scholarly journals Radiology and the medical student: do increased hours of teaching translate to more radiologists?

BJR|Open ◽  
2021 ◽  
Author(s):  
Cindy Chew ◽  
Patrick J O'Dwyer ◽  
David Young
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Medical Council ◽  
Medical Schools ◽  
Medical Council ◽  
Chi Square ◽  
Medical Graduates ◽  
Increasing Demand ◽  
Radiology Teaching ◽  
The Uk

Objectives: The UK has a shortage of Radiologists to meet the increasing demand for radiologic examinations. To encourage more medical students to consider Radiology as a career, increased exposure at undergraduate level has been advocated. The aim of this study was to evaluate if formal Radiology teaching hours at medical school had any association with the number of qualified Radiologists joining the General Medical Council Specialist Register. Methods: Total number of doctors joining the GMC Specialist Register as Clinical Radiologists, and those with a primary medical qualifications awarded in Scotland, was obtained from the GMC (2010–2020). Graduate numbers from all 4 Scottish Medical Schools (2000–2011) were also obtained. Hours of Radiology teaching for medical schools in Scotland were obtained from validated AToMS study. Results: Two hundred and twenty three (6.6%) of 3347 Radiologists added to the GMC Specialist Register between 2010 and 2020 received their primary medical qualification (PMQ) from Scottish Universities. The number of Radiologists from Scottish Universities joining the GMC specialist register was 2.6% of the total number of Scottish Medical Graduates. There was no association between the number of hours (Range 1–30) Radiology was taught to medical students and the number that joined the specialist register as Radiologists (p = 0.54 chi square trend). Conclusion: Increased exposure to Radiology teaching does not influence medical students’ decision to take up Radiology as a career. While continued Radiology exposure remains important, other strategies are required in both the short and long term to ensure radiology services are maintained without detriment to patients. Advances in knowledge: Increased hours of Radiology teaching in medical school was not associated with increased radiologists joining the profession.

scholarly journals Radiology for medical students: Do we teach enough? A national study

2021 ◽  
Vol 94 (1119) ◽  
pp. 20201308
Author(s):  
Cindy Chew ◽  
Patrick J O'Dwyer ◽  
Euan Sandilands
Keyword(s):  
Medical Students ◽  
General Medical Council ◽  
Medical Schools ◽  
Developed Countries ◽  
National Study ◽  
Medical Council ◽  
Excellent Teaching ◽  
The Hours ◽  
Radiology Teaching ◽  
The Uk

Objective A recent study has shown that the averaged time tabled teaching for a medical student across 5 years in the UK was 4629 hours. Radiology has been demonstrated to be an excellent teaching source, yet the number of hours allocated to this has never been calculated. The aims of this study were to evaluate and quantify the hours allocated to radiology teaching in Scottish Medical Schools and to evaluate if they can fulfil requirements expected from other Clinical disciplines and the upcoming General Medical Council Medical Licensing Assessment (GMC MLA). Methods Data pertaining to timetabled teaching for Radiology in Scottish Universities were obtained from the authors of the Analysis of Teaching of Medical Schools (AToMS) survey. In addition, University Lead Clinician Teachers were surveyed on the radiological investigations and skills medical students should have at graduation. Results Medical students in Scottish Universities were allocated 59 h in Radiology (0.3%) out of a total 19,325 h of timetabled teaching. Hospital-based teaching was variable and ranged from 0 to 31 h. Almost half (15 of 31) of Clinician Teachers felt that there was insufficient radiology teaching in their specialty. Thirteen of 30 conditions included in the GMC MLA were listed by Clinician Teachers, while 23 others not listed by the GMC were considered important and cited by them. Conclusion This study demonstrates that medical students do not receive enough radiology teaching. This needs to be addressed by Universities in collaboration with the NHS in an effort to bring up this up to line with other developed countries and prepare students for the GMC MLA. Advances in knowledge (1) There is insufficient time allocated in Medical Students’ curriculum to Radiology. (2) Radiology teaching in medical schools fall short of University Lead Clinician Teachers’ and GMC expectations of medical students at graduation.

scholarly journals A Cross-sectional Study of Undergraduate Teaching of Trauma and Orthopaedics in the UK and the Relationship between Medical Schools and Interest in Trauma and Orthopaedics as a Career.

