bluuebunny/crossref_metadata_2025 huggingface dataset:
698 Virtual Journal Clubs - An Innovative Student-Led Programme to Develop Critical Analysis Skills for Surgical and Medical Training
Authors: Tay T , Nijamudeen A , Ragavan S
Published: October 2021

Introduction

Critical analysis skills underpin improvements in surgical practice. Educational institutions and student-led societies seek innovative ways to deliver teaching and enhance these skills. Our student-led society designed a programme of online journal clubs to supplement teaching and encourage development of these skills amongst medical students. This study aims to evaluate the effectiveness of virtual journal discussions in evidence-based medicine training.

Method

Bi-monthly meetings were held online from August-December 2020. A variety of published literature was chosen with different study types. Critical analysis was performed, presented and group discussion was facilitated by a medical student host. Anonymous feedback was collected from attendees via an online form.

Results

95 participants attended across 7 sessions. Forty participants, who were from the United Kingdom (n = 36), Bulgaria (n = 3) and Italy (n = 1), consented for inclusion of their responses in this study. We presented 3 SARS-CoV-2, 2 surgical and 2 medical research papers. 52.5% of our participants were final-year medical students. 55% had previously attended physical or online journal clubs. Confidence in critical appraisal was rated from 1 (very poor) to 5 (very good) before and after the session; median score increased from 3 (range 1-4) to 4 (range 3-5).

Conclusions

We present an innovative method of developing interest and skills in academic surgery and medicine. Feedback from participants has been very positive; we demonstrate these sessions improve self-reported confidence in critical analysis skills. We encourage other institutions to consider providing such sessions for medical students to raise interest in academic surgery.
729 “I Don’t Feel Like I’m Learning How to Be A Doctor:” The Impact of Disruptions Due to Covid-19 On Professional Identity Formation in UK Medical Students
Authors: Harvey A , Brown M E L , Byrne M H V , Ashcroft J , Wan J C M , Alexander L , Schindler N , Brassett C
Published: October 2021

Introduction

Professional identity formation (PIF) is a priority of medical training. Covid-19 caused disruption to medical education. We ask how this disruption impacted PIF through the lens of the activities performed – or not performed – by medical students during the first wave of the covid-19 pandemic, and perceptions of conflicts between activities.

Method

A pragmatic survey was distributed in spring 2020. Thematic analysis was performed of qualitative responses to two open questions. A social constructivist approach linked participants’ comments to PIF theory.

Results

We analysed 928 responses. Three themes surrounding students’ activities during covid-19 and their impact on identity were constructed:

Conflict arose at the intersections between these themes. Students noted lack of clinical exposure was detrimental, implicitly recognising that aspects of PIF require the clinical environment. Participants were keen to volunteer but struggled with balancing academic work. Participants worried about risk to their households and the wider community and wanted their skills to add value in the clinical environment. Volunteers felt frustrated when they were unable to perform tasks aligning with their identity as a future doctor. An exception was participants who worked as interim FY1s, aligned with the role of an FY1.

Conclusions

Medical students feel a duty to help during crises. Conflict arises when different aspects of their identity demand different actions. Care must be taken to nurture PIF during periods of disruption.
762 Online surgical teaching during COVID-19: how best to engage the audience?
Authors: Curtis A , Hayter E
Published: October 2021

Aim

COVID-19 has dramatically altered how surgical teaching is provided; face-to-face teaching has been superseded by online teaching to limit viral transmission. Online teaching can lack engagement and therefore audience learning. The aim of this study was to determine which online teaching strategies best engage medical students.

Method

The ‘6th International Surgical Finals revision course’ took place on Zoom in December 2020 with 11 lectures provided by 11 different junior doctors using different lecturing techniques. It was attended by 208 final year medical students from across Europe. Post-course questionnaires were completed by 204 attendees (98.1%). All lectures were recorded and reviewed to identify engagement strategies.

Results

95% of attendees preferred the live talks, with 75.8% agreeing they ran more smoothly. There was a very strong correlation between engagement and overall lecture rating (correlation coefficient 0.94). There was also a strong correlation between the number of questions asked by the lecturer and engagement (correlation coefficient 0.55). Lecturers presenting with live video next to their slides were significantly more engaging (91% vs 83%; p<0.001). The use of webinar chat to allow participants to answer questions was significantly more engaging (91.5% vs 87.7%; p < 0.05). Using the Q&A function during the talk was not significantly more engaging (p>0.05).

Conclusions

Online surgical teaching has many benefits over face-to-face surgical teaching and is therefore likely to continue even after COVID-19 is forgotten. Engagement can be increased by using live talks with video stream alongside the slides with questions and the ability to answer also crucial to engagement.
777 Changing Student Perceptions of Surgical Careers
Authors: Karunaratne D , Peat F , Rozewicz S , Tupper L , Perera E , Samuel T , Buksh M
Published: October 2021

Aim

Increasing student interest in pursuing a surgical career at an undergraduate level.

