758 Online Surgical Journal Clubs: Are They Effective?

Aim Much of medical education has been abruptly forced online during the COVID-19 pandemic. Traditional journal clubs thrive on group interaction and debate. The aim of this project is to assess whether an online surgical journal club could replicate this experience and learning. Method A fortnightly, chat-based online surgical journal club with national reach was re-launched under SCALPEL (Manchester Medical School’s surgical society) with defined learning objectives, inclusion of studies from different surgical sub-specialities and a proforma to aid critical appraisal. Anonymous feedback forms were sent to participants to assess confidence in critically appraising the literature before and after attendance, and differences in means were analysed using paired t-test. Results 32 feedback forms from participants, the majority of whom were final year medical students (34.4%) were analysed. 28.1% had previously attended a journal club. 65.6% of attendees had prior involvement in a research project which led to a publication for 18.8%, while 59.4% were interested in applying for the Academic Foundation Programme (AFP). The self-reported confidence of participants to identify the study design, interpret the results and statistical analyses; and scrutinise the strengths and weaknesses of a study increased by 12.2%, 14.7% and 15.9% respectively (p = <0.001). Furthermore, 96.9% of attendees stated they would attend another online journal club in the future, with 59.4% favouring an online format. Conclusions Online surgical journal clubs are effective and are here to stay following the conclusion of social distancing. They have the advantage of further outreach and may encourage greater participation than traditional journal clubs.

835 Evaluation of an International Virtual Teaching Series for UK Academic Foundation Programme Applications and Interviews: A Cross-Sectional Study

Background UK academic foundation programme (AFP) is an important steppingstone into academic surgical training, but there is paucity in undergraduate preparedness. We aimed to evaluate the effectiveness of a virtual webinar series to prepare students for applications and interviews. Method A cross-sectional study was conducted between 18/10/2020 – 19/12/2020. Ethical approval was not required as this was an evaluation of teaching interventions. Medical students interested in AFP were included. Three 1-hour presentations, delivered by two AFP doctors, focused on evidence-based frameworks to approach AFP applications, critical appraisal, personal and clinical interviews. Pre- and post-webinar electronic surveys compared preparedness in self-reported knowledge (SRK) and confidence (SRC) on a Likert scale (1: not knowledgeable/confident – 5: very knowledgeable/confident). SPSS v27.0 was used to perform Wilcoxon Signed-rank test; P-value<0.05 was considered statistically significant. Results Mean attendance per presentation was 136, with 93(68.4%) pre-webinar responses and 62(45.6%) post-webinar responses. Both SRK and SRC regarding AFP applications improved by the same value (median 3 versus 4; p < 0.0001). Both SRK and SRC in critical appraisal also improved by the same value (median 2 versus 4; p < 0.0001). SRK and SRC in using interview answer frameworks (SPIES, STARR and CAMP) improved from median 2 versus 4 (p < 0.0001) and median 1 versus 4 (p < 0.0001), respectively. Across all pre-surveys, 129(46.4%) had no preference regarding teaching platforms, 115(41.3%) preferred webinars and 34(12.2%) preferred face-to-face teaching. Conclusions Webinars, teaching evidence-based frameworks can improve preparedness for AFP applications and interviews. Medical schools should address students’ perceived lack of knowledge and confidence in critical appraisal.

The Development of Academic Vocabulary in International Foundation Students’ Assessed Academic Writing

Despite extensive research into academic vocabulary in university student writing, little is known about academic vocabulary in international foundation-level students’ assessed academic writing. Considering that academic vocabulary is regarded as a key element of academic writing style and written assignments are one of the main forms of assessment in university contexts, this is an important omission. This study addresses this gap by employing a corpus-based approach to investigate the development of academic vocabulary in assessed academic writing produced by international students (N=193) in a foundation(gateway) programme over an academic year in the context of a British university based in England and its overseas campuses in the United Arab Emirates and Mauritius. The findings show an increase in the usage of academic vocabulary over the course of the foundation programme and highlight the impact of the assignment topic and brief.

Junior doctors and fitness to practice procedures in the UK: analysis of factors prompting tribunal referrals and outcomes

Purpose of the studyTo ascertain factors influencing referral to, and outcomes from medical tribunals for junior doctors with less than 7 years of postgraduate training.Study designA mixed methods analysis of 49 publicly available determinations from the UK Medical Practitioner Tribunal Service (MPTS) between 2014 and 2020 was undertaken. Data on demographics, training grade, type of case and outcomes from the tribunal were recorded. A qualitative thematic analysis of the determinations was also undertaken, with themes being identified based on frequency and pertinence to the process of determination.ResultsThe largest group of junior doctors referred to an MPTS tribunal (38%) was those on the foundation programme; in their first 2 years postgraduation. Fifty-three per cent of all junior doctors referred to a tribunal were erased from the medical register. Erasure from the register was significantly associated with male gender, less than 4 years postqualification, non-attendance at the tribunal hearing, lack of legal representation and lack of insight or remorse at the tribunal hearing. Several cases involved dishonesty in relation to academic achievements and workplace-based assessments.ConclusionConsideration should be given as to how best to support the transition in professional identity from student to doctor. Teaching medical professionalism should be a priority in undergraduate and early postgraduate education, with lessons from fitness to practice tribunals shared for educational purposes.