2021 ◽  
Author(s):  
Sarah Choi ◽  
Setthasorn Ooi ◽  
Eleanor Carpenter
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Medical Council ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
National Average ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Cross Sectional ◽  
The Uk

Abstract Aims: Adequate exposure and teaching of Trauma and Orthopaedics (T&O) to medical students is fundamental in order to obtain sufficient knowledge and sustain their interest in T&O as a career. The primary aim is to assess the exposure and delivery of T&O at all medical schools in the UK. The secondary aim is to determine whether there are any associations between attending a particular medical school and having a strong interest in pursuing a career in T&O. Methods: To explore the primary aim, all 33 UK medical schools were investigated in the study, by means of a questionnaire distributed to medical students. This did not include ‘new’ medical schools, defined as those established from 2014 onwards. To investigate the secondary aim of exploring associations between students’ and alumni’s medical schools and their interest in T&O as a career, British Orthopaedic Training Association (BOTA) members were reviewed, using the General Medical Council register to identify the universities from which members had graduated. The authors have made the assumption that membership of BOTA signified an interest in T&O as a career. Results: Results were obtained for all 33 medical schools. The mean total teaching time specifically for T&O throughout medical school was 18 days, ranging from 3 to 60 days in total. 118 BOTA members were reviewed. No member of BOTA in the study had attended medical school in Keele, Liverpool, Plymouth or Lancashire. These universities taught below the national average number of days in T&O. Conclusions: There is a large national variance in the number of compulsory teaching days provided for T&O. The authors advocate medical schools to aim for at least the national average in duration of T&O of 18 days.

scholarly journals A Cross-Sectional Study of Undergraduate Teaching of Trauma and Orthopaedics in the UK and the Relationship Between Medical Schools and Interest in Trauma and Orthopaedics as a Career

2022 ◽  
Vol 9 ◽  
pp. 238212052110727
Author(s):  
Sarah Choi ◽  
Setthasorn Ooi ◽  
Eleanor Carpenter
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Medical Council ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
National Average ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Cross Sectional ◽  
The Uk

INTRODUCTION Adequate exposure and teaching of Trauma and Orthopaedics (T&O) to medical students is fundamental in order to obtain sufficient knowledge and sustain their interest in T&O as a career. The primary aim is to assess the exposure and delivery of T&O at all medical schools in the UK. The secondary aim is to determine whether there are any associations between attending a particular medical school and having a strong interest in pursuing a career in T&O. METHODS To explore the primary aim, all 33 UK medical schools were investigated in the study, by means of a questionnaire distributed to medical students. This did not include ‘new’ medical schools, defined as those established from 2014 onwards. To investigate the secondary aim of exploring associations between students’ and alumni's medical schools and their interest in T&O as a career, British Orthopaedic Training Association (BOTA) members were reviewed, using the General Medical Council register to identify the universities from which members had graduated. The authors have made the assumption that membership of BOTA signified an interest in T&O as a career. RESULTS Results were obtained for all 33 medical schools. The mean total teaching time specifically for T&O throughout medical school was 18 days, ranging from 3 to 60 days in total. 118 BOTA members were reviewed. No member of BOTA in the study had attended medical school in Keele, Liverpool, Plymouth or Lancashire. These universities taught below the national average number of days in T&O. DISUCSSION There is a large national variance in the number of compulsory teaching days provided for T&O. The authors advocate medical schools to aim for at least the national average in duration of T&O of 18 days.

scholarly journals Intravenous Fluid Prescribing Knowledge and Confidence in F1 Doctors

2013 ◽  
Vol 95 (6) ◽  
pp. 1-6 ◽  
Author(s):  
AGMT Powell ◽  
VC Walker ◽  
L Paterson-Brown ◽  
G Clark ◽  
GB Drummond ◽  
...  
Keyword(s):  
General Medical Council ◽  
Medical Schools ◽  
Intravenous Fluid ◽  
Medical Council ◽  
Undergraduate Training ◽  
New Graduates ◽  
Medical Graduates ◽  
The Uk

