bluuebunny/crossref_metadata_2025_split huggingface dataset:
1156 The Effectiveness of Augmented Reality for Medical Students’ Surgical Training: A Systematic Review
Authors: Shah A , Kaka A , Kumar N , Patel A , Yunus A , Patel A 
Published: August 2023

Abstract

Aim
Interest in augmented reality (AR) technologies within an educational setting have surged in recent years. Few studies evaluate the use of AR in a primarily medical student population. This systematic review with meta-analysis intended to evaluate the existing literature on this topic.

Method
This review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Using relevant synonyms for the terms “augmented reality”, “surgery” and “medical students”, the databases Medline, Embase, and Scopus were searched. Data was extracted for outcome measures such as time for task completion, errors/fails, attempts/retries, motion sickness/nausea and focus shifts.

Results
826 records were initially retrieved; 19 studies were included in our review, with a total of 485 participants. The AR group performed better than the comparator group in 84% of the statistically significant main outcomes. The AR groups were less likely to fail assessment, with a pooled odds ratio of 1.76 (95% CI:0.06-51.71, p = 0.74, I2 = 81%). One study reported 57% fewer critical errors than the comparator group. Only two studies reported nausea/motion sickness as an outcome (12% (n = 3) and mean Likert-scale score of 3 (of 10) in the AR groups).

Conclusions
AR can be an effective surgical teaching and training tool for medical students. However, the limitations of AR have not been explored extensively by primary studies, so gradual integration of AR is proposed until further studies elucidating benefits and risks can be undertaken.
97 Evaluating the impact of virtual collaborative teaching methods on educating and increasing interest in general surgery in medical students
Authors: Vyas R , Baskaran R , Naguib A , Raj D , Mukopadhyay S , Dalavaye N , Gamage M 
Published: August 2023

Abstract

Aim
This study investigated the effectiveness of a multi-collaboration (OSCEazy, NSTS, INCISION UK, NANSIG, WEDNS, BIMA, BURST Urology) General Surgical teaching session, in evaluating the educational impact of large-scale collaborative virtual teaching and increasing student’s interest in pursuing a surgical career.

Method
The General Surgery sessions were held virtually in early 2021, with participants voluntarily completing a post-session feedback form. A 10-point Likert scale (1- Strongly Disagree, 10- Strongly Agree) was used to collect student responses based on various domains. Confidence, knowledge, interest/commitment, and worries/concerns with regards to General Surgical content was surveyed. Furthermore, perceptions of General Surgery as a doable career and availability of research opportunities. In addition, final questions included the effects of collaborative events (added value, impact of attendance). A Wilcoxon signed-rank test was conducted, and median values were reported.

Results
We received 72 responses from the General Surgery Part 2 session. Results showed an increase in confidence (median: 9, SD: 1.576), knowledge (median: 9, SD: 1.172), interest/commitment (median: 8, SD: 2.106) and decreased worries/concerns (median: 8, SD: 1.771). Positive results were seen for General Surgery as a doable career (median: 8, SD: 2.197) and research availability (median:8, SD: 1.986). In terms of the collaboration, results showed an increased teaching value (median: 9, SD: 1.610) and attendance (median: 9, SD: 1.985).

Conclusions
The results demonstrate that online collaborative courses influence the knowledge and inspiration of students pursuing surgical specialties. In addition, large-scale collaborations increase the added value of the event and increases outreach in medical students.
201 The Surgical Hour: Improving the Surgical Footprint of Undergraduate Surgical Teaching
Authors: Kerdegari N , Sahai A , Zakri R 
Published: August 2023

Abstract

Aim
To deliver an online surgical teaching programme for medical students to enhance undergraduate surgical education and evaluate its effectiveness. The drive was for increasing the surgical footprint in a curriculum surgeons felt lacked exposure during the COVID-19 pandemic.

Method
Surgical speakers across 9 different surgical specialties were recruited via email. Topics included basic surgical principles, common pathologies, the surgical portfolio and surgical innovation. The programme was advertised to students via social media and a newsletter. Quantitative and qualitative feedback was collected via attendee feedback forms. Attendees’ knowledge in topics covered before and after each lecture was measured via self-assessment using a 5-point Likert scale. A paired t-test was performed to measure pre- and post-session knowledge.

Results
17 lectures were delivered between October 2021 and May 2022. 463 feedback forms were completed across the series by students across all years. Mean knowledge ratings improved after each session. 16/17 teaching sessions produced a statistically significant improvement in surgical knowledge (p&lt;0.05). The most statistically significant improvement was seen following the acute abdomen lecture (p = 0.00) Vascular surgery showed an increase from 2.8 to 4 (p = 0.07). Common themes in written feedback were relevance to clinical practice, enthusiastic speakers, and exposure to content not otherwise taught in the curriculum.

