scholarly journals Exploring student perceptions and awareness of social prescribing

2019 ◽  
Vol 69 (suppl 1) ◽  
pp. bjgp19X703649 ◽  
Author(s):  
Hannah Mulligan ◽  
Daisy Kirtley ◽  
Claudia Santoni ◽  
Joel Chilaka ◽  
Bogdan Chiva Giurca
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Well Being ◽  
Medical Schools ◽  
Social Prescribing ◽  
Student Views ◽  
Before And After ◽  
The Uk ◽  
New Strategies

BackgroundThe importance of social prescribing has been illustrated by the NHS Long Term Plan, as well as the GP Forward View published in 2016. Social prescribing is enabling healthcare professionals to refer patients to a link worker, to co-design a non-clinical social prescription to improve their health and well-being. A lack of awareness of social prescribing has been suggested in the past, although no studies have been formally conducted to date to provide the evidence basis for this statement.AimExploring perceptions, understanding, and awareness of social prescribing among medical students across the UK.MethodStudent views were collected using a survey delivered before and after teaching sessions as part of the NHS England National Social Prescribing Student Champion Scheme. A total of 932 responses were recorded from 27 different medical schools.ResultsPre-session surveys suggested that 91% (n = 848) of medical students have never heard of the concept of social prescribing before the teaching session. Post-session surveys highlighted that 98% (n = 913) of students regarded the concept as useful and relevant to their future careers following teaching on the subject.ConclusionSurvey findings confirm a significant lack of awareness regarding social prescribing among medical students from 27 different medical schools across the UK. New strategies are needed to ensure the doctors of tomorrow are equipped with the necessary tools to achieve the recent outcomes for graduates which highlight the importance of personalised care and social sciences.

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 Scalable modEls of Community rehAbilitation for Individuals Recovering From COVID:19 reLated illnEss: A Longitudinal Service Evaluation Protocol—“SeaCole Cohort Evaluation”

2021 ◽  
Vol 9 ◽  
Author(s):  
Benjamin Kelly ◽  
Aidan Innes ◽  
Marc Holl ◽  
Laura Mould ◽  
Susan Powell ◽  
...  
Keyword(s):  
Cost Effectiveness ◽  
Outcome Measures ◽  
Well Being ◽  
Rehabilitation Programme ◽  
Secondary Outcome ◽  
Rehabilitation Service ◽  
Community Rehabilitation ◽  
Life Years ◽  
The Uk

Introduction: High levels of physical, cognitive, and psychosocial impairments are anticipated for those recovering from the COVID-19. In the UK, ~50% of survivors will require additional rehabilitation. Despite this, there is currently no evidence-based guideline available in England and Wales that addresses the identification, timing and nature of effective interventions to manage the morbidity associated following COVID-19. It is now timely to accelerate the development and evaluation of a rehabilitation service to support patients and healthcare services. Nuffield Health have responded by configuring a scalable rehabilitation pathway addressing the immediate requirements for those recovering from COVID-19 in the community.Methods and Analysis: This long-term evaluation will examine the effectiveness of a 12-week community rehabilitation programme for COVID-19 patients who have been discharged following in-patient treatment. Consisting of two distinct 6-week phases; Phase 1 is an entirely remote service, delivered via digital applications. Phase 2 sees the same patients transition into a gym-based setting for supervised group-based rehabilitation. Trained rehabilitation specialists will coach patients across areas such as goal setting, exercise prescription, symptom management and emotional well-being. Outcomes will be collected at 0, 6, and 12 weeks and at 6- and 12-months. Primary outcome measures will assess changes in health-related quality of life (HR-QOL) and COVID-19 symptoms using EuroQol Five Dimension Five Level Version (EQ-5D-5L) and Dyspnea-12, respectively. Secondary outcome measures of the Duke Activity Status Questionnaire (DASI), 30 s sit to stand test, General Anxiety Disorder-7 (GAD-7), Patient Health Questionnaire-9 (PHQ-9), Patient Experience Questionnaire (PEQ) and Quality Adjusted Life Years (QALY) will allow for the evaluation of outcomes, mediators and moderators of outcome, and cost-effectiveness of treatment.Discussion: This evaluation will investigate the immediate and long-term impact, as well as the cost effectiveness of a blended rehabilitation programme for COVID-19 survivors. This evaluation will provide a founding contribution to the literature, evaluating one of the first programmes of this type in the UK. The evaluation has international relevance, with the potential to show how a new model of service provision can support health services in the wake of COVID-19.Trial Registration: Current Trials ISRCTN ISRCTN14707226Web: http://www.isrctn.com/ISRCTN14707226

