scholarly journals Are educational or quality improvement interventions delivered at the induction or orientation of junior doctors effective?

2014 ◽  
Vol 3 (5) ◽  
pp. 14
Author(s):  
Luke McMenamin ◽  
Natalie Blencowe ◽  
Damian Roland
Keyword(s):  
Patient Safety ◽  
Quality Improvement ◽  
Health Care Professionals ◽  
Group Intervention ◽  
Junior Doctors ◽  
Or Education ◽  
Implementation Quality ◽  
Objective Outcomes ◽  
The Uk ◽  
The Impact

There has been significant media scrutiny in the UK of the period when doctors change over into new jobs, with a number of reports highlighting increased mortality. Starting work in a new hospital confers a potential patient safety risk and induction programmes are therefore designed to familiarise doctors with local policies. Little is known about using this time as an opportunity to improve patient outcomes or change practice. The aim was to review interventions which may aid hospital trusts during induction and a strategy to direct future educational and implementation research. A review of Medline, Embase, Cochrane, Scopus and ERIC databases with key terms (induction or orientation, junior doctor or intern, intervention or education or implementation, quality improvement or patient safety or outcome) extracted relevant abstracts. Articles of relevance were analysed and coded as to the type of patient or doctor group, intervention and outcome. Only seven studies were found which generally reported perceived benefits rather than objective outcomes. A significant opportunity to improve evidence based practice and patient safety is being missed by not thoroughly evaluating the impact of induction and orientation of health care professionals.

Patient Safety/Quality Improvement Primer, Part III: The Role of Simulation

2021 ◽  
pp. 019459982110133
Author(s):  
Ellen S. Deutsch ◽  
Sonya Malekzadeh ◽  
Cecelia E. Schmalbach
Keyword(s):  
Patient Safety ◽  
Quality Improvement ◽  
Control Charts ◽  
Neck Surgery ◽  
Resident Training ◽  
Statistical Process ◽  
Ensure Patient Safety ◽  
Statistical Process Control Charts ◽  
The Individual ◽  
The Impact

Simulation training has taken a prominent role in otolaryngology–head and neck surgery (OTO-HNS) as a means to ensure patient safety and quality improvement (PS/QI). While it is often equated to resident training, this tool has value in lifelong learning and extends beyond the individual otolaryngologists to include simulation-based learning for teams and health systems processes. Part III of this PS/QI primer provides an overview of simulation in medicine and specific applications within the field of OTO-HNS. The impact of simulation on PS/QI will be presented in an evidence-based fashion to include the use of run and statistical process control charts to assess the impact of simulation-guided initiatives. Last, steps in developing a simulation program focused on PS/QI will be outlined with future opportunities for OTO-HNS simulation.

EP.TU.991Developing as Future Leaders: A Systematic Review of Quality Improvement Training in Junior Doctors

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Rabiya Aseem ◽  
Costas Simillis ◽  
Jason Smith ◽  
Sonal Arora ◽  
Nikhil Pawa
Keyword(s):  
Systematic Review ◽  
Quality Improvement ◽  
English Language ◽  
Quality Care ◽  
Leadership Skills ◽  
Training Programme ◽  
Junior Doctors ◽  
Training Methods ◽  
Effectiveness Of Training ◽  
The Impact

Abstract Aims Quality improvement (QI) training in Junior Doctors (JDs) is essential for providing High Quality Care for patients and facilitating organisational success. The aim of this study was to systematically review the evidence on QI training in JDs and determine the impact and effectiveness of training methods. Methods A systematic review was conducted as per PRISMA guidelines. Searches were carried out using MEDLINE, EMBASE and HMIC for English-Language articles between January 2005 to December 2019. Selected articles underwent critical appraisal using the CASP criteria by two independent reviewers. A qualitative and thematic analysis was conducted. Results 43 studies were identified in a range of medical and surgical specialities. Common QI methodology included theoretical and project-based curricula with content focussing on PDSA cycles, root causes analyses and project development. Majority of studies reported improved knowledge, leadership skills and satisfaction. Mentorship and coaching were highly valued, but few studies adhered to this practice. Few studies demonstrated increased QI engagement. Key themes identified (i) Effectiveness of QI training (ii) Barriers to engagement (iii) Organizational culture of fostering QI. Conclusion There is growing mandate for training JDs in QI practices to enhance patient care. QI curricula targeting JDs have demonstrated improved knowledge and leadership skills. Nonetheless, significant barriers in QI engagement endure. Additional research is required to combat disengagement and assess sustainability of QI interventions in JDs. We further aim to introduce a pilot QI training programme for surgical JDs to enhance leadership skills.

