scholarly journals Multisource feedback for the physician associate role

2021 ◽  
Vol 103 (4) ◽  
pp. 206-210
Author(s):  
M Theodoraki ◽  
TS Hany ◽  
H Singh ◽  
M Khatri
Keyword(s):  
Communication Skills ◽  
Healthcare Professionals ◽  
Clinical Skills ◽  
Multisource Feedback ◽  
Junior Doctors ◽  
Free Text ◽  
Online Questionnaire ◽  
Medical Practitioners ◽  
North West ◽  
The North

Introduction Physician associates (PAs) are dependent medical practitioners who work alongside doctors and other healthcare professionals. There are approximately 350 PAs working throughout the UK, with another 550 in training. Methods An online questionnaire was sent to healthcare professionals throughout the North West region with a total of 119 responding. Participants were asked nine questions on clinical skills and three on communication skills. These were to be rated as ‘excellent’, ‘good’, ‘satisfactory’, ‘needs to improve’ or ‘unacceptable’. In addition, respondents were asked to indicate their agreement with 14 statements about the role of PAs. There was also a field for free text comments. Results Of the 1,071 individual responses to the survey questions on clinical skills, 859 (80%) were ‘excellent’ or ‘good’. Similarly, among the 357 answers to the questions on communication skills, 317 (89%) were ‘excellent’ or ‘good’. Comments in the free text field included both positive and negative observations, with all negative comments coming from junior doctors. Conclusions Overall feedback for the PA role was overwhelmingly positive. However, the most commonly mentioned problem was that they are not being utilised effectively and in turn, that they are taking learning opportunities from junior doctors. This is an important concern to note and warrants further investigation. PAs are clearly useful assets and are set to increase in number in the NHS over the coming years. It is therefore imperative that this new role works well with the existing roles and training structure of junior doctors.

scholarly journals Diocesan Licensing and Medical Practitioners in South-West England, 1660–1780

2004 ◽  
Vol 48 (1) ◽  
pp. 49-68 ◽  
Author(s):  
Ian Mortimer
Keyword(s):  
Early Modern ◽  
Specific Context ◽  
Medical Practitioners ◽  
Medical Expertise ◽  
North West ◽  
The North ◽  
Decentralized Trade ◽  
South West ◽  
The Many ◽  
South West England

The licensing of provincial surgeons and physicians in the post-Restoration period has proved an awkward subject for medical historians. It has divided writers between those who regard the possession of a local licence as a mark of professionalism or proficiency, those who see the existence of diocesan licences as a mark of an essentially unregulated and decentralized trade, and those who discount the distinction of licensing in assessing medical expertise availability in a given region. Such a diversity of interpretations has meant that the very descriptors by which practitioners were known to their contemporaries (and are referred to by historians) have become fragmented and difficult to use without a specific context. As David Harley has pointed out in his study of licensed physicians in the north-west of England, “historians often define eighteenth-century physicians as men with medical degrees, thus ignoring … the many licensed physicians throughout the country”. One could similarly draw attention to the inadequacy of the word “surgeon” to cover licensed and unlicensed practitioners, barber-surgeons, Company members in towns, self-taught practitioners using surgical manuals, and procedural specialists whose work came under the umbrella of surgery, such as bonesetters, midwives and phlebotomists. Although such fragmentation of meaning reflects a diversity of practices carried on under the same occupational descriptors in early modern England, the result is an imprecise historical literature in which the importance of licensing, and especially local licensing, is either ignored as a delimiter or viewed as an inaccurate gauge of medical proficiency.

scholarly journals P97 Implementation of a regional trainee-led leadership and management programme for rheumatology trainees

Rheumatology ◽  
2020 ◽  
Vol 59 (Supplement_2) ◽  
Author(s):  
Rosalind Benson ◽  
Charlotte Sharp ◽  
Elizabeth Macphie
Keyword(s):  
Training Programme ◽  
Learning Objectives ◽  
Free Text ◽  
Leadership And Management ◽  
North West ◽  
The North ◽  
Regional Collaboration ◽  
Conflict Situations ◽  
Speciality Training ◽  
Long Term Impact

