scholarly journals The urological foot soldier: are we equipping our foundation-year doctors?

2010 ◽  
Vol 92 (8) ◽  
pp. 284-287 ◽  
Author(s):  
RJ Cetti ◽  
R Singh ◽  
L Bissell ◽  
R Shaw
Keyword(s):  
General Medical Council ◽  
Medical Schools ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Male And Female ◽  
Minimum Standards ◽  
Urethral Catheterisation ◽  
Therapeutic Procedures ◽  
Constant Feature

Tomorrow's Doctors was first published by the General Medical Council (GMC) in 1993. The recommendations provide a framework for UK medical schools to use to design detailed curricula and schemes of assessment in the training of future doctors. They also set out the minimum standards that are used to judge the quality of undergraduate teaching. In 2003 this guidance was revised and a further 2009 version has now been published. A constant feature of these important documents is a list of therapeutic procedures that all graduates are expected be able to perform safely and effectively. These include male and female urethral catheterisation.

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.

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.

Principles and Standards of Anaesthetic Monitoring

2011 ◽  
Author(s):  
Patrick Magee ◽  
Mark Tooley
Keyword(s):  
General Medical Council ◽  
International Standards ◽  
World Federation ◽  
Medical Council ◽  
The World ◽  
Minimum Requirements ◽  
Principles And Standards ◽  
Human Failure ◽  
Training Programmes

The World Federation of Societies of Anaesthesiology (WFSA) adopted standards relating to the safe practice of anaesthesia in 1992 and such standards had already been proposed by a number of countries in order to cut the morbidity due to anaesthesia itself. In the modern era it is easy to forget that historically anaesthesia and surgery did indeed have associated morbidity and mortality and there was very little assistance from technology to monitor patients. The evolution of these standards is based on two main requirements of monitoring. The first is to record anticipated deviations from normal values, which require accurate measurement to ensure patient safety. The second is to warn of unexpected, life-threatening events that, by definition, occur without warning, and could affect the fit, young patient as easily as the old and infirm. All international standards stress the importance of the continual presence of a fully trained and accredited anaesthetic person, and one Australian study demonstrated that many mishaps occur in the absence of such a person [Runciman 1988]. This applies to general and regional anaesthesia, sedation and recovery. Because perceptions of safety and standards vary throughout the world, despite the presence of an International Standards Organisation, debate about the minimum requirements for monitoring continue. Central to the maintenance of these standards is the quality of persons entering the specialty, the quality of training programmes, and the continuing education of specialists throughout a professional lifetime [Sykes 1992]. It is difficult to determine with certainty the effect that additional technological monitoring has on safety. One clear example is the inability of the trained human eye to detect cyanosis, this human failure occurring maximally at 81–85% oxygen saturation. Clearly, the pulse oximeter has improved the quality of cyanosis detection. Numerous studies all over the world have shown that mortality due to anaesthesia itself fell significantly between the 1950s and the 1980s, by which time extensive technological monitoring was being introduced, and training programmes had been very much improved. Utting [1987] reviewed 750 cases of death and cerebral damage reported to the British General Medical Council between 1970 and 1982 that were thought to be the result of errors in technique.

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 Human Resources and Logistic Requirements in Problem Based Learning Compared to Traditional Learning

2014 ◽  
Vol 3 (2) ◽  
pp. 46-47 ◽  
Author(s):  
Satish Kumar Deo
Keyword(s):  
Medical Education ◽  
Human Resources ◽  
Health Care Services ◽  
Problem Based Learning ◽  
Medical Schools ◽  
Medical Council ◽  
Student Centered ◽  
Care Services ◽  
Minimum Requirements

Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems. Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem along with discussion of the solution within the group. Few medical schools in Nepal have already incorporated problem-based learning into their curricula and other medical schools are planning to adopt. However, when PBL is introduced into a curriculum, it has implications for staffing and learning resources and demands a different approach to timetabling, workload, and assessment. So, issues like human resources requirements and logistic requirements need to address specifically from Nepal Medical Council for the assurance quality of medical education which, in turn, has contributed in enhancing the quality of health care services in Nepal. Hence, this paper is prepared for developing further understanding about major difference between conventional method of Medical education and PBL in relation to human resources requirements and infrastructure. This article ends with some of the important recommendations that could be considered additionally to existing minimum requirements from Nepal Medical Council for the Medical Schools/ Universities in Nepal who are running or planning to implement Problem-based Learning in their curricula. DOI: http://dx.doi.org/10.3126/noaj.v3i2.9530   NOAJ July-December 2013, Vol 3, Issue 2, 46-47

scholarly journals Preparing future doctors for palliative care: views of course organisers

2017 ◽  
Vol 8 (3) ◽  
pp. 299-306 ◽  
Author(s):  
Steven Walker ◽  
Jane Gibbins ◽  
Paul Paes ◽  
Stephen Barclay ◽  
Astrid Adams ◽  
...  
Keyword(s):  
Palliative Care ◽  
Medical School ◽  
End Of Life Care ◽  
General Medical Council ◽  
Medical Schools ◽  
Medical Council ◽  
Limited Capacity ◽  
Web Based ◽  
Effective Training

BackgroundEffective training at medical school is essential to prepare new doctors to safely manage patients with palliative care (PC) and end of life care (EOLC) needs. The contribution of undergraduate PC course organisers is central but their collective views regarding role are unknown.ObjectiveTo survey attitudes of PC course organisers regarding their course, organisation, the adequacy of training provided and level of personal satisfaction.MethodsAn anonymised, multifactorial, web-based questionnaire was devised, tested, modified and then sent to lead PC course organisers at all UK medical schools.ResultsData were obtained from all 30 UK medical schools. Organisers agreed/strongly agreed (=agreed) that their PC course was highly rated by students (26, 87%). 25 (83%) agreed their course ‘enabled misconceptions and fears about PC, death, dying and bereavement to be addressed’, ‘delivered quality PC training’ (23, 77%), ‘fulfilled General Medical Council requirements’ (19, 63%), ‘prepared students well to care for patients with PC/EOLC needs’ (18, 60%) and ‘enabled students to visit a hospice and see the role of doctors in caring for the dying’ (17, 57%). Concerns were limited capacity to accommodate students (agreed 20, 66%) and variability in teaching according to location (15, 50%). Most agreed their institution recognised PC training as important (22, 73%), they felt supported by colleagues (21, 70%) and experienced cooperation between stakeholders (20, 67%). All agreed that PC training was essential for undergraduates, while 29 (97%) supported inclusion of a hospice visit in the curriculum. 27 agreed that their role was satisfying (90%), 3 disagreed (10%).ConclusionsApproximately two-thirds of organisers were generally positive about their PC course, institution and role. A minority expressed concerns; these may reflect suboptimal PC training at their medical school and poor preparation of new doctors.

scholarly journals Mental health law training should be mandatory for all doctors

2011 ◽  
Vol 35 (12) ◽  
pp. 466-468 ◽  
Author(s):  
Christopher Schofield
Keyword(s):  
Mental Health ◽  
Quality Care ◽  
General Medical Council ◽  
Medical Schools ◽  
Training Programme ◽  
Medical Council ◽  
Health Law ◽  
Mental Health Law ◽  
Law Training ◽  
Good Quality Care

SummaryOver many years and with various pieces of new legislation there are significant gaps in doctors' knowledge about mental health law. It is time to ensure that doctors know the law and can apply it to the patients they see. Practising legally and not detaining or allowing people to leave hospital inappropriately should be a mandatory part of training for every doctor no matter what the specialty. Medical schools, deaneries, training programme directors and the General Medical Council should take up the challenge and ensure good-quality training for all doctors to ensure good-quality care in this area is given to all patients.

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