bluuebunny/crossref_metadata_2025_split huggingface dataset:
1167 A Cross-Sectional Study of Undergraduate Exposure and Teaching of Trauma and Orthopaedics in The UK
Authors: Choi S M , Ooi S Z Y , Carpenter E C 
Published: October 2021

Abstract

Aim
Research has shown exposure to specialities as a medical student can have a great influence in choice of career. Exposure to potential mentors during this time also has an additive effect on career shaping of medical students. It is important to encourage interest in trauma and orthopaedics (T&O) to ensure the best candidates are selected. Our aim was to establish the compulsory duration of T&O teaching provided by all (non-new) medical schools. This study also aims to identify which other specialities were taught alongside T&O.

Method
Surveys were distributed to medical students in all 33 (non-new) medical schools, through surgical societies and colleagues met through courses, between June 2019- February 2020. The survey asked the total length of compulsory teaching of T&O in days, and how this was divided into pre-clinical or clinical teaching.

Results
Data for all 33 UK medical schools were collected. Only 7 medical schools taught T&O as a standalone subject. The other 26 medical schools combined T&O with other specialities, most commonly with Rheumatology (n = 16). The average total length of days of T&O teaching across medical school was 17 days (range 3-60). Majority of this teaching was given in the clinical years of medical school (n = 30).

Conclusions
Research has shown medical students require enough exposure to increase their interest in pursuing a particular speciality. Currently there is a huge variance on the number of compulsory teaching days for T&O.
1183 Why Are Surgical Trainee Recruitment Rates Declining? A Cross-Sectional Study of Medical Students from Two English Medical Schools
Authors: Dawo S , Laloo R , Haughton S , Rangaraju M 
Published: October 2021

Abstract

Aim
To identify medical students’ career aspirations and describe their perceptions of pursing a surgical career at two English medical schools, in order to better understand declining surgical recruitment rates.

Method
Seventy-seven medical students consented to complete anonymous pre- and post-course questionnaires on career aspirations and promoting and deterring factors for a surgical career. Surveys were completed by medical students attending three one-day surgical revision courses organised and led by junior doctors.

Results
Seventy-seven medical students completed pre- and post-course questionnaires with a median age of 25 years (IQR 24-27). Respondents were 58.4% female and 58.7% were final year medical students. Their specialty career aspirations included medicine (27%), general practice (19.5%) and surgery (19.5%). Most students (68%) felt that time spent in the operating theatre was their most memorable surgical experience while 41.3% of students reported observing and assisting in theatres enhanced their interest in surgery. Only 20.5% of students spent extra time outside of their placements in surgery. The most common deterring factors for a surgical career included poor work-life balance (37.3%), high competition rates (28%) and a personality mismatch (12.9%) among students and surgeons.

Conclusions
One in 5 students was interested in pursuing a surgical career. Facilitating early hands-on operating theatre exposure for medical students and addressing the perceived issues with poor work-life balance may promote a career in surgery. This could help to tackle declining recruitment rates in surgical specialty training. Further research is required to determine how specific experiences at medical school, such as shadowing and mentorship, influence career choice.
1241 MaxSim, a Novel Simulation Based Education Course for OMFS Emergencies
Authors: Holden A 
Published: October 2021

Abstract

Introduction
For Oral and Maxillofacial Surgery (OMFS) Senior House Officers (SHOs), with no formal medical training, the first exposure to inpatient medical or OMFS emergencies will be the first time they are having to manage them, usually alone. Simulation based education has been demonstrated to increased experience and confidence when used in medical education 1, therefore an OMFS simulation-based education course was created to facilitate this learning in a safe environment.

Method
The course included stations on medical emergencies such as sepsis, and OMFS emergencies centred around scenarios that necessitate rapid response including retrobulbar haemorrhage and carotid artery blowout. A pre and post course questionnaire was given to all delegates to assess their change in confidence when managing the scenarios. Each was asked to score their confidence in managing the scenarios numerically from one to ten.

Results
Delegate numbers were limited due to the Covid-19 pandemic with all ten completing both questionnaires. There was an even distribution between first and second year SHOs. Two had received simulation training before however, very limited. In all ten simulation stations every delegate felt an increase in confidence on average by 4.5 (range: 3.8-5.6) on the ten-point scale, p &lt; 0.05. Positive feedback was also given by all stating it was extremely useful.

