An educational programme for error awareness in acute trauma for junior doctors

Abstract Introduction Fractured Neck of Femur (FNOF) patients are complex. A mortality project identified topics for a peer-led teaching programme. Method Eight bite-sized case-based sessions were devised, to provide a framework to approach the following topics: Anaemia, delirium/dementia, ECG abnormalities, metastatic cancer, osteoporosis, renal disease, respiratory disease, and vascular complications. Attendees were asked to complete pre- and post- teaching programme questionnaires using a Likert Scale to indicate agreement with statements relating to the topic areas chosen (1=strongly disagree and 5=strongly agree). Result Pre-programme questionnaire: respondents were neutral (average 3.04) when asked whether topic areas were currently “well managed”. Attendees lacked confidence, indicating preparedness as neutral (average 3.35). Trainees agreed that they would benefit from teaching (average 4.56). Post-programme questionnaire: increased confidence was reported when considering preparedness (average 4.3). Attendees felt the teaching programme was “accessible” and the “topics well-chosen”. 100% of attendees regarded the teaching as ‘excellent’ or ‘very-good’. Conclusions Matching patient needs to an educational programme is important. The “bite-sized” nature of the programme paired with case-based learning increased confidence. A peer-led teaching programme is a positive response to themes emerging from morbidity and mortality reviews.

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The use of Microsoft Excel as an electronic database for handover and coordination of patients with trauma in a District General Hospital

BMJ Innovations ◽

10.1136/bmjinnov-2016-000182 ◽

2017 ◽

Vol 3 (3) ◽

pp. 130-136

Author(s):

Nik I Bakti ◽

Mark Williamson ◽

Ranjit Sehjal ◽

Michael Thilagarajah

Keyword(s):

Healthcare Professionals ◽

General Medical Council ◽

Junior Doctors ◽

Medical Council ◽

Electronic Database ◽

Communication Tool ◽

Missing Information ◽

Microsoft Excel ◽

Acute Trauma ◽

Trauma Service

Communication between healthcare professionals is a key aspect in patient safety especially when dealing with patients with musculoskeletal trauma. The change of junior doctors’ working patterns within the last decade and a multidisciplinary approach has resulted in more healthcare professionals being involved in any one patient’s care. A robust handover and communication tool is essential in ensuring patients’ safety and to allow efficient service coordination. We compared the use of a simple traditional template-based handover system with an electronic interactive database developed using Microsoft Excel specifically designed as a handover tool and to coordinate acute trauma referrals to the orthopaedic department in our hospital. We compared the adequacy and accessibility of patient details and clinical information as well as assessing these systems as tools to facilitate coordination of patients with trauma. Data from both handover systems were collected prospectively over the period of 12 weeks and analysed for the degree of missing information based on the General Medical Council and British Medical Association guidelines for safe handover. A questionnaire was also handed to members of the multidisciplinary team to assess their impression of each handover system on coordination and management of the trauma service. Our study showed a significant reduction in missing information in the electronic database handover system in multiple domains (p<0.001). Our survey of 29 healthcare professionals also showed a significant improvement in their perceived ability to manage acute trauma referrals, coordinate patients awaiting surgery and in accessing previous handover discussions (p<0.001).

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Error awareness to enhance paediatric prescribing amongst junior doctors: a novel evidence based educational strategy

Archives of Disease in Childhood ◽

10.1136/archdischild-2012-301885.406 ◽

2012 ◽

Vol 97 (Suppl 1) ◽

pp. A172.3-A174

Author(s):

M Gordon ◽

L See ◽

B Bose-Haider

Keyword(s):

Junior Doctors ◽

Evidence Based ◽

Educational Strategy ◽

Error Awareness ◽

Paediatric Prescribing

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245 Multidisciplinary Learning in the Elective Orthopaedic Setting: Can Junior Doctors and Nursing Staff Learn Together?