Background

Data suggests that interest in surgical specialties may be declining, even from as early on as medical school. However, studies suggest that engagement with extra-curricular activities influences their likelihood to pursue surgical careers. Our study aimed to assess changes in student perception towards surgical careers following participation in a three-week surgical course.

Method

Students on placement at St Peter’s Hospital, Chertsey were invited to a course of 3 one-hour sessions covering practical surgical skills and lectures. Participants were tutored by Foundation-Year-Two doctors, with oversight of a surgical clinical teaching fellow and senior consultant. Students completed pre- and post-course surveys focusing on surgical interest, surgical skill confidence, placement-participation, and career preparation. The course was delivered through two cycles.

Results

Cycle one showed statistically significant improvements in suturing-confidence (mean increase 4.05 out of 10, p = 0.001), confidence in hand-ties (3.63 out of 10, p = 0.015) and understanding of developing a surgical portfolio (mean increase 1.95 out of 10, p = 0.005). After a second cycle, including the introduction of a surgical portfolio development lecture, students demonstrated a statistically significant improvement in mean scores across all areas. Notably, interest in pursuing a surgical career increased from mean 5.85/10 to 8.8/10 (p = 0.028).

Conclusions

We demonstrate that a short and easily accessible course can significantly improve student interest and understanding of a surgical career; equipping them with fundamental skills to pursue engagement at the undergraduate level.
786 Virtual Teaching in the COVID Era: Providing Surgical Trainee Teaching Via Online Webinars and Video Conferencing
Authors: Blythe A
Published: October 2021

Introduction

Core surgical training is dependent on a balance of lecture-based and procedure-based teaching. Due to the COVID-19 pandemic, from March 2020 teaching provided by the Northern Ireland Medical and Dental Training Agency (NIMDTA) for Core Surgical Trainees (CSTs) was cancelled. In lieu of this, a virtual teaching programme was developed to ensure this vital aspect of training was not neglected.

Method

Firstly, one-year free Affiliate membership to the Royal College of Surgeons of Edinburgh (RCSEd) was provided for all Northern Ireland CSTs, allowing access to RCSEd online webinars. Second, a weekly teaching schedule was developed with accompanying webinar – this was based on the MRCS curriculum. Third, consultants and senior registrars were recruited to conduct a virtual teaching session via videoconferencing. Feedback was collated and used to guide future topics covered. The teaching sessions were recorded for trainee dissemination with consent from the tutors.

Results

Ten teaching sessions were conducted over three months. While attendance was variable, overall feedback was very positive with requests for this virtual teaching to continue. As such, NIMDTA adopted the teaching programme as their new primary method of lecture-based teaching for all Northern Ireland CSTs.

Conclusions

Although prepared in a short space of time, a novel, highly successful teaching programme was developed in Northern Ireland to meet the training needs of CSTs. This has resulted in a sustained change to training in Northern Ireland and may be imperative in supporting surgical training in a foreseeably socially distanced world.
835 Evaluation of an International Virtual Teaching Series for UK Academic Foundation Programme Applications and Interviews: A Cross-Sectional Study
Authors: Youssef S , Zaidi S , Lambie M , Ahmed S
Published: October 2021

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.
849 Anatomy Teaching to Prepare Medical Students for Placements During COVID-19 Pandemic: A Cross-Sectional Study on The Use of Online Near-Peer Teaching
Authors: Rajan Thirupathirajan V A , Georgi M
Published: October 2021

Introduction

Medical students have reduced small-group teaching due to the COVID-19 Pandemic. Anatomy is taught thoroughly in pre-clinical years but not specifically during clinical years. We introduced online small-group near-peer anatomy teaching for students in their first clinical year to help them before starting clinical placements. We investigated the usefulness of revisiting anatomy and the effectiveness of small group teaching in an online setting.

Method

Tutors were 5th or 6th Year medical students, each teaching a group of 5 to 8 tutees anatomy relevant to their clinical placements via Microsoft Teams. Tutees completed a post-tutorial feedback form. The primary outcome was confidence on subject content before and after the tutorial. Each outcome was measured by a Likert Scale, 1 (worst outcome) to 4 (best outcome).

Results

127 feedback responses were analysed, a response rate of 62.0%. Mean tutee confidence improved markedly, from 1.520(SD 0.6281) to 3.079(SD 0.5856, p < 0.0001). The mean score for effectiveness of delivery and the effect of technical issues was 3.811 (SD 0.4127) and 3.667 (SD 0.7114) respectively. Analysis of free-text comments showed that the tutorials had a “really great group size” and were “interactive and well-informed”.