Conclusions
Simulation based education has been shown to be invaluable method of training for clinical scenarios and needs to become more common place in Oral and Maxillofacial Surgery. This course is to be expanded post Covid-19 to become available nationally.
1476 North Wales Vascular Surgery Zoom Webinar Teaching Programme for Medical Students and Junior Doctors
Authors: Iqbal Z , Youssef A , Abdaldayem A , Shaikh F 
Published: October 2021

Abstract

Aim
Surgical Education is now more widely delivered on virtual platforms due to the COVID-19 pandemic. Due to centralisation of Vascular Surgery services in North Wales to Glan Clwyd Hospital (Central), Medical Students, Junior Doctors and General Surgical Registrars have reduced exposure to the speciality and the management of common cases in neighbouring hospitals (East and West). Subsequently, we developed a regional virtual teaching programme to help bridge gaps in knowledge and to instil confidence when providing a service.

Method
We developed a 4-part didactic webinar educational programme which covered parts of the medical undergraduate and MRCS curricula pertaining to Vascular Surgery. Under/Postgraduate educational leads from Central, East and West were contacted to promote our programme. Webinars were delivered on ZOOM video conferencing once weekly throughout December 2020. Feedback forms were collected on Google Forms™ and used 5-point Linkert scales to grade responses and analysis of data was carried out on Microsoft Excel®.

Results
186 feedback forms were collected and respondents reported significant improvements in knowledge in each of the subjects covered: [1] Abdominal Aortic Aneurysms - (2.59±1.07/5 to 4.23±0.65/5, p = &lt;0.0001, n = 60), [2] Acute Limb Ischaemia – (2.55±1.11/5 to 4.21±0.72/5, p = &lt;0.0001, n = 42); [3] Chronic Limb Ischaemia (2.57±1.03/5 to 4.23±0.77/5, p = &lt;0.0001, n = 35); [4] Vascular Emergencies (2.94±1.28/5 to 4.37±0.63/5, p = &lt;0.0001, n = 49). Overall topic interest, presentational skills and clinical usefulness was also rated highly.

Conclusions
Through this virtually delivered regional teaching programme, we successfully enhanced Vascular Surgery knowledge and addressed the educational needs of Medical Students and Junior Doctors across North Wales.
1496 Building Inclusivity and Diversity from our Foundations: A Cross-Sectional Study Identifying Barriers to Theatre Based Training for Foundation Doctors
Authors: Munro C , Minks W , Dowker F 
Published: October 2021

Abstract

Aim
Theatre experience is a powerful factor enabling trainees to determine whether they possess the enthusiasm and aptitude to undertake a surgical career. Removing barriers to theatre learning should allow a more meritorious and diverse cohort of surgical trainees.

Method
An 18 -point open and closed question Likert scale survey was distributed to Foundation Doctors in three hospitals within the Northern Deanery. The survey was designed via focus group and literature review, ascertaining perceived levels of preparedness, acceptance, enjoyment, and barriers to theatre access.

Results
The survey dichotomized respondents (n = 54) into those who attended theatre (n = 40) and those who did not (n = 14). Of those attending 38% (n = 15) reported intimidation and 15% (n = 6) cited a cultural barrier to attendance. Of those who did not attend 79% (n = 11) were interested in surgery. These respondents predominantly reported concerns around prohibitive ward workload and unfamiliarity with protocols. Covid restricted surgical rotations for some. There was a statistically significant difference (p fishers exact test = 0.001) between 83% of respondents who felt welcomed by the surgeons compared to just 45% made to feel welcome by the wider theatre team. Only 20% (n = 11) of respondents felt prepared for theatre by medical school. 50% (n = 27) were confident with theatre protocols.