Abstract Background We identified a lack of formal learning opportunities provided by Health Education England North West (HEE (NW)) to achieve the many leadership and management requirements stipulated by the Joint Royal College of Physicians’ Training Board Speciality Training (ST) rheumatology curriculum. This gap was highlighted through discussion at the HEE (NW) Specialty Training Committee by trainee representatives and regional Training Programme Directors (TPD), in 2017. Furthermore, the merger of two pre-existing Deaneries (Mersey and NW) into the NW Local Education and Training Board (LETB) created a pressing need to develop a network across the region. Methods Two regional ST representatives engaged with trainees across the new LETB through formal surveys and informal conversations regarding training to address this. Specialty trainees (STRs) elected a bi-annual half-day session in conjunction with an existing clinical regional event, the North West Rheumatology Club (NWRC). Sessions have covered a range of topics (Table 1) and provide an opportunity for networking across the deaneries. Learning objectives are mapped against ST curriculum. HEE (NW) TPDs support the programme, facilitating study leave. Meeting costs are supported by the NWRC. Trainees shape future sessions submitting topic ideas and have autonomy over content and speakers. Formal anonymous sessional feedback uses a Likert scale evaluating whether learning objectives have been met and quality of session delivery. Now entering its third year the scheme is well-established, with succession planning in place. Results With feedback response rates of 85% (mean across 4 sessions), median scores are 5 (IQR 4.9-5) for meeting learning objectives and 5 (IQR 5-5) for session delivery. Free text feedback is overwhelmingly positive. Six months after sessions trainees reported ‘feeling more encouraged to raise concerns’, ‘being more proactive in whistleblowing‘, ‘having a better understanding of conflict situations’, and ‘better awareness of reasons for difference in individual behaviours’. Conclusion Filling unmet training needs in leadership and management through trainee-led sessions provides an excellent learning opportunity for STRs both attending and leading the events, and facilitates cross-regional collaboration. This programme demonstrates the role of stakeholders to inform programme design successfully, showing excellent long-term impact in an important and previously underserved curriculum requirement. Disclosures R. Benson None. C. Sharp None. E. Macphie Grants/research support; EM is the Secretary of the North West Rheumatology Club; meetings are supported by an unrestricted educational grant from UCB.

scholarly journals Assessment of Insulin-related Knowledge among Healthcare Professionals in a Large Teaching Hospital in the United Kingdom

Pharmacy ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 16 ◽  
Author(s):  
Amie Bain ◽  
Sallianne Kavanagh ◽  
Sinead McCarthy ◽  
Zaheer-Ud-Din Babar
Keyword(s):  
Patient Safety ◽  
Teaching Hospital ◽  
Healthcare Professionals ◽  
Small Scale ◽  
Junior Doctors ◽  
The North ◽  
The United Kingdom ◽  
Large Teaching Hospital ◽  
Pharmacy Technicians ◽  
Insulin Use

Despite numerous strategies introduced to promote the safe use of insulin, insulin-related medication errors persist. Our aim was to examine the knowledge and self-reported confidence of a range of healthcare professionals regarding insulin use in a large teaching hospital in the North of England. A 16-item electronic questionnaire was prepared in light of locally reported insulin-related incidents and distributed electronically to all healthcare professionals at the hospital over a 4-week study period. A range of healthcare professionals, including nurses, pharmacists, pharmacy technicians, junior doctors and consultants, completed the questionnaires (n = 109). Pharmacists achieved the greatest percentage of mean correct answers overall (49%), followed by consultant doctors (38%) and pharmacy technicians (37%), junior doctors (34%) and nurses (32%). Healthcare professionals were mainly “slightly confident” in their knowledge and use of insulin. Confidence level positively correlated to performance, but number of years’ experience did not result in higher confidence or performance. This small-scale study allowed for a broad assessment of insulin-related topics that have been identified both nationally and locally as particularly problematic. Identifying knowledge gaps may help tailor strategies to help improve insulin knowledge and patient safety.

scholarly journals A cross-sectional study exploring attitudes of first year medical students towards psychiatry and factors they identified that would help stimulate their interest

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S146-S146
Author(s):  
Isabel Mark ◽  
Victoria Fernandez Garcia De Las Heras
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Role Model ◽  
P Value ◽  
First Year ◽  
Free Text ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Awareness Campaigns ◽  
First Year Medical Students