Conclusions
Supplementary surgical series successfully address the demand for increased surgical teaching within the undergraduate curriculum. They improve insight into a career in surgery with exposure to positive role models, significant improvement in knowledge and practical advice on career development, empowering students to pursue surgery.
218 Entrepreneurship in Plastic Surgery – a Single Departmental Experience
Authors: Campos M , Brady C , Ponniah A 
Published: August 2023

Abstract

Aim
The specialty of Plastic and reconstructive surgery has long been at the forefront of innovation. However, perceptions of individuals focusing on entrepreneurship, particularly at a junior level, remain unclear. Anecdotally, trainees can be discouraged from participating in entrepreneurial efforts for fear of seniors’ disapproval.

Method
A questionnaire was circulated amongst doctors at the Royal Free Plastic Surgery department aiming to establish knowledge and perceptions of entrepreneurship. It included 10 questions to be answered anonymously.

Results
18 individuals responded, including Foundation doctors (n = 2), Junior clinical fellows (n = 2), Core surgical trainees (n = 3), Specialty registrars (n = 5), Senior clinical fellows (n = 2) and Consultants (n = 4). All respondents (n = 18) understood the meaning of the term “entrepreneurship” and 44.4% (n = 8) had prior entrepreneurship experience. Perceptions of the connotations of the word “entrepreneurship” in surgery varied. 33% (n = 6) reported “strongly negative” and 33% (n = 6) “strongly positive” connotations. Notably, of those reporting “strongly negative” connotations, 80% (n = 4) were junior trainees at Core surgical training or below, and 20% (n = 1) were specialty registrars. Amongst the 4 consultants, mean perception on a 5-point scale was 3.75, indicating an overall “positive” connotation. Furthermore, 83.3% (n = 15) of respondents felt their surgical career had not provided them with opportunities to develop entrepreneurship skills and 94.4% (n = 17) would like further opportunities to develop entrepreneurship skills.

Conclusions
Perceptions on involvement in entrepreneurship in surgery are predominantly positive. Those associating entrepreneurial efforts with negative connotations seem to be predominantly junior. This result will hopefully encourage Plastic surgeons at all levels to become involved in entrepreneurial efforts.
513 Surgical Science Secrets - an Innovative Way to Supplement Undergraduate Surgical Education
Authors: Kwan T Y , Yeo V , Mukhopadhyay S , Baskaran R , Li C H , Chin C , Wijaya A 
Published: August 2023

Abstract

Aim
In recent years undergraduate medical curriculum has been focusing on general practice. Together with the impact of COVID-19 pandemic, time spent on surgical education has been significantly reduced. Hence, medical graduates feel stressful when start working in surgical rotations. Our team has designed a peer reviewed teaching derived from National Undergraduate Surgical Curriculum which aims to prepare medical graduates for their surgical jobs.

Method
Four fundamental series covering general, orthopaedics, head and neck and vascular surgery were delivered every fortnight online from April to October 2022. Audience was invited to rate from a Likert Scale 1-5 to assess their confidence levels before and after the sessions. Sign test is used to ascertain whether the change in confidence level is statistically significant. Mann-Whitney U test is used to compare inter-series difference.

Results
There were in total 744 participants from UK and overseas medical schools. The average confidence level before and after the teaching sessions were 3.23 and 4.19. The change was statistically significant in each series (p&lt;0.05) Majority of the audience preferred case discussions and MCQ-based teachings which helped with their final exam preparation. There was no inter-series statistical difference between orthopaedics and head and neck series (p&gt;0.05). However, other series had demonstrated differences due to inconsistent audience size.

Conclusions
Online peer-to-peer teaching is a new trend to medical education since COVID-19 pandemic. With high yield contents and practice questions, it can enhance participants’ confidence in making medical decisions. Future work should be conducted with a constructive aligned teaching to standardise undergraduate medical education.
525 Undergraduate Barriers to Surgical Training
Authors: Leiberman C , Shaw J 
Published: August 2023

Abstract

Aim
To identify potential barriers in undergraduate medical students to surgical training.

Method
One hundred and one third-year medical students, with no prior surgical experience, were asked what they consider to be a potential barrier to surgical training.

Results
Seventy-eight students responded with a total of eighty-eight reasons given (n = 88). Of these, 17 (19%) students cited lack of exposure or experience, 10 (11%) stated manual dexterity, and 3 (3%) anatomical knowledge as potential barriers. Various reasons were given regarding surgical training itself. A perceived poor work-life balance was given by 14 students (16%), 13 (15%) stated the competitive aspect of training, and 6 (7%) cited the long duration of training. With regards to surgery as a specialty, 9 (10%) students said the long hours, 6 (7%) the perceived lack of patient contact, 6 (7%) observed the male dominance of the specialty and lack of female surgeons, and 4 (5%) said the rumoured negative work environment.