Conclusions

Clinically relevant anatomy teaching in a small-group-setting is useful in improving students’ confidence about the content covered in the placements. The use of online platforms to deliver this in small groups was successful, underwent smoothly and is something that can potentially be implemented in the curriculum.
879 Running a Regional Teaching Programme Through the COVID19 Pandemic
Authors: Sinan L , AlJubure R , Azhar A
Published: October 2021

Aim

The COVID19 pandemic has changed medical education and encouraged a more virtual approach. We aimed to assess the effectiveness of developing and running an online regional teaching programme for medical students. In additions, through feedback, we were able to establish the important suggestions which medical students found useful.

Method

We developed a four-month surgical revision teaching programme for medical students in both Nottingham and Leicester Medical Schools. We analyzed the feedback forms we received from medical students attending the teachings in the first three months.

Results

In total, there were 12 teachings and 138 feedback forms across the first three months. The overall rating for teaching programme was 4.8 out of 5. The main comments medical students found useful to improve our teaching were: using pictures to illustrate pathology, including questions during the lecture, simplifying the knowledge and using mnemonics and presenting a case scenario for the topic.

Conclusions

Medical students find revision teaching programmes useful in supporting their medical education. Comments from their feedback are a useful tool in improving teaching sessions. Medical educators can utilize the pointers we received in improving their teaching programmes.
881 Delivering Consultant-Led Teaching During A Global Pandemic
Authors: Connelly A , Ton T
Published: October 2021

Aim

Providing high quality teaching has become increasingly difficult as social distancing and disrupted schedules caused by the COVID-19 pandemic make large in-person gatherings impractical. Yet the need and demand for this has only increased. We sought to use an innovative virtual + in-person format to facilitate delivery.

Method

We designed a 6-session ENT teaching programme for GP trainees over 3 evenings. Each session was consultant-led, delivered in-person in a large lecture theatre, and simultaneously broadcast on Microsoft Teams. The in-person element was intended to permit practical demonstrations, e.g., of the Dix-Hallpike test, to supplement presenter’s videos. Attendees could attend in-person or virtually. Sessions were timed to allow staff from the nearby hospital to join immediately after work.

Results

All attendees attended virtually. And all felt that the video demonstrations were sufficient, and that in-person replication was unnecessary. Course delivery was rated ‘very good’ or ‘excellent’ by 88% (n = 17), and the course overall was rated similarly by 94%. Several comments suggested that in future we focus on virtual delivery by shifting the starting time later to “allow a natural break after work”.

Conclusions

The COVID-19 pandemic has altered many aspects of our lives, and teaching delivery is not immune to this. The overwhelming preference for virtual attendance amongst our cohort suggests that many doctors are comfortable with, and even enthusiastic for, this change, and that teaching can still be effective. Future iterations of this course will likely emphasise the virtual element and record the sessions to allow for time-shifted viewing.
903 React! – An Aide Memoire to Guide Management of Extravasation Injuries
Authors: Muscat J , Manton R , Goon P
Published: October 2021

Introduction

Intravenous infusions are common practice but come with the risk of extravasation injury. Although overall incidence is low, in those undergoing chemotherapy and in children the risk is much greater (4.7% and 11-58% respectively). These injuries can have severe consequences ranging from skin necrosis to loss of function, some necessitating complex reconstruction. Prompt recognition and treatment reduces the chance of these outcomes. Whilst classically managed by plastic surgeons, many hospitals do not have such services locally. Time-delays introduced by remote referral or inadequate initial treatment result in poor outcomes. We describe a simple algorithm with accompanying video designed to enable confident immediate management.

Method

We devised a simple acronym describing the basic steps, based on the technique described by Gault. Accompanied by an instructional video demonstrating the technique they form a simple to follow guide.

Results

The initial treatment of an extravasation injury can be split into the following key steps:

These steps, detailed in a simple poster, sit alongside a descriptive video which could be accessed through hospital intranets and video publishing platforms, such as Youtube and Vimeo, can allow potential users access on their portable devices.

Conclusions

The combination of the REACT! acronym and video provides an example of an easy-to-use teaching tool, when combined with local training, could improve the initial management of extravasation injuries in hospitals where plastic surgery input is not immediately available, reducing poor outcomes.
968 Delivering Human Factors and Non-Technical Skills Training Using Interactive Online Platforms in the COVID Era
Authors: Gahunia S , Nolan G , Hardman G , Kausar A , Khwaja N , Ward J
Published: October 2021

Aim

To evaluate the impact and effectiveness of an interactive online human factors (HF) and non-technical skills (NTS) course delivered to Core Surgical Trainees during the COVID-19 pandemic

Method

A 1-day HF and NTS course was conducted online, using the Zoom platform, to Core Surgical Trainees in the North West. The course consisted of interactive lectures, small group teaching sessions, and self-directed learning with written reflections. Pre- and post-course surveys were administered, evaluating the participants’ awareness, knowledge and skills using a 5-part Likert scale, along with a multiple-choice assessment of knowledge. Statistical analysis was undertaken with significance considered at p < 0.05