AimsPsychiatry has had long standing recruitment difficulties. Many efforts have been made to explore strategies that encourage interest in the specialty, with early university experience being an important factor in ultimate career choice. The Royal College of Psychiatrists ‘Choose Psychiatry’ guidance for medical schools outlines four key areas of focus: teaching excellence, placement quality, leadership and enrichment activities, with other research reporting similar conclusions. The aim of this study was to assess attitudes towards psychiatry amongst first year medical students, examine what input they would welcome from psychiatrists at this stage of their career and consider if their wishes are in keeping with the ‘Choose Psychiatry’ guidance.MethodAll first-year medical students at St George's University of London were approached in October 2019 and offered the opportunity for early psychiatry exposure. 60 students were recruited. Data were collected in November 2019 via an online questionnaire comprising of baseline demographics, the 30-item Attitudes Towards Psychiatry questionnaire (ATP-30) and a free-text question asking what students would like from psychiatry at this stage of their education. Quantitative data were analysed using Excel, whilst qualitative data were analysed thematically.ResultThe mean ATP-30 score was 113.83 (SD 12.57, range 70-135). Gender, ethnicity and religious background were not associated with a change in ATP score. Undergraduates’ attitudes were more positive than those of postgraduates (independent t-test revealed a p-value of 0.087). Seven themes were identified outlining what students wanted from psychiatry, the most prominent being: (a) learning about the lifestyle of a psychiatrist and finding a role model, (b) exploring the patient perspective, (c) exploring the interaction between psychiatry and specialities and (d) having an opportunity to develop communication skills.ConclusionThe findings demonstrate higher ATP-30 results than previous literature has reported, potentially due to mental health awareness campaigns in recent years. As undergraduates were found to have a higher mean score, targeting them for additional psychiatry contact may be beneficial. Themes identified by students in this study support ‘Choose Psychiatry’ guidance, whilst also highlighting the potential for combining some psychiatry with other specialties in the curriculum. Integration with communication skills teaching might help engage those not initially psychiatry-inclined. Further study will be required to establish whether implementing the suggested strategies can lead to improvement in student ATP-30 scores and ultimately increased recruitment rates.

scholarly journals Motivators and deterrents in choosing a career in psychiatry; making the most of psychiatry school events

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S143-S143
Author(s):  
Nosheen Kazmi ◽  
Emily Lewis ◽  
Catarina Cardoso Rodrigues dos Santos ◽  
Sahana Olety
Keyword(s):  
Royal College ◽  
Position Statement ◽  
Service Evaluation ◽  
Recruitment Strategy ◽  
Online Questionnaire ◽  
North West ◽  
The North ◽  
Wide Range ◽  
Holistic Understanding ◽  
Future Events

AimsIn response to the Royal College of Psychiatrists’ recruitment strategy, a bi-annual Psychiatry School event was set up in the North West of England. The Psychiatry School aims to inspire medical students and foundation doctors to choose a career in Psychiatry with two days of workshops on different sub-specialties and various aspects of the career pathway. A previous service evaluation has shown attending the event improves attitudes towards psychiatry.The aim is to assess whether improving attitudes to psychiatry has been sustained and gain a clearer understanding of the motivators and deterrents in choosing a career in Psychiatry to better inform future events.MethodAn online questionnaire about positive and negative aspects of psychiatry was sent to attendees of the Autumn North West Psychiatry School 2020 before and after the event.ResultThe total number of completed questionnaires was 62.53.6% people were considering applying for core psychiatry training prior to the event and this rose to 85.3% in the post event questionnaire.Motivators for a career in psychiatry prior to the event included having a better holistic understanding of patients and wide range of sub-specialities. There was a common theme of interest in research opportunities. Dynamic patient-doctor relationship, exploring issues in depth and treating diverse populations were key motivators.It is encouraging to note that 100% responders felt their positive views on psychiatry were validated.The majority of deterrents were disregarded and attendees felt positive about choosing a career in psychiatry.ConclusionFollowing the event, the only negative view on a career in Psychiatry was the concern about the potential impact on one's own mental health. This is an important issue (highlighted in the Royal College of Psychiatrists Position Statement) that deserves consideration at future events to highlight potential effects on Psychiatrists wellbeing and how these can be avoided or mitigated.The wide variety of sub-specialities and opportunities for research were key areas that motivated attendees and we will continue to deliver engaging workshops around these themes.

scholarly journals The impact of brief quality improvement (QI) projects by medical students in primary care in Gauteng or the North West Province, South Africa

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Claire Van Deventer ◽  
Nontsikelelo Sondzaba
Keyword(s):  
Primary Care ◽  
Quality Improvement ◽  
Medical Students ◽  
Clinical Skills ◽  
Theory And Practice ◽  
North West ◽  
The North ◽  
North West Province ◽  
The University ◽  
The Impact

Background: The Integrated Primary Care (IPC) rotation is undertaken over six weeks by final year medical students at the University of Witwatersrand. Students are placed in either rural or urban primary health care centres based in Gauteng or the North West Province. As part of the IPC rotation, students undertake short quality improvement (QI) projects. The purpose of this study is to evaluate the impact of the QI projects undertaken over the period stretching from 2006 to 2010. Methods: An observational study of QI reports done by students. Project reports assessed and compared to site marks, indicators of learning assessed and individual and group marks compared.Results: Of 274 projects undertaken, 223 (81.4%) were available for evaluation. Geographical placements and QI themes were categorised. Management issues were most frequently identified as being problematic followed by chronic illnesses. Understanding and applying the principles of QI was partially achieved and gaps were identified for future projects. The most common intervention was training of personnel and design and distribution of posters or pamphlets.Conclusions: Most QI projects were well thought out and relevant to the chosen setting. In the majority of cases, a great deal of effort and creativity went into the process and skills other than clinical skills were employed such as writing, presentation of data in graphs and tables. Integration of theory and practice was achieved only partially.