Conclusions
This survey identifies clear barriers to surgical training with three main themes being identified: experience of the specialty, surgical knowledge and skills, and aspects of the training and specialty. More effort should be given to expose students earlier to the discipline, improving undergraduate surgical skills teaching, as well as providing clear descriptions of what the training process entails. It would be prudent to resurvey the students in their final year, after having had sufficient exposure.
534 Investigating the Role of Gender-Affirming Surgery in Medical Education
Authors: Mapako T J , Tay T 
Published: August 2023

Abstract

Aim
Gender-affirming surgery is defined as a group of procedures that help individuals transition from their Sex assigned at birth to their gender identity. A literature search on PubMed showed this topic has not been investigated previously in undergraduate medical education. From personal experience, this topic and associated trans+ health is rarely covered in undergraduate and postgraduate medical education. We aim to investigate the duration if any, of each medical school dedicates to teaching this topic for both undergraduate and graduate entry medicine.

Method
Six questions were curated by both authors around teaching, learning and communication skills dedicated to the topic of Gender affirming surgery. A freedom of information request was sent to all General Medical Council-recognised medical schools in the United Kingdom. Data from responses were collected and analysed using Google Spreadsheets.

Results
A total of 38(90%) medical schools responded to our request. 60%(n = 23) covered this topic in traditional lectures, 32% organised session(s) on patient perspectives, 5.2% of universities provided e-learning, 18% in self-directed learning, and 42% in communication and practical skills session. 66% included Trans+ members in the consultation of their curriculum development.

Conclusions
This study highlights that gender-affirming surgery is a poorly covered topic. While nearly all medical curricula involve LGBT+ Health, more needs to be done to focus on trans+ health involving co-design with trans+ persons to ensure that the medical curriculum promotes equality, diversity and inclusivity in medical education.
599 Improving Confidence of Medical Students Towards Surgical Specialities Using a Near-Peer Teaching Programme
Authors: Dighero I , Fishwick A , Bawa J , Pace E , Kyriakides J 
Published: August 2023

Abstract

Aim
Medical students express anxiety relating to the hidden curriculum of a junior doctor, in particular, relating to working in surgical specialities. ‘Near-peer teaching’ is proven to be effective for educating doctors. Further, ‘near-peer teaching’ allows doctors to gain experience in teaching roles. This study aimed to improve confidence and preparedness of incoming foundation trainees into surgical specialities using a near-peer teaching programme.

Method
Teachers were recruited from ‘near-peer’ training levels, all having graduated within the last 3 years. The curriculum was designed based on anecdotal experience of the ‘hidden curriculum’ across surgical specialities. A five-session, online teaching programme was delivered. The course was free to attend. Post-course feedback data was collected using a five-point scale with free-text options.

Results
156 incoming foundation trainees from 21 medical schools attended the course and responded to the feedback survey. After completing the course, 93% of participants agreed or strongly agreed that they felt more confident when approaching surgical patients. 98% agreed or strongly agreed that the course was appropriate to their stage of training; 98% would recommend the course to colleagues.

Conclusions
New foundation trainees responded well to a near-peer surgical teaching course. There was a significant improvement in confidence to approaching surgical patients after attending this course. Through feedback, which included free-text recommendations, there is scope for future iterations of this course. This will continue to provide a platform for junior doctors to fulfill their role as teachers, whilst benefiting future incoming foundation trainees in preparing for jobs within surgical specialities.
625 The Public’s Perspective on the Amount of Time Surgeons Spend Operating
Authors: Fu K , Abdelrahman M , Walmsley J , Chan D 
Published: August 2023

Abstract

Aim
As waiting lists for elective surgery grow, there seems to be a disconnect between the public’s expectations on the amount of time surgeons spend operating compared with reality. On average, a surgeon in the NHS spends one day a week performing elective surgery. We aimed to investigate the public’s perception on the amount of time surgeons spend performing elective surgery and what they would desire.

Method
Members of the public in the UK were approached randomly either on-line or in-person to complete an anonymised 6-question survey. The questionnaire included demographic details, surgical history, occupational experience in the healthcare sector, the number of days a week they believe and wish for surgeons to be performing elective surgery.

Results
252 members of the public responded to the survey nationally (150 females, 102 males). 38.5% have experience working in the healthcare sector and 58.5% have had surgery in the past. 83.7% believe surgeons spend at least 3 days a week performing elective surgery [3-4 days (43.2%), 5-7 days (40.5%)]. 45.7% of respondents want their surgeon to operate between 5-7 days per week.