Conclusions
The study raises concerns around apprehension surrounding the theatre environment and ward workload which appear to impede access to theatre. Adequate undergraduate surgical teaching, appropriate induction and allocation of theatre time are crucial to improve safety, diversity of applicants, confidence for trainees and compliance within the team.
1555 Comparison of Face-To-Face Versus Online Delivery of a Preparatory Course for First Year Clinical Students
Authors: Abdulhussein D , Luo R , Abou Sherif S , Aseem R , Pawa N 
Published: October 2021

Abstract

Aim
The coronavirus pandemic has had a huge impact on medical education, with increasing reliance on online delivery of teaching. Sound awareness of investigations available to clinicians is an essential skill, the foundations of which are built from the first clinical year. Our aim is to evaluate whether online teaching has the same efficacy as face-to-face teaching in the context of clinical investigations teaching.

Method
We designed a case-based course using active learning methods (by means of audience participation tools) to prepare first year clinical students in interpreting key investigations (bedside, laboratory and imaging tests) with focus on surgical conditions. This course was delivered face-to-face in November 2019 and subsequently re-delivered via an online platform in November 2020. We utilised a pre- (PR) and post- (PS) confidence questionnaire and a 13-part mock single best answer examination.

Results
32 students attended the face-to-face course; 27 (84.3%) completed the PR and 21 (65.6%) completed the PS. There was a significant improvement in examination scores (56.9% to 71.7%, P &lt; 0.01) and a significant improvement in one of the 6 confidence domains tested (interpreting abdominal radiographs, P &lt; 0.001). 80 students attended the online course; 46 (57.5%) completed the PR and 40 (50%) completed the PS. There was a significant improvement in examination scores (58.8% to 73.2%, P &lt; 0.001) and a significant improvement in two of the 6 confidence domains (interpreting laboratory tests and abdominal radiographs, P &lt; 0.001 for both).

Conclusions
Online teaching is as effective as face-to-face teaching in improving knowledge and confidence in clinical investigations for first clinical year students.
1585 The “6Pm Series” Addressing Medical Education for Final Year Medical Students During the Pandemic
Authors: Aslam Joiya S , Farquhar J , Buck J , Osman A 
Published: October 2021

Abstract

Aim
Free clinical teaching online delivered by NHS junior doctors to address a drop in face-to-face teaching.

Method
We created a block-based syllabus of topics that are commonly examined and created an SBA format series of online lectures. The lectures were delivered online and the lectures were carried out by NHS doctors. We delivered 30 continuous lectures in a 30-day period that covered a variety of topics. Each lecture lasted between 45 to 60 minutes and featured real time interactive mcqs which the students had a limited time to answer to simulate exam conditions. We also maintained a unique conference like format where the lecture provider would also be assisted by a ‘host' who would provide an environment that simulated a real-life lecture with a back-and-forth conversation. Lastly each session was reinforced with a feedback survey at the end which helped us improve our service but also provided key indicators on the needs of the audience.

Results
We were able to provide a series of lectures that on average had a viewership of 120-150 attendees per lecture and grew a social media following of 3500 people. Although the following on social media is not a full reflection of our reach. A good indication is our prescribing safety assessment series which attracted over 2000 people interested and 260 confirmed for one event.

Conclusions
We feel that the format we followed in delivering medical teaching provided a very effective format and we hope to continue this into the future.
1617 SOCS: Surgical On-Call Simulation
Authors: Castelhano R , Gurung P , Waters C , Win K , Coleman N , Schneiders H 
Published: October 2021

Abstract

Introduction
Simulation is a well-known method of effectively teaching Medical students. The majority of the simulation scenarios are related to Medicine. Surgical simulation is a gap within the curriculum, especially Surgical on-call simulations. To improve this, we ran simulation sessions designed to replicate a General Surgery themed on-call shift that junior doctors should be able to manage. We aimed to improve confidence in clinical prioritisation and confidence in being an on-call Junior doctor, managing the most common on-call surgical tasks.

Method
Groups of 3-4 final year Medical students participated in a 2 hour-long simulated “on-call” shift, throughout the hospital. There were 8 scenarios, which ranged from prescribing to acute clinical scenarios. Students were given bleeps and were called at set times. They had to receive/give handovers and prioritise tasks according to clinical importance. A debrief following the session focussed on prioritisation and highlighted key learning points. The students completed a pre- and post-session questionnaire as assessment.