Rach year in the UK, 7,500 F1 doctors take up post. Most are new graduates from UK medical schools. Teaching in the 33 medical schools in the UK is reviewed by the General Medical Council (GMC). Tomorrow's Doctors, published by the GMC, defines the knowledge, skills and behaviours that UK medical graduates should possess after completion of their undergraduate training.

scholarly journals Medical Student Views of Acceptable Professional Behavior: A Survey

2016 ◽  
Vol 102 (3) ◽  
pp. 5-17 ◽  
Author(s):  
Cathy Finnegan ◽  
Victoria Gauden
Keyword(s):  
Medical Students ◽  
Policy Development ◽  
General Medical Council ◽  
Medical Schools ◽  
Professional Values ◽  
Professional Behavior ◽  
Medical Council ◽  
Student Views ◽  
Medical Education And Training ◽  
The Uk

Professionalism is a concept at the heart of good medical practice. Ensuring that medical students develop and display professional behavior is crucial, both to ensure that their early encounters with patients are safe and appropriate, and to help guard against difficulties in their future practice. As part of its role as the UK's medical regulator, the General Medical Council (GMC) sets the standards that doctors need to follow as well as overseeing UK medical education and training. This includes providing guidance on student professional values and fitness to practice, which it does in partnership with the UK Medical Schools Council (MSC). To inform policy development in this area, the GMC carried out a survey of student professional values between December 2014 and January 2015. This article expands on and discusses a report about the survey, produced and published on the General Medical Council (GMC) website in 2015.1 The results of the survey are presented here. A total of 2,501 students responded to the survey, giving their views on the level of acceptability of 16 different scenarios. These results were analyzed by gender, year of study and entry route to medical school. While medical students responded overall in ways that indicate an understanding of professionalism, the results have highlighted some areas to focus improvements on, and differences between groups of students may be helpful to medical schools in planning how and when to teach certain aspects of professionalism.

scholarly journals Introducing complementary medicine into the medical curriculum

1997 ◽  
Vol 90 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Hagen Rampes ◽  
Fiona Sharples ◽  
Sarah Maragh ◽  
Peter Fisher
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Complementary Medicine ◽  
Medical Curriculum ◽  
Great Increase ◽  
General Medical Council ◽  
Undergraduate Curriculum ◽  
Medical Schools ◽  
Medical Council ◽  
Medical Undergraduate

We surveyed the deans of British medical schools to determine the provision of complementary medicine in the undergraduate curriculum. We also sampled medical students at one British medical school to determine their knowledge of, and views on instruction in, complementary medicine. There is little education in complementary medicine at British medical schools, but it is an area of active curriculum development. Students' levels of knowledge vary widely between different therapies. Most medical students would like to learn about acupuncture, hypnosis, homoeopathy and osteopathy. We conclude that complementary medicine should be included in the medical undergraduate curriculum. This could be done without a great increase in teaching of facts, and could serve as a vehicle to introduce broader issues, as recommended by the General Medical Council.

scholarly journals Do we need a core curriculum for medical students? A scoping review

BMJ Open ◽  
2019 ◽  
Vol 9 (8) ◽  
pp. e027369 ◽  
Author(s):  
Maulina Sharma ◽  
Ruth Murphy ◽  
Gillian A Doody
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Core Curriculum ◽  
Medical Curriculum ◽  
Medical Schools ◽  
Medical Council ◽  
Qualitative Synthesis ◽  
Medical Graduates ◽  
Core Curricula ◽  
The Uk

ObjectiveThe General Medical Council (GMC) recommends medical schools to develop and implement curricula enabling students to achieve the required learning outcomes. UK medical schools follow the GMC’s Outcomes for graduates, which are generic. GMC plans to introduce a national Medical Licensing Assessment (MLA) for the medical graduates wanting to practise medicine in the UK in 2022. With no standardised or unified undergraduate (UG) curriculum in UK, various specialties have expressed concerns about not being represented in medical schools and developed specialty-specific core curricula. The aim of this review was to identify learned bodies who have developed a core curriculum for UK medical schools and highlight the drivers, gaps and future approaches to curricular development and implementation.MethodsA literature search was conducted using online databases (EMBASE, MEDLINE, ERIC, HMIC, PubMed and CDSR), search engines and related websites (Google and Google Scholar, Department of Health, GMC and BMA) for relevant articles from 1996 to 5 March 2019 (~20 years). A methodological framework to map the key concepts of UG medical curriculum was followed. Any relevant body with a core curriculum for UK medical UGs was included.ResultsA total of 1283 articles were analysed with 31 articles included in the qualitative synthesis, comprising 26 specialties (clinical n=18, foundation subjects n=4 and professionalism related n=4). WHO, European and national (eg, Royal Colleges of UK) specialty bodies provided specific core learning outcomes for the medical graduates. Patient safety, disease burden, needs of society and inadequate preparedness of medical graduates were drivers for the development of these curricula.ConclusionsThis is the first comprehensive review of literature on UG core curricula recommending minimum standards on knowledge and skills, in alignment with GMC’s Outcomes for graduates for all the UK medical students. Adopting and assessing unified standards would help reduce variability across UK medical schools for both generic and specialty-specific competencies.