scholarly journals Mapping, guiding, and assessing social prescription services in the UK

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
K Husk
Keyword(s):  
Service Delivery ◽  
Well Being ◽  
Lessons Learned ◽  
Primary Data ◽  
System Specification ◽  
Long Term Conditions ◽  
Context Sensitive ◽  
Social Prescribing ◽  
The Uk ◽  
Prescription Services

Abstract Background The use of non-health service referral, or ’social prescribing’ interventions have been proposed as a cost-effective alternative to help those with long-term conditions manage their illness and improve health and well-being. We are generating theory through review and primary data collection relating to the social prescribing system, how to maximise the benefits of this system and how it might be implemented. Methods A realist synthesis and evaluation. Working with three UK case-sites who are all at various stages in the process of setting up social prescription services, we are conducting patient pathway analyses, focus groups, and interviews. An important component of this work is iterative, targeted reviews of the literature relating to these pathways and identified mechanisms to assess effectiveness and reach. Results The study is ongoing; however, we are testing prototype theory generated in a previous realist review (presented last year) and elaborating on which mechanisms within each pathway relate to suitable population types and aspects of wellbeing. Conclusions We aim to draw together service delivery practitioners, users, researchers and clinicians to create specified theory for setting up social prescription services. This guidance will be context sensitive and make recommendations for increasing acceptability and spread of complex system service delivery and interventions. Key messages We are building highly specified, context sensitive system specification and ‘lessons learned’ implementation guidance for social prescribing programmes in the UK. We are producing these outputs through collaborative partnerships with services delivering programmes as they develop, using realist evaluation and qualitative comparative methods.

Extending the Comfort Zone: Building Resilience in Older People With Long-Term Conditions

2017 ◽  
Vol 38 (6) ◽  
pp. 825-848 ◽  
Author(s):  
Mark Robinson ◽  
Esmée Hanna ◽  
Gary Raine ◽  
Steve Robertson
Keyword(s):  
Older People ◽  
Peer Support ◽  
Social Engagement ◽  
Well Being ◽  
Significant Drop ◽  
Long Term Conditions ◽  
Before And After ◽  
And Gender ◽  
Ongoing Support

This article examines how a 6-week mental health resilience course for people with long-term conditions (LTCs; diabetes, heart disease, and arthritis) increased perceived resilience of older participants. This article examines how peer support assisted participants to develop resilience, considers gender issues, examines the importance of course activities, and explores how resilience enhances quality of life. A mixed methods approach was used. A before-and-after questionnaire was administered 3 times, including 3-month follow-up. Interviews were held with 24 program participants, aged 45 to 80 years. Diaries were kept by participants over 3 months. Survey findings showed significant gains in perceived resilience, at the end of the course, with no significant drop-off after 3 months. Interview and diary narratives highlighted positive experiences around well-being, condition management, and social engagement. Peer support was key to effective processes. Challenges concern ongoing support in communities, and considering age and gender variables when researching what improved resilience means to older people with LTCs.

scholarly journals The NHS reforms: good, bad or neutral? Medical students debate at the College

2012 ◽  
Vol 94 (3) ◽  
pp. 88-89
Author(s):  
Fiona McClenaghan ◽  
Finn Stevenson
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical Schools ◽  
Positive Change ◽  
Undergraduate Medical Students ◽  
The Future ◽  
Surgical Career ◽  
The Uk

The Professor Harold Ellis Medical Student Prize for Surgery, held at the close of 2011, threw open to debate the question of whether the reforms currently under way in the NHS are 'good, bad or neutral'. Sixteen undergraduate medical students with hopes of a surgical career were invited to the College from medical schools all across the UK to present their case either for or against Andrew Lansley's proposed reforms. After giving a five-minute presentation to fellow students, participants were questioned by fellows of the College and Professor Ellis himself. The conclusions reached represented a complete range of opinion from great anticipation of positive change to great concern over the future of the NHS. Both authors were highly commended for their presentations and here we aim briefly to set out our differing opinions on the reforms of the NHS.

