Can plastic surgery training meet current core standards?

J, Daniels; Moura, Francisco Serra E; Majeed, Y; Bedford, James D

doi:10.1308/rcsbull.2020.e005

Cited by 1 publication

(2 citation statements)

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“…Surgical departments are now having to mitigate service demands with their statutory duty to provide high-quality education and training mandated by the General Medical Council (GMC) and the Joint Committee on Surgical Training (JCST) (2,3). Doctors are expected to ful l the roles of a clinician and an educator as re ected in the GMC guidance, and several commentators have expressed concerns that the shift in working patterns and reduced contact hours may have impacted the quality of training and even affected the experience and competence of new consultants (4)(5)(6)(7).…”

Section: Introductionmentioning

confidence: 99%

“…While this is a welcome improvement to the historical 100-hour working week, shift-based working has reduced the continuity of care for patients and continuity of supervision for junior doctors (4). Surgical teams can change daily, with the consequent reduction in contact hours resulting in trainers being less familiar with individual training needs and the opportunity to develop a mentor-mentee relationship in what has traditionally been a craft-based specialty (10).…”

Section: Introductionmentioning

confidence: 99%

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A Near-Peer Surgical Teaching Programme for Junior Doctors

Hussain¹,

Toi²,

Laurent³

et al. 2020

Preprint

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Background: Surgical departments across the UK are having to mitigate increasing service demands, budget constraints and changes to work patterns, with their statutory duty to provide high-quality training and education. In an overstretched NHS, securing consultant-led teaching for junior doctors has become increasingly difficult leading to the rise of near-peer teaching. We evaluate the long-term effectiveness of a near-peer surgical teaching programme for junior doctors. Methods: We developed a rolling 12-week trainee-led, didactic surgical education programme for junior doctors and incorporated a three-tiered leadership and handover mechanism involving lead junior doctors, registrars and a lead consultant to ensure consistency and programme continuity. Junior doctors delivered presentations to their peers with close supervision and input from registrars. Participants provided session and supervision feedback using 5-point scales and free-text responses. Data was collected using Google Forms™ and analysed using student’s t-test on Microsoft Excel®. Results: 42 junior doctors responded to our end-of-programme feedback surveys covering December 2018 to April 2020. The overall programme (8.83±1.08/10), topic relevance (4.62±0.58/5), presentation quality (4.60±0.50/5) and supervisor knowledge (4.81±0.40/5) were rated highly by respondents. 95.2% (n=40) of respondents had attended more than 3 sessions and 71.4 % (n=30) had delivered teaching. Respondents also reported significant improvements in subject knowledge (3.72±0.92/5 to 4.50±0.56/5, P<0.0001), clinical confidence, presentation and teaching skills following each session. Conclusions: This long-term near-peer teaching programme addressed the educational needs of junior doctors and developed their presentation and organisational skills. Supervision and input from registrars facilitated discussion and reinforced key concepts. Our strategy also facilitated workplace-based assessments and familiarisation with local management protocols for new cohorts of doctors rotating in Surgery at Basildon University Hospital. We also recently adapted this into a virtual programme in response to the COVID-19 pandemic, maintaining clinical education and expanding our audience. The success of this programme highlights the role that trainees can play in designing, developing and coordinating an effective surgical teaching programme.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%