National evaluation of trauma teaching for students (NETTS)

Large, Jamie; Kumar, Prakrit R; Konda, Nagarjun N; Hashmi, Yousuf; Lee, Justine J

doi:10.1136/postgradmedj-2021-141341

Cited by 4 publications

(1 citation statement)

References 46 publications

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“…Thus, despite strong evidence suggesting that highquality patient care is best taught through the immersive experiences encountered on placement, most doctors rely on passive learning through lectures and textbooks to instruct their management of high-acuity trauma. 4 Encouragingly, the National Health Service (NHS) guidance on the use of medical devices and digital tools, 5 referenced in the NHS Long Term Plan, 6 recognises the potential for virtual and augmented reality…”

Section: Introductionmentioning

confidence: 99%

Using Mixed Reality Simulation to Improve Junior Medical Trainees’ Preparedness to Manage High-Acuity Trauma

Clarke,

Al-mukhtar,

Alim

et al. 2024

BMJ Open Qual

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High-acuity trauma necessitates experienced and rapid intervention to prevent patient harm. However, upskilling junior trainees through hands-on management of real trauma cases is rarely feasible without compromising patient safety. This quality education report sought to investigate whether a simulation course operated via mixed reality (MR) headset devices (Microsoft HoloLens) could enhance the clinical knowledge recall and preparedness to practice of junior trainees with no prior experience managing trauma.The Plan–Do–Study–Act quality improvement method was used to refine six emergency trauma vignettes compatible with an MR teaching platform. Each vignette was curated by a multidisciplinary team of orthopaedic surgeons, clinical fellows and experts in simulation-based medical education. As a baseline assessment, a 2-hour emergency trauma course was delivered using traditional didactic methods to a cohort of pre-registration medical students with no clinical exposure to high-acuity trauma (n=16). Next, we delivered the MR simulation to an equivalent cohort (n=32). Clinical knowledge scores derived from written test papers were recorded for each group during and 2 weeks after each course. Each attendee’s end-of-rotation clinical supervisor appraisal grade was recorded, as determined by a consultant surgeon who supervised participants during a 2-week placement on a major trauma ward. Balancing measures included participant feedback and validated cognitive load questionnaires (National Aeronautics and Space Administration-Task Load Index).Overall, attendees of the MR simulation course achieved and sustained higher clinical knowledge scores and were more likely to receive a positive consultant supervisor appraisal. This project serves as a proof of concept that MR wearable technologies can be used to improve clinical knowledge recall and enhance the preparedness to practice of novice learners with otherwise limited clinical exposure to high-acuity trauma.

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Section: Introductionmentioning

confidence: 99%

Using Mixed Reality Simulation to Improve Junior Medical Trainees’ Preparedness to Manage High-Acuity Trauma

Clarke,

Al-mukhtar,

Alim

et al. 2024

BMJ Open Qual

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Student advanced trauma management and skills (SATMAS): a validation study

Kumar,

Large,

Konda

et al. 2024

Eur J Trauma Emerg Surg

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Introduction Despite trauma accounting 9% of global mortality, it has been demonstrated that undergraduate trauma teaching is inadequate nationally and worldwide. With COVID-19 exacerbating this situation, a scalable, accessible, and cost-effective undergraduate trauma teaching is required. Methods Our Continual Professional Development United Kingdom (CPUDK)-accredited University Hospitals Birmingham (UHB) Major Trauma Service (MTS) affiliated programme consisted of seven biweekly pre-recorded sessions that were delivered online through the Moodle educational platform to University of Birmingham students. Pre- and post-randomised session-specific multiple-choice questions (MCQs) and anonymous feedback forms were administered. Results There were 489 student responses, with 63 students completing all seven sessions. On an 8-point scale, students’ objective knowledge scores increased by a mean of 1.2 (p < 0.001). Using a 5-point Likert scale, students also showed improvement in subjective outcomes including their confidence in assessing trauma patient (absolute difference (AD) 1.38, p < 0.001), advising initial investigations and formulating initial management plans (AD 1.78, p < 0.001) and thereby their confidence to manage a trauma patient overall (AD 1.98, p < 0.001). A total of 410 student responses endorsed the online delivery of SATMAS through Moodle and recommended SATMAS to future medical students. Conclusion SATMAS has demonstrated positive student feedback and extensive recruitment from only one centre, demonstrating that our programme can be an indispensable low-cost learning resource that prepares undergraduate medical students for their trauma exams and informs the implementation of clinical skills required by all doctors. We publish our pilot study findings to encourage similar teaching programmes to be adopted at other universities nationally and internationally, to synergistically benefit students, tutors, and ultimately patients, on a larger scale.

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Evaluation of National Anaesthetics Teaching in Undergraduate Medicine (ENATUM)

Kumar,

Wicks,

Kumar

et al. 2023

Postgraduate Medical Journal

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Background During a global pandemic where anaesthetists play a pertinent role in treating coronavirus 2019 (COVID-19), it is crucial to inspire medical students to consider a career in anaesthetics and perioperative care. Where anaesthetic skills are vital for all surgical foundation doctors, regardless of whether they have a rotation in anaesthetics, this study seeks to establish the current level of exposure to anaesthetics in the UK medical schools’ curriculum and evaluate if the current anaesthetic undergraduate curriculum is sufficient to prepare students to pass their exams and perform the duties expected of them as future junior doctors. Methods A 35-item structured questionnaire, registered at University College London Hospital Research & Development (R&D), was distributed amongst foundation doctors who had graduated from UK universities within the previous 3 years between August and October 2020. Results In total, 239 participants completed the questionnaire from 34 UK medical schools. Despite 90.0% of participants being allocated an ‘anaesthesia’ placement, 54.0% spent <15 hours shadowing an anaesthetist throughout their medical school. Of participants, 38.5% agreed that their anaesthetic teaching was sufficient compared to teaching of other specialities, with 48.6% of students not satisfied with the teaching provided to meet anaesthetic learning outcomes set by The Royal College of Surgeons of England; 72.4% said they would have benefited from additional anaesthetic teaching, with 80.7% stating it would have increased understanding into the speciality; and 71.5% stated a short course in anaesthetics alongside undergraduate training would have been beneficial. Conclusions Our results demonstrate that there is a lack of standardization in undergraduate anaesthetics teaching nationally and an additional undergraduate anaesthetic teaching programme is required to increase understanding and provide further insight into anaesthetics. Key messages: The emergence of the coronavirus 2019 (COVID-19) pandemic has halted undergraduate medical education, in particular perioperative medicine and surgery.Exposure to anaesthesia is already limited in the medical undergraduate curriculum, with a limited number of anaesthesia-themed foundation rotations available for junior doctors.Recent UK graduates feel that undergraduate anaesthetics education is inadequate at medical school, reporting a lack of confidence in applying undergraduate anaesthesia learning outcomes.Additional anaesthetic teaching and online teaching methods are suggested ways of improving the delivery of undergraduate anaesthetic education.Can a national, standardized anaesthetics teaching curriculum improve the undergraduate knowledge base of anaesthesia?

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National evaluation of trauma teaching for students (NETTS)

Cited by 4 publications

References 46 publications

Using Mixed Reality Simulation to Improve Junior Medical Trainees’ Preparedness to Manage High-Acuity Trauma

Using Mixed Reality Simulation to Improve Junior Medical Trainees’ Preparedness to Manage High-Acuity Trauma

Student advanced trauma management and skills (SATMAS): a validation study

Evaluation of National Anaesthetics Teaching in Undergraduate Medicine (ENATUM)

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