Musculoskeletal ultrasound imaging standards in the UK: British Society of Skeletal Radiologists (BSSR) position statement

2021 ◽  
pp. 20210198
Author(s):  
Danoob Dalili ◽  
Andrew Carne ◽  
James MacKay ◽  
Philip O'Connor ◽  
David Silver ◽  
...  
Keyword(s):  
Ultrasound Imaging ◽  
Education And Training ◽  
Position Statement ◽  
Clinical Governance ◽  
Professional Standards ◽  
Musculoskeletal Ultrasound ◽  
British Society ◽  
The Uk ◽  
And Training ◽  
Medicolegal Issues

There has been some concern expressed by UK regulator, the Professional Standards Authority regarding the risks arising from Independent sonographer practices. The Professional Standards Authority presented evidence demonstrating that there are instances of harm occurring because of errors made by non-radiologists performing musculoskeletal ultrasound (MSKUS), particularly MSKUS-guided interventions. This document summarises British Society of Skeletal Radiologists position for Musculoskeletal use of ultrasound in UK, representing the agreed consensus of experts from the British Society of Skeletal Radiologists Ultrasound committee. The purpose of this position statement is to review the current practices affecting the delivery of MSKUS. Recommendations are given for education and training, audit and clinical governance, reporting, and medicolegal issues.

scholarly journals Doctors’ views about their work, education and training three years after graduation in the UK: questionnaire survey

JRSM Open ◽  
2015 ◽  
Vol 6 (12) ◽  
pp. 205427041561630 ◽  
Author(s):  
Trevor Lambert ◽  
Fay Smith ◽  
Michael J Goldacre
Keyword(s):  
Questionnaire Survey ◽  
Education And Training ◽  
The Uk ◽  
Work Education ◽  
And Training

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.

scholarly journals The College: an analysis of members' views

1999 ◽  
Vol 23 (1) ◽  
pp. 11-15 ◽  
Author(s):  
R. E. Kendell ◽  
R. Duffett
Keyword(s):  
British Journal ◽  
Random Sample ◽  
Response Rate ◽  
Education And Training ◽  
Republic Of Ireland ◽  
Department Of Health ◽  
The Republic ◽  
Large Random Sample ◽  
The Uk ◽  
And Training

Aims and methodIn November 1997 a questionnaire was sent to a large random sample of members, fellows, affiliates and inceptors living in the UK or the Republic of Ireland.ResultsOne thousand four hundred and seventy-six completed questionnaires were available for analysis, a response rate of 63%. The College was complemented for raising standards of education and training in psychiatry and criticised for not trying hard enough, or failing, to influence the policies of the Department of Health. A high proportion of respondents highly valued the British Journal of Psychiatry and Psychiatric Bulletin but few made use of the library. A high percentage of Irish, Welsh and Scottish members, and of members of the five smaller faculties, participated in and expressed their appreciation of the activities of the College.ImplicationsWhatever its other failings the College is not dominated by general psychiatrists and their interests, or by London-based psychiatrists. It is surprisingly successful at involving Scottish, Welsh and Irish psychiatrists, and members of the smaller faculties, in its activities. To some extent, however, the faculties are thriving at the expense of the English divisions.

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 The Postgraduate Medical Education and Training Board (PMETB) goes live

2005 ◽  
Vol 29 (11) ◽  
pp. 431-433 ◽  
Author(s):  
Nick Brown
Keyword(s):  
Medical Education ◽  
Medical Practice ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Education And Training ◽  
Medical Education And Training ◽  
The Uk ◽  
And Training ◽  
Practice Education

The Postgraduate Education and Training Board (PMETB) was established by the General and Specialist Medical Practice (Education and Qualifications) Order, approved by parliament on 4 April 2003 to develop a single, unifying framework for postgraduate medical education and training across the UK. The Order placed a duty on the Board to establish, maintain and develop standards and requirements relating to all aspects of postgraduate medical education and training in the UK.

Work-Based Learning, Theory and Practice

2003 ◽  
Vol 17 (3) ◽  
pp. 163-178 ◽  
Author(s):  
Evelyn Boyd ◽  
Hazel Knox ◽  
John Struthers
Keyword(s):  
Education And Training ◽  
Training Needs ◽  
Theory And Practice ◽  
Partnership Model ◽  
Wide Range ◽  
Effective Development ◽  
The Uk ◽  
Contemporary Education ◽  
And Training

This paper begins with a discussion and analysis of the relevance of work-based learning to contemporary education and training needs. It then briefly outlines changes in attitudes and approaches to higher education and training in the UK over the past few decades and highlights the new ‘learning partnership model’ (LPM) as one that offers great potential for the effective development of a wide range of skills. In this context, the authors present a detailed analytical case study of a European-funded Adapt-University for Industry project that sought to identify training needs and to provide guidance and advice on work-based learning opportunities for a variety of Scottish small and medium-sized enterprises (SMEs). Using Training Needs Analysis, the authors assess the difficulties as well as the opportunities inherent in such projects. The findings illustrate the heterogeneity of the SMEs' training and guidance requirements and highlight the importance of addressing the tension that exists between the different expectations of employers and employees in relation to training needs and benefits.

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