Results

The course was attended by 63 CT1/2 participants, representing all surgical specialties. In the post-course evaluation, participants’ self-rating of awareness and knowledge for both HF and patient safety increased by between 10-20%. There was a significant increase in the mean post-course test score from 7.54 (SD ± 1.7) to 8.65 (SD ± 1.2) out of 10 (p < 0.0001). The course overall was rated relevant and useful (weighted averages 4.4 and 4.5 respectively)

Conclusions

To our knowledge, this is the first time a video conferencing platform has been used to deliver a live HF/NTS course. This study provides evidence supporting the use of such interactive online platforms in postgraduate surgical education. Training and professional development must continue, despite the evolving pressures from COVID-19. Embracing new methods of education delivery is required, with ongoing reporting and evaluation of education practice, sharing lessons learned and informing the evidence base in postgraduate surgical training during this time
995 Bedside Teaching from A Distance; Surgical Education in The COVID Era
Authors: Feeley A , Feeley I , Carroll A , Hehir D
Published: October 2021

Introduction

The COVID pandemic resulted in a shutdown of facilities and resources globally. With drastic changes in the provision of services available in the health sector, so too were medical students’ provision of learning. With the onslaught of COVID and the need for ongoing learning resources for students, novel methods to maintain adequate surgical patient exposure and student interaction on a platform amenable to the interactive format required was devised using a virtual platform to compliment current pedagogical approaches.

Method

This was a randomised control trial to evaluate the perceived use of remote learning in place of surgical bedside teaching in the COVID-19 era. Medical students in a regional hospital were recruited and randomised to undergo the bedside teaching in person or receive the teaching virtually through a Xpert eye, smart glasses to facilitate connections remotely. Feedback questionnaires and exit interviews carried out following each session. Content analysis of transcripts was performed to evaluate the presence and quality of perceived learning, benefits, and limitations.

Results

Feedback demonstrated greater engagement, satisfaction, involvement, and learning (p < 0.01) in the bedside teaching group. Content analysis yielded three main themes: Interpersonal content, technological features, and provision of content. Students reported the virtual teaching was an acceptable alternative in the current climate of social distancing and reduced patient access.

Conclusions

The current pandemic poses a risk to adequate patient exposure to patient centred learning. Teaching sessions received remotely are an acceptable alternative in the current climate of reduced clinical access, however bedside teaching remains the preferred method of learning.
997 A Systematic Review of Hernia Repair Simulation Models
Authors: Pelly T , Vance-Daniel J , Linder C
Published: October 2021

Introduction

There are barriers to education in both open and laparoscopic hernia repair technique, due to the laparoscopic learning curve, as well as reduced theatre time for junior surgical trainees. This is particularly evident during the current COVID-19 pandemic. Simulation models may provide further opportunities for training in hernia repair outside of the traditional surgical apprenticeship model.

Method

A systematic review was carried out following PRISMA guidelines to identify and evaluate simulation models in hernia repair. Of the 865 records screened, 26 were found to be relevant. These were assessed for face, content, and construct validity, as well as attempts to assess educational impact.

Results

Simulation models were identified comprising of animal tissues, synthetic materials, as well as VR technology. Models were designed for instruction in repair of inguinal, umbilical, incisional and diaphragmatic hernias. 4 of the 21 laparoscopic hernia repair models described demonstrated validity across several domains, and 3 of these 4 models were part of simulation-based courses demonstrating transferability of skills learnt in simulation to the operating room. Of the 5 open hernia repair simulation models, none were found to have demonstrated an educational impact in addition to assessing validity.

Conclusions

Few models individually were able to demonstrate validity and educational impact. Several novel assessment tools have been developed for assessment of progress when performing simulated and real laparoscopic inguinal hernia repair. More study is required, particularly for open hernia repair, including randomized controlled trials with large sample sizes to assess the transferability of skills.
1005 Acquisition of Surgical Skills in Medical Students Via Telementoring: A Randomised Control Trial
Authors: Feeley A , Feeley I , Hehir D
Published: October 2021

Aim

To evaluate the use of telementoring in acquisition of basic suturing skills in medical students.

Method

This was a single blinded two- armed randomised control trial. Medical students undergoing clinical rotations in their penultimate and final years were invited to participate in this study. Informed consent was obtained. The control group underwent conventional suturing training, with the interventional group undergoing the tutorial in a remote learning setting via live streaming. Pre- and post-test assessment was carried out using validated Global Rating Scale tool.

Results

Eleven students were enrolled in this study. Participants were comparable at baseline (p=.18) and following the tutorial (p=.29). Participants improved to a statistically significant degree in both the virtual group (p=.02) and the in-person group (p=.001).