Implementation of a Self-management Programme for People with Long-Term Medical Conditions in a Workplace Setting

2007 ◽  
Vol 38 (2) ◽  
pp. 24-34 ◽  
Author(s):  
Julie H. Barlow ◽  
David R. Ellard
Keyword(s):  
Working Life ◽  
Support Staff ◽  
Self Management ◽  
Medical Conditions ◽  
Management Intervention ◽  
Organisational Support ◽  
Before And After ◽  
The Uk ◽  
Workplace Setting

The Expert Patient Programme (EPP) is a lay-led self management intervention, delivered in the community and is designed for people with long-term medical conditions (LTMCs). It is now widely used and accepted in the UK. The aims of this qualitative study were to examine whether implementation of the lay-led EPP in a workplace setting is perceived to benefit employees with LTMCs and to examine their existing organisational support. This article presents the results of interviews with employees before and after they attended the work-based EPP and also the views of managers that have to support staff that work with LTMCs. The results suggest that having LTMCs interferes with working life and that managers perceive that they do not have enough support to help people with LTMCs. The EPP proved to be of assistance to participants and could, with minor adaptations, be used effectively in a workplace setting.

Place-Identity in boundaryless careers: Narratives of medical students from lower socio-economic class backgrounds

2020 ◽  
Vol 44 (1) ◽  
pp. 29-35
Author(s):  
Emily Róisín Reid
Keyword(s):  
Medical Students ◽  
Social Mobility ◽  
Identity Theory ◽  
Medical Schools ◽  
Place Identity ◽  
Dark Side ◽  
Economic Class ◽  
The Social ◽  
The Uk ◽  
Boundaryless Careers

Medical schools are working to widen access to students from lower socio-economic backgrounds, particularly through targeted recruitment within under-doctored regions of the UK. Drawing upon recent research, this article explores ways that place- identity theory can be helpful to career professionals, particularly when thinking about the extent to which where individuals are from influences where they (can) go and what they might need to sacrifice to get there. Bounded student narratives expose the 'dark side' of the social mobility agenda and clash with the quasi-colonial 'world is your oyster' rhetoric of the boundaryless career. Implications for practice are discussed.

The state of ethical-legal oaths in UK medical practice today: Is it time to look at standardising?

2016 ◽  
Vol 84 (4) ◽  
pp. 200-202
Author(s):  
RL Atenstaedt
Keyword(s):  
Medical Students ◽  
Medical Practice ◽  
Response Rate ◽  
Medical Schools ◽  
Hippocratic Oath ◽  
The State ◽  
Rite Of Passage ◽  
Medical Practitioners ◽  
Electronic Survey ◽  
The Uk

The taking of an ethical-legal oath is a “rite of passage” for many medical practitioners. A 1997 paper noted that half of medical schools in the UK administer an oath. I performed a survey of UK medical schools to see whether these are still used today. An electronic survey was sent to 31 UK medical schools, asking them whether the Hippocratic Oath (in any version) was taken by their medical students; non-respondents were followed up by telephone. Information was obtained from 21 UK medical schools, giving a response rate of 68% (21/31). A total of 18 (86%) institutions use an oath. Ethical-legal oaths are therefore taken in the vast majority of UK medical schools today. However, a great variety are used, and there are advantages in standardisation. My recommendation is that the Standard Medical Oath of the UK (SMOUK) is adopted by all medical schools, and that this is also taken regularly by doctors as part of revalidation.

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.

Sign in / Sign up

Export Citation Format

Share Document