bluuebunny/crossref_metadata_2025_split huggingface dataset:
881 Delivering Consultant-Led Teaching During A Global Pandemic
Authors: Connelly A , Ton T 
Published: October 2021

Abstract

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

Abstract

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

Abstract

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 &lt; 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 &lt; 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

Abstract

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 &lt; 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

Abstract

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

Abstract

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

Abstract

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 &lt; 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

Abstract

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 &lt; 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 &lt; 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 &lt; 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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.