Conclusions

Telementoring is an effective tool in the provision of teaching basic suturing skills in medical students. Research on its use in more complex practical skills is warranted.
1052 National Undergraduate Surgical Conferences: A Holistic Approach to Surgery
Authors: Kotecha P , Choudhury S , Iyer P , Rajangam A , Chandak P
Published: October 2021

Aim

The aim of this paper is to evaluate the effectiveness of student-led holistic undergraduate surgical conferences in increasing exposure to surgery amidst a decline in the surgical curriculum.

Method

This study was carried during the National Surgical Society Congress between (18-19th January 2020). Questionnaires collecting qualitative and quantitative feedback were distributed to 85 students before and after the conference with the option of an opt-out email. A paired t-test was used to measure pre- and post-conference responses quantitatively with p < 0.05 being considered statistically significant.

Results

85 students attended the conference; 55 (65%) filled out both questionnaires, 50.9% were in pre-clinical years, 46.6% were in clinical years and 5.5% were intercalating. The conference demonstrated a significant increase in both knowledge and confidence across the lectures and workshops respectively. In addition to this, the creative exhibition was rated as 4.03± 0.78 out of 5 and there was also a statistically significant increase (p = 0.83) in interest in entrepreneurship after the hackathon (2.33 → 3.16). Students did not demonstrate a statistically significant difference in likelihood of pursuing a career in surgery pre- and post-conference but reported a significant increase in confidence with the surgical training pathways and opportunities.

Conclusions

Our study demonstrates significant learning potential of undergraduate surgical conferences. Overall, the purpose of the conference in fostering a holistic approach to surgery was achieved, empowering students with transferable knowledge and surgical skills and giving them confidence in understanding how to pursue a career in surgery.
1059 Confidence and Knowledge of Urethral Catheterization and Complications Amongst Junior Doctors: The Immediate Impact of Peer-Led Clinical Mentorship
Authors: Mubarak M , Al Saeed M , Alalawi M
Published: October 2021

Aim

Approximately 20% of inpatients have urinary catheters. Deficiencies in knowledge and errors in catheterization techniques can cause short and long-term complications. This study aims to evaluate the short-term benefit of peer-led sessions on the knowledge and confidence of junior doctors in performing urethral catheterizations.

Method

81 Foundation Year doctors participated in a one-hour basic catheterization workshop. Data was collected via a validated questionnaire covering three domains (confidence, procedural knowledge, and knowledge about complications) administered before and after the workshop. Confidence was measured using a 5-point Likert scale; knowledge was assessed through 10 questions about the procedure and three further questions about complications. Data are expressed as mean±standard deviation and were analyzed using SPSS v23.

Result

The majority (96.4%) had performed less than five catheterizations. 21% felt adequately trained to catheterize, 70% believed they would benefit from semi-formal training, and 97.5% found the information covered in the session to be very useful. The average pre-session confidence in performing easy and difficult catheterizations were 3.03±1.05 and 2.01±1, respectively, and increased to 3.7±1 and 3±1.1, respectively, following the session (p < 0.005). Out of a total of 10 points, pre-workshop knowledge assessment scores were 3.9±1.6 and increased to 8.85±1.4 (p < 0.005). Likewise, from a total of three points, the average pre-session knowledge of complications score was 1.75±0.7, which increased to 2.65±0.6 after the session (p < 0.005).

Conclusions

Peer-led mentorship is an important and efficient educational tool. Short sessions have shown to improve the confidence and knowledge of junior doctors in urethral catheterization.
1081 'Making the Leap’ To ST3 Plastic Surgery: An Interactive Online Course, In Response To COVID-19
Authors: Teoh S H , Majumder S
Published: October 2021

Aim

The ‘Making the Leap’ interactive online course (MTL) was specifically designed to be delivered during the COVID-19 restrictions. This course aimed to facilitate the difficult transition from CT to ST3 in Plastic Surgery.

Method

The courses consisted of interactive small-group tutorials, each conducted over 2 days, via Zoom, covering 12 plastic surgery core topics in 8 tutorials. The course was attended by 43 delegates from across the UK and abroad. The tutorials were delivered by 27 plastic surgery consultants. Anonymous feedback was collected from both delegates and faculty.

Results

The overall feedback from delegates were unanimously positive; 100% of the delegates stated that ‘they would recommend the course to a colleague’. All faculty and delegates agreed the use of video conferencing and small group tutorial to be either ‘very’ or ‘extremely’ suitable for an interactive virtual course like MTL. 98% of delegates thought the course has made them feel more prepared to be a registrar, and 69% of delegates preferred an online interactive course instead of the traditional face-to-face method, for non-practical based courses.