Results
The percentage of students who felt confident or very confident in the following domains were compared pre- and post-simulation respectively: confidence in clinical prioritisation (17% vs 86%); confidence in prescribing medication (0% vs 14%); confidence in escalation to seniors (33% vs 71%). 87.5% of the participants felt the session was an effective way to learn how to prioritise clinical tasks, and 100% felt this an effective way to learn about common General Surgical queries whilst on-call.

Conclusions
This project demonstrates how simulation is effective in improving confidence in prioritisation and knowledge within clinical practice, especially surgery.
1627 We Are Donors: Redeveloping Educational Material for Schools in Response To COVID-19
Authors: Whitby J , Doshi P , Symington M , Battle J , Brathwaite-Shirley C , Whitter L , Adamou C , Green M , Critchley A , Ehrlich A , Byrne M 
Published: October 2021

Abstract

Aim
We Are Donors is a UK registered charity aiming to increase the number of organ and blood donors across the UK through student led education at schools and universities. Over the last two years we have spoken to over 4000 students and have shown that the program improves awareness of organ donation, facilitates discussion within families and increases the number of planned organ donor registry sign ups. In response to COVID-19 our educational sessions moved online, and we studied what impact this had on engagement with the students and how our material could be redeveloped to improve outcomes.

Method
We compared the feedback from 1514 children aged 11-18 years who received face to face presentations in August 2018 - May 2019 with that from a group of 141 children aged 14 -18 years from 5 schools who received live online sessions using the same powerpoint presentation between March 2020 - June 2020.

Results
The change to online delivery reduced recommendation of the talk to a friend from 88% to 69%. Moving to online sessions also resulted in reduced post session feedback. To tackle these issues, we re-developed our presentation in collaboration with Slido to feature interactive elements, a quiz (including a leaderboard) and a real-time question and answer session. We also incorporated an immediate feedback survey.

Conclusions
Our study highlights new challenges that educators are facing when moving to online platforms. While moving online allows more students to be reached, maintaining high levels of student engagement is challenging.
1677 Integrating Venepuncture Training Within the Curriculum for Oral and Maxillofacial Dental Core Trainees Within A Hospital in South Wales, UK
Authors: Aruede G , Mustafa S 
Published: October 2021

Abstract

Aim
The aim of this quality improvement project was to provide a solution to improve the confidence and skill of Oral and Maxillofacial Dental Core Trainees (DCTs) in venepuncture by attending phlebotomy training sessions. DCTs within the hospital where this project was undertaken are dentally qualified and are often not taught the principles of venepuncture during their undergraduate degree. Furthermore, they rarely gain hands-on experience to confidently apply these skills.

Method
Phlebotomy training sessions were held, each an hour and a half long and were completed within the first 4 weeks of the DCTs starting their job. A survey was completed by each of the DCTs prior to the training. The sessions consisted of a short introduction to phlebotomy and the different techniques, observing a phlebotomist taking blood, and then performing venepuncture on live patients attending the clinic who required blood investigations. The Vacutainer eclipse single needle was used with the single-use holder. Following the training, the DCTs completed a second survey.

Results
The mean confidence of the DCTs increased from 2.7 to 8.2 out of 10 following the phlebotomy training. 100% of the DCTs rated the quality of the workshop 10 out of 10, with 10 being excellent. The sessions had minimal disruption to the running of the phlebotomy and maxillofacial clinics.

Conclusions
This quality improvement project will have an overall benefit firstly to patients and also to the Health Board. The success of this programme lead to its permanent implementation within the curriculum for or each intake of new DCTs.
1700 Using Intra-Operative Imaging as A Tool to Provide Peer Review, Scoring, Feedback and Education for Hand and Wrist Trauma Cases - A Quality Improvement Project
Authors: Smith A , Thompson A , Stanier P , Rooker J , Lowdon I 
Published: October 2021

Abstract

Aim
To improve the efficiency of intraoperative hand trauma x-ray review, introduce a scoring system for quality of fixation achieved and use this as an education and feedback tool for trainees.