Current innovations in otolaryngology medical education in the UK: a systematic literature review

2020 ◽  
Vol 134 (4) ◽  
pp. 284-292
Author(s):  
H M Yip ◽  
T C F Soh ◽  
Z Z Lim
Keyword(s):  
Medical Education ◽  
Objective Assessment ◽  
Final Analysis ◽  
Subjective Assessment ◽  
Junior Doctors ◽  
Synthesis Methods ◽  
Qualitative Synthesis ◽  
Educational Innovations ◽  
The Uk ◽  
The Impact

AbstractObjectiveRecent studies have indicated a lack of ENT training at the undergraduate and post-graduate levels. This study aimed to review the impact of recent educational innovations in improving ENT training for medical students and junior doctors in the UK.MethodsThree independent investigators conducted a literature search of published articles on ENT education. Included studies were analysed using qualitative synthesis methods.ResultsAn initial search yielded 2008 articles; 44 underwent full-text evaluation and 5 were included for final analysis. Most included studies demonstrated benefits for students when compared to existing teaching standards in terms of objective assessment (knowledge and skills gained) or subjective assessment (confidence and preference) following implemented educational innovations.ConclusionThis study identified educational innovations developed in the past 15 years to enhance the teaching of core ENT competencies. More research is needed to establish their impact on the state of ENT medical education in the UK.

Does UK medical education provide doctors with sufficient skills and knowledge to manage patients with eating disorders safely?

2018 ◽  
Vol 94 (1113) ◽  
pp. 374-380 ◽  
Author(s):  
Agnes Ayton ◽  
Ali Ibrahim
Keyword(s):  
Eating Disorders ◽  
Patient Safety ◽  
Eating Disorder ◽  
Postgraduate Training ◽  
Medical Training ◽  
Improve Patient Safety ◽  
Medical Schools ◽  
Junior Doctors ◽  
The Uk ◽  
Improve Patient

BackgroundEating disorders affect 1%–4% of the population and they are associated with an increased rate of mortality and multimorbidity. Following the avoidable deaths of three people the parliamentary ombudsman called for a review of training for all junior doctors to improve patient safety.ObjectiveTo review the teaching and assessment relating to eating disorders at all levels of medical training in the UK.MethodWe surveyed all the UK medical schools about their curricula, teaching and examinations related to eating disorders in 2017. Furthermore, we reviewed curricula and requirements for annual progression (Annual Review of Competence Progression (ARCP)) for all relevant postgraduate training programmes, including foundation training, general practice and 33 specialties.Main outcome measuresInclusion of eating disorders in curricula, time dedicated to teaching, assessment methods and ARCP requirements.ResultsThe medical school response rate was 93%. The total number of hours spent on eating disorder teaching in medical schools is <2 hours. Postgraduate training adds little more, with the exception of child and adolescent psychiatry. The majority of doctors are never assessed on their knowledge of eating disorders during their entire training, and only a few medical students and trainees have the opportunity to choose a specialist placement to develop their clinical skills.ConclusionsEating disorder teaching is minimal during the 10–16 years of undergraduate and postgraduate medical training in the UK. Given the risk of mortality and multimorbidity associated with these disorders, this needs to be urgently reviewed to improve patient safety.

scholarly journals The impact of an innovative curriculum to introduce patient safety and quality improvement content

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Kelly T. Gleason ◽  
Brigit VanGraafeiland ◽  
Yvonne Commodore-Mensah ◽  
Jo Walrath ◽  
Susan Immelt ◽  
...  
Keyword(s):  
Patient Safety ◽  
Quality Improvement ◽  
Innovative Curriculum ◽  
The Impact

Engaging, empowering and educating junior doctors in quality improvement (QI) to improve patient safety: a trust-wide junior doctor forum

2016 ◽  
Vol 3 (Suppl 2) ◽  
pp. s39-s39
Author(s):  
Sanjay Kumar ◽  
Anna Winfield ◽  
Robert Jackson ◽  
Gillian Pearce ◽  
Sarah Fiori ◽  
...  
Keyword(s):  
Patient Safety ◽  
Quality Improvement ◽  
Junior Doctor ◽  
Improve Patient Safety ◽  
Junior Doctors ◽  
Improve Patient

scholarly journals Quality improvement education for medical students: a near-peer pilot study