Conclusions

COVID-19 necessitated delivering ‘Making the Leap” as a Zoom course. However, the feedback clearly demonstrated the need for such a course, and the suitability of the format. We discuss the challenges and learning points from our experience delivering successful interactive courses via Zoom.
1187 Adapting Postgraduate Anatomy Education During The COVID-19 Pandemic
Authors: Fletcher P , Salau E , Wray C
Published: October 2021

Aim

A solid understanding of anatomy and its application is crucial to the development of safe surgeons. Cadaveric dissection has traditionally been the gold standard for learning anatomy however the disruption of anatomy teaching from the COVID-19 pandemic has led to a shift in methods for teaching both undergraduate and postgraduate students. We sought to design, deliver and evaluate a virtual MRCS anatomy revision course for doctors led by anatomy demonstrators.

Method

A series of six high yield revision sessions on the anatomy of the abdomen and pelvis, upper limb, lower limb, thorax and head and neck were organised on a virtual platform. The course was advertised on social media targeting groups for doctors. These sessions were taught by a senior anatomy demonstrator and previous examiner for the MRCS. This was followed by a series of interactive single best answer questions. The answers were then discussed in a subsequent session facilitated by current junior anatomy demonstrators. Feedback on student satisfaction, relevance and content of each session was collated.

Results

Online feedback was completed by 263 students and was universally positive. Our results highlight the relevance of the sessions for doctors preparing for both MRCS part A and B examinations. Our aim is to develop this teaching series to create an environment where postgraduate learners feel supported and can build on pre-existing knowledge.

Conclusions

Virtual anatomy teaching can be a sustainable method of supporting the learning process of doctors preparing for surgical examinations, complementing independent study, virtual dissection and hands on cadaveric dissection.
1215 Training of Surgical Junior Doctors Impacted by COVID-19 in a Tertiary Referral and Teaching Hospital
Authors: Griffin F , Heelan M , Kumar M
Published: October 2021

Introduction

The COVID-19 pandemic continues to cause significant disruption to the working lives, training, and career development for doctors in training. We sought to identify the impact this has had on colleagues and if these issues were in existence before the pandemic.

Method

This was a cross sectional study, with primary data collection using a web-based survey carried out. Trainees in all surgical specialities were invited to participate. The questionnaire was divided into 4 sections which included questions on individual perception of training experiences and support from Clinical/ Educational Supervisors (CS/ES) preceding and since the onset of the pandemic (Nov 2019-Feb 2020 vs March 2020- June 2020).

Results

In total, 36 trainees responded. Those reporting adequate support from relevant supervisors fell across the following domains: education and training (-39%), career support (-52%), overall support (-20%). Adequate support from hospital management fell from 42% pre-pandemic to 22% after. Trainees felt less valued, ranked morale lower and felt less integrated into a team since the onset of the pandemic. 39% said their consultants had no understanding of the issues they faced at work.

Conclusions

This study highlights relevant existing issues including supervision, training, workload, and support that were amplified following the onset of this pandemic. It does also highlight the discrepancy in the understanding of trainees’ role and their workload by supervisors and hospital management. Further studies are required to better understand and address these issues. The importance of representation in organisational decision-making in-service design can help improve workforce and training experience.
1253 Unlocking Growth Options in Surgical Education and Training During the Pandemic
Authors: Shah A P , Cleland J
Published: October 2021

Introduction

The COVID-19 pandemic brought widespread disruption to structured surgical education and training. The knee-jerk reaction is often pessimism about surgical training’s future, particularly in the Improved Surgical Training (IST) pilot’s context. However, Einstein famously once said, “In the midst of every crises lies great opportunity”. Unlocking growth during periods of high uncertainty is a premise of real options theory; one utilised by supply chain managers and decision scientists, but novel to medical education. This study explores the growth options that have resulted from new operational models during the pandemic.

Method

Using a qualitative case study approach, data were obtained from interviews with core surgical trainees across Scotland. Data coding and inductive thematic analysis were undertaken.

Results

Forty-six trainees participated. Analysis from trainees’ perspective revealed: unexpected fulfilment from redeployment to non-surgical specialties, benefits to personal development from the unintended broad-based training across surgical specialties, improved collaborative teamworking between specialties and allied healthcare professionals, and enhanced supervised learning opportunities. Institutional growth options reported by trainees included: rapid uptake of telemedicine and digital technology, implementation of single hospital episode encounters for minor conditions, streamlined processes in theatre and acute admissions, and changes in working culture towards rationalising and teamworking.

Conclusions

Growth options have been deliberately and unintentionally unlocked due to individual and institutional adaptions and innovations in response to the exogenous disruption. While some changes may be temporary, hopefully structured reflection on these changes and responders to them will drive surgical education and training into a new sustainable and resilient post-pandemic era.
1276 Is There Enough Time to Train? An Audit of Core Surgical Training Rotas
Authors: Chandrasekar B , Leatherby R , Kausar A , Waghorn A
Published: October 2021

Aim

This audit aims to compare Core Surgical Training (CST) rotas in our region against the Joint Committee on Surgical Training (JCST) Quality Indicator (QI) 10’s minimum standard of 5 consultant supervised training sessions per week.

