforts targeting grandfamilies professionals and lay leaders include: the need for easily accessible online education in combination with supplemental training opportunities addressing topics such as the long-term impact of substance use disorder and trauma combined with locally relevant content on grandfamilies and legal resources.

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Near-Infrared Spectroscopy for Monitoring Sternocleidomastoid Muscular Oxygenation during Isometric Flexion for Patients with Mild Nonspecific Neck Pain: A Pilot Study

Sensors ◽

10.3390/s20082197 ◽

2020 ◽

Vol 20 (8) ◽

pp. 2197

Author(s):

Chia-Chi Yang ◽

Po-Ching Yang ◽

Jia-Jin J. Chen ◽

Yi-Horng Lai ◽

Chia-Han Hu ◽

...

Keyword(s):

Infrared Spectroscopy ◽

Neck Pain ◽

Near Infrared Spectroscopy ◽

Isometric Contraction ◽

Oxidative Metabolism ◽

Near Infrared ◽

Maximum Voluntary Isometric Contraction ◽

Clinical Scenarios ◽

Wide Range ◽

Asymptomatic Individuals

Since there is merit in noninvasive monitoring of muscular oxidative metabolism for near-infrared spectroscopy in a wide range of clinical scenarios, the present study attempted to evaluate the clinical usability for featuring the modulatory strategies of sternocleidomastoid muscular oxygenation using near-infrared spectroscopy in mild nonspecific neck pain patients. The muscular oxygenation variables of the dominant or affected sternocleidomastoid muscles of interest were extracted at 25% of the maximum voluntary isometric contraction from ten patients (5 males and 5 females, 23.6 ± 4.2 years) and asymptomatic individuals (6 males and 4 females, 24.0 ± 5.1 years) using near-infrared spectroscopy. Only a shorter half-deoxygenation time of oxygen saturation during a sternocleidomastoid isometric contraction was noted in patients compared to asymptomatic individuals (10.43 ± 1.79 s vs. 13.82 ± 1.42 s, p < 0.001). Even though the lack of statically significant differences in most of the muscular oxygenation variables failed to refine the definite pathogenic mechanisms underlying nonspecific neck pain, the findings of modulatory strategies of faster deoxygenation implied that near-infrared spectroscopy appears to have practical potential to provide relevant physiological information regarding muscular oxidative metabolism and constituted convincing preliminary evidences of the adaptive manipulations rather than pathological responses of oxidative metabolism capacity of sternocleidomastoid muscles in nonspecific neck patients with mild disability.

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Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study

Dentistry Journal ◽

10.3390/dj9050057 ◽

2021 ◽

Vol 9 (5) ◽

pp. 57

Author(s):

Antonio M. Lluch ◽

Clàudia Lluch ◽

María Arregui ◽

Esther Jiménez ◽

Luis Giner-Tarrida

Keyword(s):

Clinical Practice ◽

Skill Acquisition ◽

Clinical Training ◽

Peer Mentoring ◽

Clinical Skills ◽

Technical Skills ◽

Study Groups ◽

Self Evaluation ◽

Academic Knowledge ◽

Post Hoc

Education currently focuses on improving academic knowledge and clinical skills, but it is also important for students to develop personal and interpersonal skills from the start of their clinical practice. The aim was to evaluate the effect of peer mentoring in third-year students and to gauge the evolution of non-technical skills (NTS) acquisition up to the fifth year. The study groups were selected between September 2015 and May 2018, based on the NTS training they had or had not received: (1) fifth-year students with no training (G1); (2) third-year students mentored in NTS (G2a); and (3) a small group of fifth-year students who became mentors (G2b). A total of 276 students who took part in this study were assessed using a 114-item self-evaluation questionnaire. Data were collected from seven surveys conducted between September 2015 and May 2018, and statistical analysis was performed using one-way ANOVA and Fisher’s post-hoc test. G2a improved their non-technical skill acquisition over three years of clinical training up to their fifth year. This group and G2b showed statistically significant differences compared to non-mentored students (G1). Peer mentoring at the beginning of clinical practice is a valid option for training students in non-technical skills.

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Learning from the report of the independent medicines and medical devices safety review: “first do no harm”

Scottish Medical Journal ◽

10.1177/00369330211058467 ◽

2022 ◽

pp. 003693302110584

Author(s):

Priyanka H Krishnaswamy ◽

Marie-Anne Ledingham ◽

Veenu Tyagi ◽

Karen Lesley Guerrero

Keyword(s):

Healthcare System ◽

Medical Devices ◽

Current Response ◽

Missed Opportunities ◽

Safety Review ◽

Anti Epileptic Drug ◽

Do No Harm ◽

Clinical Scenarios ◽

Health And Social Care ◽

Learning Points

This is a review of the learning points from the Independent Medicines and Medical Devices Safety Review, 1 chaired by Baroness Julia Cumberlege CBE DL. This system-wide review was initiated by the then Secretary of State for Health and Social Care, following patient-led campaigns. It looked at how the “healthcare system reacted as a whole, and how that response can be made more robust, speedy and appropriate”. We aim to highlight the learning points for doctors in Obstetrics and Gynaecology as these are relevant to our current practice and future changes in our healthcare system. These are: Aims of the review: why it was initiated and how it was conducted Overarching themes and missed opportunities to prevent avoidable harm Three clinical scenarios: their histories, issues and adverse events associated with their use and the current response in Scotland The hormone pregnancy test - Primodos The anti-epileptic drug - sodium valproate Surgical mesh for prolapse & incontinence The recommendations made by the review and implementation guidance Responses to the review, such as apologies issued by BSUG 2 /BAUS 3 /RCOG, 4 and compensations schemes such as the Scottish scheme as recommended by the review

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Why Oral Medicine is an exemplary choice for specialty? A Comprehensive Review

10.37191/mapsci-jdr-2(1)-014 ◽

2021 ◽

Author(s):

Shibani Sahni

Keyword(s):

Clinical Skills ◽

Systemic Disease ◽

Specialty Training ◽

Oral Medicine ◽

New Techniques ◽

Oral Manifestation ◽

Complex Patients ◽

Wide Range ◽

Future Direction ◽

Definition Of

The purpose of this article was to describe a narrative review of the literature for understanding the reasons behind Oral Medicine gaining popularity as a choice for post graduate specialty training. Oral Medicine is the intersection of medicine and dentistry, and the clinicians are responsible for the management of oral mucosal disease, salivary gland dysfunction and oral manifestation of systemic disease, and facial pain in the definition of oral medicine and hence having a wide range of responsibilities. Breadth of knowledge on medically complex patients for example, rheumatologic, cardiovascular, cancer, endocrine, immuno-deficiency patients is required, which makes it an extremely interesting specialty and enables the clinicians to provide interdisciplinary care to the patients. It is important for dental education to foster new techniques in learning and preparing the students for clinical skills prior to patient care. The scope of impact of Oral Medicine has increased over the years, leading to it gaining popularity amongst dentists to take it up as a specialty training. The future direction of the study will be to understand how to enhance the research, clinical practice, and education for Oral Medicine.

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