The Belgian experience in communication skills training

2017 ◽  
Author(s):  
Isabelle Merckaert ◽  
Yves Libert ◽  
Darius Razavi
Keyword(s):  
Communication Skills ◽  
Healthcare Professionals ◽  
Teaching Method ◽  
Clinical Skills ◽  
Skills Training ◽  
Well Being ◽  
Communication Skills Training ◽  
Design Studies ◽  
Training Programmes ◽  
The Impact

Communication is recognized as one of healthcare professionals’ core clinical skills. Even though many endeavours have been undertaken to help professionals acquire these skills, many questions remain unanswered in terms of the transfer of learned skills to clinical practice, and in terms of the impact of this transfer on patients’ care and well-being. In the last two decades, communication skills training programmes, designed for healthcare professionals working in cancer care, have been the focus of several research endeavours of a research group based in Belgium. The efficacy of designed programmes has been tested in studies using a controlled design. Studies varied in the type of teaching method, the length of training, and the outcome measures considered. Four programmes will be detailed in this chapter in terms of rationale and results. The conclusion will build upon these experiences to develop recommendations and discuss where we may go from there.

Evaluation of a clinical handover simulation training session for junior doctors in psychiatry

2016 ◽  
Vol 3 (1) ◽  
pp. 23-27
Author(s):  
Rupali Acharya ◽  
Gareth Thomas ◽  
Mark Hellaby
Keyword(s):  
Patient Care ◽  
Training Session ◽  
Junior Doctors ◽  
Educational Impact ◽  
Clinical Handover ◽  
North West ◽  
Training Requirements ◽  
The North ◽  
Qualitative Feedback ◽  
Education Network

BackgroundClinical handover is an important aspect of patient care and medical education, as identified by trainee surveys. There is a need for robust, standardised handover systems. Situation, Background, Assessment and Recommendation (SBAR) is a communication and empowerment tool for standardised communication in healthcare. The purpose of this study was to evaluate the educational impact of a simulation-based educational session in clinical handover for trainees in psychiatry, using SBAR.MethodA 3-hour session for trainees in psychiatry was designed with the North West Simulation Education Network and took place at the North Western Deanery School of Psychiatry. Presession and postsession questionnaires were completed, followed by a 6-week follow-up questionnaire.ResultsA significant improvement in participants' confidence and skills was demonstrated following the teaching session. Qualitative feedback also highlighted improved clinical application of the SBAR tool. Following the session, trainees reported an improvement in their appreciation of the role of other professionals in the handover process and a sense of empowerment when liaising with senior colleagues.ConclusionsThe training session potentially improved patient care by giving trainees structure, confidence and empowerment when talking to other colleagues while handing over. This may also help to meet the training requirements of the various Royal College curricula. This is the first study, to the best of our knowledge, which has evaluated a simulation session specifically designed to develop handover skills for trainees in psychiatry.

scholarly journals Perceptions of the clinical competence of newly registered nurses in the North West province

Curationis ◽  
2004 ◽  
Vol 27 (3) ◽  
Author(s):  
M.R. Moeti ◽  
S.E. Van Niekerk ◽  
C.E. Van Velden
Keyword(s):  
Nursing Education ◽  
Registered Nurses ◽  
Clinical Competence ◽  
Clinical Skills ◽  
Quality Care ◽  
Clinical Exposure ◽  
North West ◽  
The North ◽  
Leading Role ◽  
Descriptive Survey

The clinical competence of newly registered nurses relating to the care of individual Clients, depends on their ability to correlate theoretical knowledge learned in the classroom with practice and the development of clinical skills. Its foundation lies in the ability to identify and solve problems that emanate from critical thinking, analytical reasoning and reflective practice. It is clear that the quality of clinical exposure plays a leading role in the development of nursing professionals. Nursing skills alone cannot ensure quality care of clients without the application of theory. Facilitation of this theory to practice therefore remains an essential component of nursing education. This study was aimed at identifying areas of incompetence of newly registered nurses (1998- 2001) in the clinical area by determining the newly registered nurses1 and professional nurses1 perceptions of the competence of the newly registered nurses. A quantitative, non-experimental, descriptive survey was used to collect the data regarding the clinical competence of newly registered nurses (1998-2001).

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