Conclusions
The public appears to overestimate the amount of time that surgeons spend performing elective surgery and have unrealistic expectations of how much they want their surgeons to operate.
835 Experience of a Virtual Surgical Education Teaching Programme During the Covid-19 Pandemic
Authors: Onifade A , Perikleous Y , Vincent E , Kinross J 
Published: August 2023

Abstract

Aim
Though most doctors will undertake a surgical placement as part of their foundation years, recent papers have demonstrated variability in perceived preparedness for these posts. The COVID-19 pandemic has also resulted in unprecedented challenges for surgical foundation doctors to advance their learning around the provision of surgical care. In view of this, we developed a virtual consultant-led surgical teaching programme to level the playing field by offering high-quality surgical educational opportunities during the pandemic.

Method
Six online teaching sessions were delivered from June to July 2021. The sessions were delivered using Microsoft Teams and lasted one hour. Participants were based within Imperial Healthcare Trust and a teaching hospital - Ahmadu Bello University, Nigeria. A foundation doctor presented a case in each session, followed by relevant consultant teaching. There were opportunities for questions and further discussion. Verbal and written feedback was sought throughout.

Results
Overall, we received positive feedback. 85% of participants rated the teaching excellent; whilst the remaining 15% rated it very good. All participants reported the session objectives were met, delivery was at the appropriate pace and the delivery was clear.

Conclusions
Through the delivery of teaching virtually we were able to reduce geographical barriers to surgical education and contribute to the prevention of COVID-19 transmission. Going forward, we plan to deliver these sessions again, and develop a pre- and post-session assessment to further assess its effectiveness. Nevertheless, we achieved our main objective - to promote equal access to surgical educational opportunities for junior doctors in the U.K. and overseas.
920 Regular Formal Surgical Skills Training for Undergraduates - an Easy Way to Increase Enthusiasm for Postgraduate Surgical Training?
Authors: Skan O , De Andres Crespo M 
Published: August 2023

Abstract

Aim
Despite the publication of a clearly defined surgical curriculum by the Royal College of Surgeons of England, the availability of surgical training opportunities at medical school remains highly variable [1]. While one-off training days can increase students’ surgical skills confidence, we wanted to explore the effect of a regular skills course on students’ skills confidence, and the effect this had on their willingness to attend theatre lists and purse surgical training after graduation.

Method
We designed a 6-session training program covering the Basic Surgical Skills curriculum produced by the RCS. It also included robotic surgery simulation. The course was run twice due to high demand for places. Core trainees were recruited to help supervise the course. The course was sponsored by both ASiT and Medtronic and was free for attendees.

Results
The course received excellent feedback. Free text sections highlighted how regular skills training allowed for consolidating learning. Attendees were significantly more likely to feel confident in performing all the techniques covered after the course (Chi Squared, p &lt; 0.05). 16/17 attendees (94.1%) candidates agreed that the course filled a gap in what teaching is provided by the medical school, and all attendees felt more confident attending theatre lists after attending the course. Of note, most students agreed the course had increased their inclination towards a surgical career (12/17 70.2%.).

Conclusions
The course highlights the importance of regular surgical skills teaching. It also highlights an important knock-on effect of making students more confident attending lists, and more likely to pursue surgical careers.
935 “…And How Are You?” – a Call for Routine Wellbeing Checks in Educational Supervisor Meetings
Authors: Brown R 
Published: August 2023

Abstract

Aim
The rates of burnout, stress, anxiety, and suicide amongst doctors are increasing. Trainees may not recognise their wellbeing deteriorating or seek support, particularly when they are conditioned to “cope” with extreme experiences. Mental health charities advocate colleagues #starttheconversation to help in destigmatise perceptions of mental health and give those who may not otherwise seek support an opportunity to talk. However, without experience or expertise, this can be daunting.
Surgical trainees are mandated to meet their educational supervisor (ES) six times per year. This is an ideal opportunity for trainers to enquire about their trainee’s wellbeing. However, meetings do not mandate any wellbeing discussion and it is unclear how equipped trainers are to have these discussions. This study investigated wellbeing checks within training.

Method
Two 24-hour cross-sectional polls were conducted via social media asking UK trainees “During your ES meetings, are you routinely asked about your #wellbeing?” and asking trainers “Have you received any formal training in discussing #wellbeing and #mentalhealth with your trainees?”.

Results
Over 24 hours, 222 trainees voted, with 63.1% not routinely asked about their wellbeing during meetings. 87 trainers voted, with 76.3% without any formal training in discussing wellbeing and mental health with trainees.

Conclusions
This limited snapshot poll demonstrates that trainee wellbeing is not routinely being checked and that supervisors are variably trained to undertake these discussions. Wellbeing checks should become a standard part of every ES meeting and formal training in discussing well-being should be undertaken to instil confidence. Provisions for checking consultant wellbeing also require investigation.