A framework for integrating sustainable development concepts into the chemistry curriculum towards achieving education for sustainable development in Malaysia

Purpose In Malaysia, research indicates that there is an interest amongst the stakeholders, namely, administrators and academicians to be engaged in education for sustainable development (SD), but it is rarely implemented as a part of the higher education curriculum due to various barriers. This paper aims to develop a framework for integrating SD concepts into the chemistry curriculum, using a case study approach. Design/methodology/approach This study was conducted at a local university located in Selangor, Malaysia, offering a foundation programme to students between 17 to 18 years of age. Data was collected using a qualitative approach that involved 12 experts as informants. The collected data was analysed via three coding stages, namely, open coding, category coding and thematic encoding using Atlas.ti 7.0 software. Findings The research revealed that six aspects contribute to the integration of SD concepts into the chemistry curriculum, namely, educational policy, awareness, resources, curriculum, pedagogical approach and stakeholders’ engagement. The proposed framework was formulated by considering these aspects. Originality/value The findings of this study can be used as a guide to facilitate the integration of SD concepts into the chemistry curriculum. It is expected to encourage the involvement of more teachers in adopting sustainable chemistry teaching.

Students’ perceptions of the inclusion of the English Word Power programme at one university in South Africa

Background: South Africa has incorporated Computer-Assisted Language Learning (CALL) into many university classrooms in order to help address ubiquitous concerns related to the limited English language proficiency of first-year university students. In the context of this study, the research site used the CALL application called the English Word Power (EWP programme). Research to establish students’ perceptions of the CALL application is somewhat limited, although students’ perceptions of a learning environment can be more useful in explaining their behaviour. Therefore, teachers’ understanding of the students’ perceptions towards a new learning programme is likely to assist them in tailoring the content according to the needs of the learners.Objectives: The objective of this study was to explore the students’ perceptions of the use of the EWP, a computer-based programme used for improving English language proficiency. The researchers endeavoured to gain an understanding of the students’ perceptions of the strengths and frustrations of the EWP programme. Specifically, the focus was on what the students perceived as their preferred mode of learning and what their views were regarding the contribution of the EWP programme in improving their language skills.Method: The study was qualitative in nature and a case study design was adopted. A purposive sample of 60 students from an Information and Communication Technology’s (ICT) Foundation programme was used to collect data. Focus group interviews were conducted with 60 purposefully selected students and content analysis was used to process data.Results: The study yielded mixed results, as some students were happy with some of the components of the EWP programme whilst others were frustrated with some components. Specifically, some students reported experiencing frustration with the irrelevant nature of the EWP content. On the contrary, the study revealed that students were satisfied with the EWP programme’s accessibility, which facilitated their learning opportunities. Some students reported that their language proficiency concerning spelling and vocabulary had improved. The findings further revealed that the students preferred face-to-face learning to the EWP programme learning environment.Conclusion: The implication of the findings is that students need a language learning programme that is relevant to their field of study. They also require a programme that allows for student–student and lecturer–student interaction.

Assessing wellbeing in foundation doctors during the COVID-19 pandemic

AimsThe COVID-19 pandemic has had a drastic effect on the mental health of the global population that is likely to be felt for years to come. One group particuarly likely to be affected by this in the immediate future are the healthcare professionals working on the frontline of the NHS pandemic response. As members of a foundation cohort of these junior doctors we aimed to create a way to quanitfy the wellbeing of ourselves and our colleagues at this challeging time. We aimed to use a combination of numerous tools to monitor foundation doctors in Blackburn during this crisis. This would inform which measures would be best suited to be put in place to protect this cohort from early burnout and poor mental health in the future.MethodWe designed a survey of 25 questions which we invited our foundation colleagues to fill in anonymously during the first and second waves of the pandemic in response to times when foundation doctors were redeployed to aid the frontline. The survey has been based on the PHQ9, GAD7, Epworth Sleepiness scale, Physician wellbeing index, Medical students wellbeing index, Maslach burnout inventory BMA burnout questionnaire and the QOL scale.ResultFrom a cohort of around 140 foundation doctors we had 46 participants in our trial of this tool; 46% had been redeployed and 54% not redeployed. Over 50% of survey respondents reported high stress, poor motivation and depersonalisation over the two weeks at the peak of the pandemic, key early signs of burnout. Lack of interest in their work, poor sleep and anhedonia were increased across both groups (redeployed and non redeployed). The interventions after the first wave data which repondents found beneficial included; financial reassurances during redeployments, protected non clinical areas for rest, a named individual senior staff member for wellbeing support.ConclusionKey issues the survey raised were fed back to foundation programme leads in monthly meetings. This allowed us with our foundation leads to make targeted changes in order to support foundation doctors at this time. Without the data from this tool which we tailored to the foundation experience we believe these rapidly worsening issues during the pandemic would not have been addressed so swiftly. We then resurveyed the foundation cohort to assess which of these interventions have been most widely used and appreciated.