British Journal of Surgery ◽

10.1093/bjs/znab134.128 ◽

2021 ◽

Vol 108 (Supplement_2) ◽

Author(s):

R Gnap ◽

E Carew ◽

M Wijeratna

Keyword(s):

Nursing Staff ◽

Group Learning ◽

Educational Programme ◽

Junior Doctors ◽

Educational Value ◽

Teaching Programme ◽

Interdisciplinary Learning ◽

Multidisciplinary Education ◽

The Relationship ◽

Doctors And Nurses

Abstract Introduction Feedback from junior doctors highlighted dissatisfaction with the educational value of their orthopaedic job. Surveys showed that none had had a formal departmental induction, only 33% felt their confidence had improved during the placement and only 50% reported having adequate opportunities to complete workplace-based assessments. Nurses, overall, were dissatisfied with the relationship with ward-based doctors. Method We developed an educational programme for doctors and nurses which sought to cover induction to the specialty and common orthopaedic and allied specialty topics. The biweekly teaching programme utilised a variety of teaching methods including group learning, simulation, and seminars to facilitate interdisciplinary learning and team bonding with the emphasis on mirroring the way care is delivered. Doctors and nurses were re-surveyed at the end of the placement. Results 75% of doctors had now received an induction and confidence in managing orthopaedic conditions improved from 33% to 75%. Adequate opportunities to complete assessments improved from 50% to 75%. 100% of nurses agreed that multidisciplinary learning was both possible and beneficial compared to only 54% beforehand. Conclusions Multidisciplinary education can improve confidence and teamwork among doctors and nursing staff. A service that boasts a robust teaching programme makes orthopaedics a more attractive speciality for nurses and doctors alike.

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An interactive 1-h educational programme for junior doctors, increases their confidence and improves inpatient diabetes care

Diabetic Medicine ◽

10.1111/j.1464-5491.2012.03688.x ◽

2012 ◽

Vol 29 (12) ◽

pp. 1574-1578 ◽

Cited By ~ 17

Author(s):

C. G. Taylor ◽

C. Morris ◽

G. Rayman

Keyword(s):

Diabetes Care ◽

Educational Programme ◽

Junior Doctors ◽

Inpatient Diabetes

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Improving preparedness of junior doctors to manage patients with diabetes: a pilot educational programme from ward-based pharmacists

British Journal of Diabetes ◽

10.15277/bjd.2017.151 ◽

2017 ◽

Vol 17 (4) ◽

pp. 152-155 ◽

Cited By ~ 1

Author(s):

Stephen Ward ◽

Gemma Wasson

Keyword(s):

Educational Programme ◽

Junior Doctors ◽

Online Questionnaire ◽

Mortality And Morbidity ◽

Clinical Pharmacists ◽

Control Blood Glucose ◽

Practical Support ◽

Before And After ◽

Patients With Diabetes ◽

Knowledge Levels

Background: Diabetes is a complex condition and junior doctors can feel underprepared when tasked with safely prescribing insulin. Hyperglycaemia is known to increase mortality and morbidity, yet a British study in 2008 demonstrated that a quarter of doctors responding to the survey did not feel confident enough to take the main initiative to control blood glucose for a patient under their care in hospital. Diabetes learning resources are widely available, yet few offer the opportunity to link undergraduate theory with practical prescribing tasks. Clinical pharmacists can play an important role in providing this type of practical support and in the formative development of safe prescribing for junior doctors. This paper describes an initiative from a hospital pharmacy team to support Foundation Year doctors (FY1s) with safe insulin prescribing.Methods: The team from the Belfast Trust designed a ward-based teaching session which could be used by clinical pharmacists to help newly qualified doctors on their wards. These sessions, known as SIPS (Safe Insulin Prescribing Sessions), focused on three key areas: documentation, insulin product range and resources. The aim was to assess if SIPS had an impact on confidence levels for different aspects of insulin prescribing. This pilot educational intervention was carried out with 19 junior doctors. After the session each doctor was contacted to complete a short online questionnaire ranking their confidence and knowledge levels in managing inpatients prescribed insulin before and after the pharmacist SIPS.Results: After completing the ward-based teaching there were statistically significant increases in the self-ranked confidence and knowledge levels of junior doctors regarding insulin prescribing.Conclusions: This pilot demonstrates that ward-based teaching from a pharmacist can support junior doctors in managing diabetes. A larger study would be needed to confirm whether this translates into better management of inpatients with diabetes.

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