The Duties of Doctors In Medical Education: A Letter To The Editor (Preprint)

2019 ◽  
Author(s):  
Sneha Barai
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Role Models ◽  
Role Model ◽  
General Medical Council ◽  
Future Generations ◽  
Medical Council ◽  
Positive Role ◽  
The Uk ◽  
And Training

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.

scholarly journals A survey of communication skills teaching at medical school

2006 ◽  
Vol 88 (3) ◽  
pp. 84-86 ◽  
Author(s):  
Andrew Raftery ◽  
Particia Scowen
Keyword(s):  
Informed Consent ◽  
Medical Students ◽  
Medical School ◽  
Communication Skills ◽  
Undergraduate Education ◽  
General Medical Council ◽  
Skills Assessment ◽  
Medical Council ◽  
Surgical Practice ◽  
Essential Component

Communication is an essential component of surgical practice. Awareness of its importance is increasing among surgeons due to both the association between litigation and poor communication and recent requirements for obtaining informed consent. The General Medical Council has stated that medical students should have acquired and demonstrated their proficiency in communication by the end of their undergraduate education. Furthermore, communication skills assessment is now a pass/fail component of the intercollegiate MRCS examination of the surgical royal colleges.

scholarly journals BJS.02Graduates from different medical schools vary in their performance on the Intercollegiate Membership of the Royal College of Surgeons (MRCS) Examinations

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Ricky Ellis ◽  
Duncan Scrimgeour ◽  
Jennifer Cleland ◽  
Amanda Lee ◽  
Peter Brennan
Keyword(s):  
Medical School ◽  
Royal College ◽  
Univariate Analysis ◽  
Medical Schools ◽  
Sociodemographic Factors ◽  
Pass Rates ◽  
Medical Graduates ◽  
Surgical Trainees ◽  
Socio Demographic Factors ◽  
The Uk

Abstract Aims UK medical schools vary in their mission, curricula and pedagogy, but little is known of the effect of this on postgraduate examination performance. We explored differences in outcomes at the Membership of the Royal College of Surgeons examination (MRCS) between medical schools, course types, national ranking and candidate sociodemographic factors. Methods A retrospective longitudinal study of all UK medical graduates who attempted MRCS Part A (n = 9730) and MRCS Part B (n = 4645) between 2007 and 2017, utilising the UK Medical Education Database (https://www.ukmed.ac.uk). We examined the relationship between medical school and success at first attempt of the MRCS using univariate analysis. Logistic regression modelling was used to identify independent predictors of MRCS success. Results MRCS pass rates differed significantly between medical schools (P < 0.001). Russell Group graduates were more likely to pass MRCS Part A (Odds Ratio (OR) 1.79 [95% Confidence Interval (CI) 1.56-2.05]) and Part B (OR 1.24 [1.03-1.49])).  Trainees from Standard-Entry 5-year programmes were more likely to pass MRCS at first attempt compared to those from extended (Gateway) courses, Part A OR 3.72 [2.69-5.15]; Part B (OR 1.67 [1.02-2.76]. Non-graduates entering medical school were more likely to pass Part A (OR 1.40 [1.19-1.64]) and Part B (OR 1.66 [1.24-2.24]) than graduate-entrants. Conclusion Medical school, course type and socio-demographic factors are associated with success on the MRCS. This information will help to identify surgical trainees at risk of failing the MRCS in order for schools of surgery to redistribute resources to those in need.

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