116 Project cutting edge (PCE): Stimulating cultural change in surgical training

Kumar, Prashant; Spiers, Harry; Horsfall, Hugo Layard; Ta, Tanya; Yao, Alexander

doi:10.1136/leader-2019-fmlm.116

Cited by 1 publication

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“…Further, as part of the portfolio, trainees also need to demonstrate ‘commitment to speciality’. 24 Project Cutting Edge (PCE), 29 a national organisation focused on supporting surgical career development, encourages ‘constant continuous improvement’ 30 from the beginning of their careers. Gundogan et al 27 identified that medical trainees’ career starts at the beginning of medical school rather than Foundation Year 1 (FY1), and thus career building should begin at medical school.…”

Section: Discussionmentioning

confidence: 99%

“…29 PCE states that a more sustainable form of training is required, 29 with passion for the speciality directly translating into a more ‘constant, continuous’ and holistic effort. 30 This will not only increase work ethic, but also combat burnout and guide future surgeons towards a happy and successful career in surgery. 38–40 Our study also highlights how our programme provides a valuable insight into T&O for medical students, with 70.5% of the participants being inspired to pursue a career in T&O following the completion of the programme.…”

Section: Discussionmentioning

confidence: 99%

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Clinical Audit Platform for Students (CAPS): a pilot study

Kumar

Hashmi

Morad

et al. 2020

Postgraduate Medical Journal

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BackgroundA clinical audit measures specific clinical outcomes or processes against a predefined standard. However, many clinicians are unable to carry out audits given their time constraints. Alternatively, medical students may often wish to complete audits early in their career to strengthen their portfolios. As such, the student clinical audit platform was designed to connect willing supervisors and these medical students.MethodsProject supervisors were members of a regional trainee-led network. Interested students were familiarised with the various aspects of an audit and allocated to supervisors with similar interests. There was regular communication to track progress and anonymised feedback forms were distributed to all students and supervisors after a year.ResultsA 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<0.001), the confidence to approach a supervisor (1.29±1.21, p<0.001) and the ability to conduct an audit by themselves in the future (1.77±1.15, p<0.001). Of the seven affiliated supervisors, five provided feedback with 80% indicating they had projects which remained inactive and all happy with the quality of work produced by their students.ConclusionDespite limitations to this programme, the platform produced projects which were disseminated both locally and nationally, demonstrating positive collaboration between medical students and clinicians. We present our findings and evaluations to encourage similar audit platforms to be adopted at other locations.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%