2020 ◽  
Author(s):  
Elizabeth McGeorge ◽  
Charles Coughlan ◽  
Martha Fawcett ◽  
Robert Klaber
Keyword(s):  
Quality Improvement ◽  
Medical Students ◽  
Peer Teaching ◽  
Junior Doctors ◽  
Teaching Content ◽  
Single Centre Study ◽  
The Uk ◽  
The University ◽  
Competing Priorities ◽  
Future Work

Abstract Background Quality improvement (QI) is an essential component of modern clinical practice. Front-line professionals offer valuable perspectives on areas for improvement and are motivated to deliver change. In the UK, all junior doctors are expected to participate in QI in order to advance to the next stage of their training. However, UK undergraduates receive no standardized training in QI methodology. This is perpetuated within medical schools by a lack of teaching capacity and competing priorities, and may lead to tokenistic engagement with future QI projects. Methods We describe a near-peer teaching programme designed to introduce students to QI methodology. This programme was conceived and delivered in full by junior doctors and used existing resources to ensure high quality teaching content. 111 fifth-year medical students from the University of Cambridge were taught in interactive, participative workshops that encourage them to develop their own QI change ideas and projects. Core topics included the model for improvement, driver diagrams, stakeholder engagement, measurement for improvement and analysing and presenting data. Students completed surveys before and immediately after this intervention to assess their understanding of and confidence in utilizing QI methodology. Questionnaires were also completed by junior doctor tutors. Results Analysis of questionnaires completed before and immediately after the intervention revealed statistically significant improvements in students’ self-reported understanding of QI (p<0.05) and confidence in applying techniques to their own work (p<0.05). Students expressed a preference for QI teaching delivered by junior doctors, citing a relaxed learning environment and greater relevance to their stage of training. Tutors reported increased confidence in using QI techniques and a greater willingness to engage with QI in future. Conclusions In this single-centre study, near-peer teaching produced significant improvements in students’ self-reported understanding of QI and confidence in applying QI methodology. Near-peer teaching may constitute a sustainable means of teaching essential QI skills at undergraduate level. Future work must evaluate objective measures of student engagement with and competence in conducting QI.

scholarly journals Why are UK junior doctors taking time out of training and what are their experiences? A qualitative study

2019 ◽  
Vol 112 (5) ◽  
pp. 192-199 ◽  
Author(s):  
Chantelle Rizan ◽  
Julia Montgomery ◽  
Charlotte Ramage ◽  
Jan Welch ◽  
Graeme Dewhurst
Keyword(s):  
Content Analysis ◽  
Qualitative Study ◽  
Unmet Needs ◽  
Junior Doctors ◽  
Loss Of Control ◽  
Data Set ◽  
Time Out ◽  
The Uk ◽  
The Impact ◽  
Depth Interviews

Objectives The number of doctors directly entering UK specialty training after their foundation year 2 (F2) has steadily declined from 83% in 2010 to 42.6% in 2017. The year following F2, outside the UK training pathway, is informally termed an ‘F3’ year. There is a paucity of qualitative research exploring why increasingly doctors are taking F3s. The aim of this study is to explore the reasons why F2 doctors are choosing to take a year out of training and the impact upon future career choices. Design This is an exploratory qualitative study, using in-depth interviews and content analysis. Setting UK. Participants Fourteen participants were interviewed from one foundation school. Participants included five doctors who commenced their F3 in 2015, five who started in 2016 and finally four recently starting this in 2017. Main outcome measures Content analysis was conducted to distill the themes which exemplified the totality of the experience of the three groups. Results There were four predominant themes arising within the data set which can be framed as ‘unmet needs’ arising within foundation years, sought to be fulfilled by the F3 year. First, doctors describe exhaustion and stress resulting in a need for a ‘break’. Second, doctors required more time to make decisions surrounding specialty applications and prepare competitive portfolios. Third, participants felt a loss of control which was (partially) regained during their F3s. The final theme was the impact of taking time out upon return to training (for those participants who had completed their F3 year). When doctors returned to NHS posts they brought valuable experience. Conclusions This study provides evidence to support the important ongoing initiatives from Health Education England and other postgraduate bodies, exploring approaches to further engage, retain and support the junior doctor workforce.

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