Core surgical training in Wales: pilot study of a multidisciplinary surgical boot camp

Brown, Chris; Egan, Richard; Ansell, James; Abdelrahman, Tarig; Harries, R; Bowman, Chris; Mj, Pollitt; lorwerth, A; Wg, Lewis

doi:10.1308/rcsbull.2018.e184

Cited by 9 publications

(3 citation statements)

References 15 publications

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“…Outside ENT, a bootcamp approach has been recognised as an effective and efficient way to rapidly improve knowledge, confidence and surgical skill. 16,28,29 These accelerated programmes deliver an intensive learning experience, designed to standardise participants’ knowledge according to their job expectations.…”

Section: Discussionmentioning

confidence: 99%

Learning needs of junior doctors in otolaryngology: a qualitative study

Morris,

Owens,

Cserzo

2024

J. Laryngol. Otol.

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Objectives There is concern that junior doctors are not prepared for their post-graduate attachments in ENT. The aims of this study were to capture the learning priorities of those in the ENT first on-call role and facilitate further educational opportunities to address these needs. Method Semi-structured interviews were undertaken to explore the learning needs of junior doctors with seven junior and two senior ENT clinicians. Results The thematic analysis generated three themes: the role of the ENT Junior; the perceived, expressed and prescribed learning needs; and attitudes towards future learning. These themes explored the misalignment between undergraduate training and post-graduate expectations, the lack of competence in ENT practical skills and the need for focused ENT training prior to commencing on-call shifts. Conclusion All interviewees identified the need for greater experience in practical interventional skills prior to their ENT attachments and expressed interest towards a standardised, bootcamp-style induction with simulated emergency experience.

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Section: Discussionmentioning

confidence: 99%

Learning needs of junior doctors in otolaryngology: a qualitative study

Morris,

Owens,

Cserzo

2024

J. Laryngol. Otol.

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“…Whilst the literature only exhibits short-term improvements in satisfaction amongst students and does not report on long-term skill-based outcomes, it gives us a basis for improvement of the current undergraduate teaching standards. However, at the postgraduate level, surgical boot camps for core surgical trainees have been shown to improve long-term success rates for candidates applying for higher surgical training 38 , 39 . A similar model could have potential translational benefits for skills training and further research would be useful to evaluate this model in the undergraduate setting.…”

Section: Discussionmentioning

confidence: 99%

Undergraduate teaching of surgical skills in the UK: systematic review

Glossop,

Bhachoo,

Murray

et al. 2023

BJS Open

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Background Students must be proficient in surgical skills according to General Medical Council and Royal College of Surgeons of England guidelines. If these skills are not appropriately taught, there is a risk of an incoming junior workforce with inadequate surgical skills. This paper aimed to review the literature relating to undergraduate teaching of surgical skills in the UK and summarize future suggested training methods. Methods The databases MEDLINE, Embase and SCOPUS were searched, and the existing literature relating to methodology of undergraduate teaching of surgical skills in the UK over the past 10 years was summarized. The Medical Education Research Quality Instrument was used to assess research quality. Results A total of 19 papers were included. Cross-sectional evaluations and survey-based studies highlight a clear deficit in surgical skills teaching in the UK. Medical students are currently unable to fulfil their own learning needs and meet requirements set out by the General Medical Council. This lack of surgical teaching appears to negatively affect student desire to pursue a surgical career. The three main themes for improvement are extracurricular surgical skills days, near-peer teaching and simulation. Each method appeared to improve learning, although no studies utilized medium- to long-term follow-up to demonstrate efficacy and there lacks a clear consensus as to the ‘standard’ of undergraduate surgical skill education. There was also potential for selection bias and response shift bias in many of the studies assessing pre- and postintervention confidence and opinions. Conclusion There is a concerning lack of surgical skills teaching that has resulted in medical students and junior doctors not having the necessary surgical skills as per General Medical Council guidance and students feel that their own learning needs are not met. This failure to address the learning deficit may be responsible for the fall in surgical competition ratios. While surgical skills teaching must be improved urgently, more robust evidence is required to evaluate the optimal ways of approaching this issue.

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“…6 12 NTN appointment directly from CST differs by geography and speciality, although substantial improvements have been reported following the introduction of initiatives, including focused bootcamps and reconfigured training programmes. 2 3 13 14 Differential attainment—defined by the General Medical Council as ‘systematic differences in outcomes when grouping cohorts by protected characteristics and socio-economic background’—is a significant concern in medical training, with the biggest disparities related to race and evident across all specialities. 15 In addition to examination success, other metrics such as academic prowess, outcomes at Annual Review of Competence Progression (ARCP), operative experience and numbers of work-based assessments have been reported to be adversely affected by ethnic status.…”

Section: Introductionmentioning

confidence: 99%

Strategic organisational skills predict surgical training success

James

Robinson

Hopkins

et al. 2020

Postgraduate Medical Journal

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IntroductionSurgical career progression is determined by examination success and Annual Review of Competence Progression (ARCP) outcome, yet data on organisational skills are sparse. This study aimed to determine whether organisational skills related to Core Surgical Training (CST) outcome. Primary outcome measures include operative experience, publications, examination success (Membership of the Royal College of Surgeons or the Diploma in Otolaryngology—Head and Neck Surgery (MRCS/DO-HNS)) and ARCP outcome.MethodsThe study was conducted prospectively at three consecutive CST induction boot camps (2017–2019) providing clinical and simulation training for 125 trainees. Arrival time at course registration was the selected surrogate for organisational skills. Trainees were advised to arrive promptly at 8:45 for registration and that the course would start at 9:00. Trainee arrival times were grouped as follows: early (before 8:45), on time (8:45–8:59am) or late (after 9:00). Arrival times were compared with primary outcome measures.SettingHealth Education and Improvement Wales’ School of Surgery, UK.ResultsMedian arrival time was 8:53 (range 7:55–10:03), with 29 trainees (23.2%) arriving early, 63 (50.4%) on-time and 33 (26.4%) late. Arrival time was associated with operative experience (early vs late; 206 vs 164 cases, p=0.012), publication (63.2% vs 18.5%, p=0.005), MRCS/DO-HNS success (44.8% vs 15.2%, p=0.029), ARCP outcome (86.2% vs 60.6% Outcome 1, p=0.053), but not National Training Number success (60.0% vs 53.3%, p=0.772).ConclusionsBetter-prepared trainees achieved 25% more operative experience, were four-fold more likely to publish and pass MRCS, which aligned with consistent desirable ARCP outcome. Timely arrival at training events represents a skills-composite of travel planning and is a useful marker of strategic organisational skills.

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Core surgical training in Wales: pilot study of a multidisciplinary surgical boot camp

Abstract: An attempt to create the ultimate core surgical training post.

Cited by 9 publications

References 15 publications

Learning needs of junior doctors in otolaryngology: a qualitative study

Learning needs of junior doctors in otolaryngology: a qualitative study

Undergraduate teaching of surgical skills in the UK: systematic review

Strategic organisational skills predict surgical training success

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