Method
A large QI project in 2019 demonstrated that intra-operative images taken using the mini C-arm were not being reviewed. In March 2020 the first QI cycle introduced an Access database to ensure that as cases were removed from the trauma board, they were added to a review list. Each x-ray was also scored in the trauma meeting (good, acceptable, poor) to assess the radiographic quality of fixation. The second QI cycle identified the named surgeon for each case, allowing surgeon specific feedback. Finally, we trained all qualified users of the mini C-arm to upload their own images after each case, reducing the mean time to upload.

Results
This QI project has improved the review rate of mini C-arm images from 30% to 100% and every x-ray is scored. The mean time to review images has reduced from 4 days to less than 24 hours. All trainees can access their scores for imaged hand and wrist trauma and receive written constructive feedback.

Conclusions
This project ensures appropriate and prompt review of all hand and wrist trauma cases allowing early identification of any concerns. All x-rays are scored, and this process acts as an educational prompt in the trauma meeting. A final report can be printed for each trainee which can be uploaded to their portfolio to document their surgical progress.
195 The Application of Radiomics in Laryngeal Cancer: The Forgotten Cohort
Authors: Rajgor A , McQueen A , Ali T , Aboagye E , Obara B , Bacardit J , McCuloch D , Hamilton D 
Published: October 2021

Abstract

Background
Radiomics is a novel method of extracting data from medical images that is difficult to visualise through the naked eye. This technique transforms digital images that hold information on pathology into high-dimensional-data for analysis. Radiomics has the potential to enhance laryngeal cancer care and to date, has shown promise in various other specialties.

Aim
The aim of this review is to summarise the applications of this technique to laryngeal cancer and potential future benefits.

Method
A comprehensive systematic review-informed search of the MEDLINE and EMBASE online databases was undertaken. Keywords ‘laryngeal cancer’ OR ‘larynx’ OR ‘larynx cancer’ OR ‘head and neck cancer’ were combined with ‘radiomic’ OR ‘signature’ OR ‘machine learning’ OR ‘artificial intelligence’. Additional articles were obtained from bibliographies using the ‘snowball method’.

Results
Seventeen articles were identified that evaluated the role of radiomics in laryngeal cancer. Two studies affirmed the value of radiomics in improving the accuracy of staging, whilst fifteen studies highlighted the potential prognostic value of radiomics in laryngeal cancer. Twelve (of thirteen) studies incorporated an array of different head and neck cancers in the analysis and only one study assessed laryngeal cancer exclusively.

Conclusions
Literature to date has various limitations including, small and heterogeneous cohorts incorporating patients with head and neck cancers of distinct anatomical subsites and stages. The lack of uniform data on solely laryngeal cancer and radiomics means drawing conclusions is difficult, although these studies have affirmed its value. Further large prospective studies exclusively in laryngeal cancer are required to unlock its true potential.
231 Outcomes of Cochlear Implantation in Patients with Waardenburg Syndrome: A Systematic Review and Narrative Synthesis
Authors: Lovett A , Eastwood M , Metcalfe C , Muzaffar J , Monksfield P , Bance M 
Published: October 2021

Abstract

Aim
This systematic review aims to establish outcomes of cochlear implantation (CI) in patients with a diagnosis of Waardenburg syndrome (WS).

Method
A systematic review and narrative synthesis were undertaken. Databases searched: Medline, PubMed, Embase, Web of Science, Cochrane Collection, and ClinicalTrials.gov. No limits placed on language or year of publication. A review conducted in accordance with the PRISMA statement.

Results
Searches identified 160 abstracts and 157 full texts. Of these, 22 studies met inclusion criteria reporting outcomes in 191 patients and at least 209 implants. Hearing outcomes of those receiving cochlear implantation were generally good. Five studies included genetic analysis of one or more of the participants. A total of 10 intra- or post-operative complications were reported. The methodological quality of included studies was modest, mainly comprising case reports and non-controlled case series with small cohort size. All studies were OCEBM grade III-IV.

Conclusions
Hearing outcomes following CI in Waardenburg syndrome are generally good with the majority of patients experiencing improvement in audiometry, speech perception, and speech intelligibility. Cochlear implant teams must use their clinical expertise to assess individual patients’ needs in order to perform cochlear implantation at the optimum age and provide thorough rehabilitation to maximise implantation benefits.