Method

Core surgical trainees in one training region were contacted requesting their on-call rotas from rotations undertaken during the 2019/20 academic year. Rotas were analysed in a protocolised manner, with the number of potential training sessions available calculated and compared against the JCST QI 10 minimum recommendation.

Results

Twenty-four rotas were assessed across 17 hospitals. Only six (25%) rotas achieved the JCST QI 10 recommended minimum 5 training sessions per week. There was a mean deficit of 18.5 (+/-29.5) training sessions per 6-month rotation. Rotas compliant with JCST QI 10 used a mean rota pattern of 1 in 11 compared to 1 in 9 for those failing to meet the target. Sub-analysis, comprising of the addition of expected consultant supervised training whilst on call, led to an improvement in compliance. 9 (38%) rotas met JCST QI 10's minimum standard when 0.5 hours of consultant supervised training time per on-call session was included, and 13 (54%) rotas met the standard when 1 hour was included.

Conclusions

Core surgical trainee rotas in the region are failing to provide the minimum number of consultant supervised training sessions set out by JCST QI 10. A move to reduced on-call commitment, increased use of supporting medical practitioners and regular perceived consultant supervised training whilst on call should be considered to improve this.
1314 Ad-Hoc Suturing Course Teaching: A Valuable Tool for A New Starter
Authors: Labib A , Salfity L , Dhillon A , Saour S
Published: October 2021

Aim

The study aims to assess effectiveness of a three-hour suturing skills course for healthcare professionals at a tertiary hospital in London. Intended outcomes were improvement in confidence and proficiency at simple interrupted sutures.

Method

Four suturing sessions were delivered over five months to healthcare workers new to the clinical setting. The session included lecture, video, and practical skills. Participants completed a pre- and post-course survey to measure confidence levels in suturing using Likert scale. Participants performed simple interrupted sutures for 10 minutes in a pre- and post-course assessment. Performance was assessed using a suturing proficiency proforma. Pre- and post-course data was compared to assess improvement.

Results

Fifty participants attended the course. 93% had previous suturing teaching. Pre-course confidence in simple interrupted suture was 3.1 (SD = 1.2) and post course was 4.8 (SD = 0.2). One tailed T score was 14.7, and the difference was significant (p < 0.05). Pre- and post-course assessment demonstrated improvement in the following parameters and participant proportions: handling of the needle driver (50%, n = 25), adequate placement of needle driver (68%, n = 34), appropriate needle angle entering skin (60%, n = 30), following needle curve (36%, n = 18), non-touch technique (64%, n = 32), surgical knot tying (56%, n = 28). Average number of sutures completed in 10 minutes increased by 1.9 times.

Conclusions

The majority of participants had previously been taught suturing in other settings; however, data demonstrated improvement in confidence and performance. Ad-hoc suturing skill teaching is a valuable tool to increase confidence of healthcare workers at early stages in their careers.
1492 The Age of Trainees When Joining the Specialist List – What Are the Differences Across Specialties?
Authors: Douglas J , Magennis P , Begley A
Published: October 2021

Introduction

Those wishing to pursue a career in surgery will be aware of stereotypes that exist within each specialty, including how long it takes to attain a certificate of completion of training (CCT). These perceptions are often historic, and whilst may be based on elements of truth, are rarely backed by robust data. Oral & maxillofacial surgery (OMFS) for example is plagued by the stigma of necessitating a second degree which gives the assumption the age of being appointed a consultant is somewhat above average. We aim to dispel (or prove, depending on one’s predisposition) such myths by analysing the age of surgeons when appointed to the General Medical Council’s specialist list.

Method

Information on the age of entry onto the surgical specialist lists between 1997 and 2018 was obtained from the General Medical Council (GMC). Data was suitably statistically analysed.

Results

19,135 surgeons joined surgical specialist lists during the study period. General and trauma and orthopaedic surgery accounted for 60% of all surgeons (n = 11,444). The age on joining surgical specialist lists ranged from 27–83 years, with a mean of 41.4 years. Neurosurgeons most frequently joined the specialist list in the youngest age bracket. OMF surgeons, along with their cardiothoracic and vascular colleagues, are joint eldest by 1.3 years.

Conclusions

Since the creation of the specialist list, training has seen several upheavals. This data shows that despite each specialty’s specific requirements and individuals’ varying paths, there is little difference in the age when the consultant destination is reached.
1504 Mandatory Reflection as a Learning Tool
Authors: Payton O , Spurrier E , Stapley S
Published: October 2021

Introduction

Reflection has become a compulsory part of medical training and forms the basis of most trainee portfolios.

Method

We sent an electronic questionnaire to doctors from a range of specialties at various stages of training and asked how often they were involved in reflection, whether this was mandatory, and whether they found this useful.

