bluuebunny/crossref_metadata_2025_split huggingface dataset:
513 Clinical Audit Platform for Students (CAPS): A Pilot Study
Authors: Hashmi Y , Kumar P R , Morad R , Dewan V 
Published: October 2021

Abstract

Introduction
Clinical audit projects work to decrease the occurrence of clinical mistakes and ensure current practice is optimal for patients. However, many clinicians are unable to carry out regular audits given their time constraints. Conversely, medical students are often eager to complete audits early in their career to strengthen their portfolios. As such, the clinical audit platform was designed to connect willing supervisors and these medical students.

Method
A medical school Trauma & Orthopaedics (T&O) society organised clinical audit teaching sessions for interested students. Allocation of students to project supervisors was based on similar topic interests. There was regular communication to track progress and anonymised feedback forms were distributed to all students and supervisors after the programme.

Results
A total of 17 responses were received from the 19 students who were involved in a project. Based on a 5-point Likert scale, students displayed a mean improvement in their understanding of a clinical audit (1.18 ± 1.07, p &lt; 0.001), the confidence to approach a supervisor (1.29 ± 1.21, p &lt; 0.001) and the ability to conduct an audit by themselves in the future (1.77 ± 1.15, p &lt; 0.001). Eagerness to pursue a career in T&O increased from 35.3% to 70.6% of students following the programme. Of the 7 affiliated supervisors, 5 provided feedback and all were happy with the quality of work produced.

Conclusions
The platform produced high quality projects which were disseminated both locally and nationally, demonstrating positive collaboration between students and clinicians. We present our findings to encourage similar audit platforms to be adopted at other locations.
596 Redeployment of Surgical Trainees to Intensive Care During the COVID-19 Pandemic: Evaluation of the Impact on Training and Wellbeing
Authors: Payne A , Alfa-Wali M , Rahman R , Bullingham R , Vamadeva S 
Published: October 2021

Abstract

Aim
The aim of this study was to evaluate the impact of redeployment of surgical trainees to intensive care units (ICUs) during the COVID-19 pandemic in terms of transferrable technical and nontechnical skills and wellbeing.

Method
This was a survey study consisting of a 23-point questionnaire. The study involved senior house officer level surgical trainees that had been redeployed to the (ICU) across all hospitals in London during the COVID-19 pandemic. The survey was sent to 90 surgical trainees. Thirty-two trainees responded to the questionnaire and were included in the study results.

Results
All respondents spent between 4 and 8 weeks working in ICU. Prior to redeployment, 78% of participants had previous experience of ICU or an affiliated specialty, and &gt;90% had attended at least 1 educational course with relevance to ICU. There were statistically significant increases in confidence performing central venous cannulation and peripheral arterial catheterisation (p &lt; 0.05). With regards to clinical skills, respondents reported feeling more confident managing ventilated patients, patients on noninvasive ventilation, dialysis, and circulatory failure patients after working in ICU. Respondents (97%) felt that the experience would be beneficial to their future careers but 53% felt the redeployment had a negative impact on their mental health.

Conclusions
Redeployment of surgical trainees to ICU led to increased confidence in a number of technical and nontechnical skills. However, proactive interventions are needed for training surgeons with regard to their psychological wellbeing in these extraordinary circumstances and to improve workforce planning for future pandemics.
602 From Laptop to Laparotomy: A Retrospective Evaluation of Virtual Teaching Methods in Surgical Anatomy During COVID-19
Authors: Paluch A , Lakpriya S , Moyes S , Evans L 
Published: October 2021

Abstract

Introduction
Sound knowledge of anatomy is the cornerstone of safe surgical practice and COVID-19 has created new barriers to universally achieving this standard of education. There has been drastic change to the way in which anatomy education is delivered, with the loss of ‘face-to-face’ and ‘hands-on’ teaching methods creating unique challenges in a subject that relies on students’ understanding of 3-D concepts. Globally, institutions have switched to online learning methods and student experience is vital in shaping this new landscape and optimising resources.

Method
A retrospective, online survey distributed to a cohort of Year 2 BMBS students after a term of anatomy teaching during COVID.

Results
40 students participated in the survey. Qualitative feedback was largely positive towards online learning. Smaller groups and facilitator-led sessions, for example utilising virtual ‘breakout rooms’, were more favourable. Sessions based around clinical scenarios appeared the most popular, followed by those using an online quiz format and then those using virtual dissections on an anatomy app (63%, 39% and 18% of students rating each option respectively as ‘extremely helpful’). Where feedback was negative, themes included a perceived lack of 3-D visual aids or ‘real-life’ anatomy and difficulty navigating the anatomy app used for virtual dissection.

Conclusions
Small group sessions with a focus on clinical scenarios were the most popular. The ability to visualise structures in 3-D remains an important component of student experience. The challenge lies in simultaneously delivering new anatomical concepts while supporting students to adapt to the new technology that will enable this.
685 Implementation of Education Fellows on General Surgery Medical School Rotations Facilitates Student Learning and Improves Learning Experience
Authors: Chong S J K , Mortimer L , Quick C , West L , Khera G 
Published: October 2021

Abstract

Aim
A UK teaching hospital expanded their established education fellow programme to the General Surgery department to assist with departmental teaching of third-year medical students from the affiliated medical school on clinical placement. Teaching on ward rounds, bedside teaching and clinical tutorials were three areas identified as requiring improvement based on previous student feedback. Observation of Upper and Lower Gastrointestinal (GI) malignancy multi-disciplinary meetings (MDMs) via Microsoft Teams was also introduced as a new teaching initiative.

Method
Four post-foundation training education fellows were allocated on alternating weeks to supervise third-year medical students on upper and lower GI ward rounds and during GI MDM observation, conduct bedside teaching and facilitate blended-learning clinical tutorials in accordance with the 2020 GMC Medical Licensing Assessment curriculum. A mixed-methods survey was sent to students after surgical placement and the results compared to student feedback from previous years.

Results
31 out of 52 students (60%) on placement responded. 100% rated the fellow-led clinical tutorials as “excellent”. 87% of respondents rated the upper and lower GI ward rounds as either “excellent” (52%) or “good” (35%). All respondents rated the implementation of education fellows as either “very helpful” (94%) or “helpful” (6%) for their learning. Most students rated the MDM observation initiative as “good” (36%) or “average” (36%).

Conclusions
Implementation of education fellows on third-year medical student placements in General Surgery facilitates self-reported student learning and is associated with a drastically improved student learning experience. More work is required to develop GI MDM-based teaching to improve student learning experiences from MDMs.
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

Abstract

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

Abstract

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

Abstract

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&lt;0.001). The use of webinar chat to allow participants to answer questions was significantly more engaging (91.5% vs 87.7%; p &lt; 0.05). Using the Q&A function during the talk was not significantly more engaging (p&gt;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

Abstract

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

Abstract

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

Abstract

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&lt;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 &lt; 0.0001). Both SRK and SRC in critical appraisal also improved by the same value (median 2 versus 4; p &lt; 0.0001). SRK and SRC in using interview answer frameworks (SPIES, STARR and CAMP) improved from median 2 versus 4 (p &lt; 0.0001) and median 1 versus 4 (p &lt; 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

Abstract

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 &lt; 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

Abstract

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.