Results

We received 608 responses, 66% from doctors in training. 90% stated that reflection was mandatory for training. 396 had a pre-set number of reflections they had to meet in a set timeframe. 26% of respondents admitted using formulaic responses in the “majority of occasions” or “always”. 27% admitted to copying and pasting from previous reflections. 20% altered their story to make it relevant to the message they wished to convey. 85% found voluntary reflection useful to some degree.

Conclusions

Although reflection plays it part as a learning aid, making this mandatory, with a set number of reflections seems to detract from its value. There is a risk that this educational tool becomes an exercise in creative writing.
1520 Decoding Neurophobia – Insights from an Undergraduate Neuroanatomy Course
Authors: Bhate R , Colman J , Fowler T , Hayley J , Kallam N , Mak T L A , Matthews F , Norton E , Richardson D
Published: October 2021

Introduction

Neurophobia is a common multifaceted issue amongst students studying medical sciences at an undergraduate level associated with difficulty in understanding neuroscience topics and ongoing negative perceptions of clinical neurosciences. We sought to examine whether neurophobia was present even amongst students who participated in an extracurricular neuroanatomy teaching course.

Method

Prior to the beginning of a twelve-week online neuroanatomy course, delegates were asked to complete a short questionnaire examining perceptions of neurophobia and specialities of interest. This was repeated after the course. This course was open to all undergraduate students in the UK and covered material beyond the remits of the undergraduate curriculum.

Results

From the 166 signups, 98 students completed the pre-course questionnaire. As expected, the majority of students (n = 83) taking part did not identify as neurophobic, describing the subject area as ‘interesting’, ‘enjoyable’ and ‘challenging’. Students who identified as neurophobic described neuroanatomy as ‘complex’ or ‘overwhelming’. Some students (n = 12) continued to describe themselves as neurophobic at the end of the course, despite this 7 of those students continue to consider a future career in a neuro-related speciality.

Conclusions

The fact that students with Neurophobia attended this extra-curricular course speaks volumes of how perception and self-motivation of a student are important for learning a subject. All students who participated in this course recognised the complexity and interesting nature of neuroanatomy. This experience highlights the challenge of medical educators to provide teaching experiences that are stimulating and enjoyable, but not overwhelming.
1536 Neuroanatomy, Not Just for Budding Neurosurgeons. Motivations for Participating in An Extra-Curricular Neuroanatomy Course for Undergraduates
Authors: Bhate R , Colman J , Fowler T , Hayley J , Kallam N , Mak T L A , Matthews F , Norton E , Richardson D
Published: October 2021

Introduction

Extra-curricular activities form an important part of undergraduate education as they give students the opportunity to explore subjects of interest. There is significant demand within the undergraduate population for further teaching in neuro-related specialities. The aim of this online twelve-week course was to provide neuroanatomy teaching in greater breadth and detail than possible in the undergraduate curriculum. We sought to gauge motivations for involvement.

Method

Delegates (n = 166) from six UK universities were asked to complete a short questionnaire examining motivations and future career plans prior to the course beginning, only those who consented were involved further in the analysis (n = 98).

Results

Motivations for involvement were predominantly to develop a greater understanding of neuroanatomy (63.3%), to support career plans (13.3%) or to support preparation for an examination or competition (8.2%). The majority (56.1%) had no particular speciality in mind. For those who did, a range of specialities including neurosurgery (24.5%), neurology (8.2%) was given.

Conclusions

There is clear interest within the undergraduate population for more specialised extra-curricular activities in addition to conventional experiences such as conferences. Online courses run over multiple weeks provide further scope for depth and exploration of subjects in further detail. In this course, the majority of delegates did not have a particular speciality in mind, demonstrating neuroanatomy to be a popular subject regardless of potential career plans. For students looking to pursue a career in neuro-related specialities, courses are perceived as important opportunities to support future career development.
1552 'The Modified Cappuccini Audit Tool: Patient Safety in the Operating Theatre'
Authors: Lee G , Clough O , McLean El , Campioni-Norman D
Published: October 2021

Aim

To assess our trust over a period of two weeks with regard to safe supervision of surgical and anaesthetic trainees within the operating theatre using the Cappuccini audit tool.

Method

Between 7th of December 2020 and 18th December 2020 the anaesthetic and surgical team were approached and if there was a trainee present, they were asked a set of questions as follows:

If the supervisor is present in theatre no further action would be taken. If the supervisor was not present the volunteer would attempt to contact the supervisor by the method given by the trainee, and they were asked several questions:

Results

146 trainees were identified during our period. Of these the supervisor was present in 93% of cases. Of those not present 90% were contactable by phone, the other 10% were contactable by the trainee themselves. All trainees were happy to answer the questions was explained and all consultants were happy to be contacted. The average time to attend when not present was 2 minutes and 36 seconds.

Conclusions

We have shown the Cappuccini audit tool to be effective in determining safe supervision and found it in general to be well received within surgery and anaesthetics. We found our trust to have safe supervision in the operating theatre.