Restarting training and examinations in the era of COVID-19: a perspective from the Federation of Royal Colleges of Physicians UK

Phillips, G. D.; Jones, Mike; Dagg, Ken

doi:10.7861/clinmed.2020-0481

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…However, we reached theoretical saturation towards the end of data collection, contributing to our confidence that our data represents a wide array of perspectives. Although this study is limited to the UK context, we expect results to be transferrable and useful for the wider medical education context, especially considering the many similarities with early reports on the effects of the pandemic on medical education worldwide [ 2 , 4 , 8 , 10 – 13 , 15 , 25 ].…”

Section: Discussionmentioning

confidence: 92%

“…As a result, there have been positive and negative long-term effects of the changes made. Virtual teaching, for example, improved the accessibility and feasibility of teaching and examinations in many settings [ 8 ]. At the same time, however, the pandemic caused stress, fatigue and anxiety which contributed to burnout amongst junior doctors [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

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A national qualitative investigation of the impact of service change on doctors’ training during Covid-19

et al. 2023

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Background The Covid-19 crisis sparked service reconfigurations in healthcare systems worldwide. With postgraduate medical education sitting within these systems, service reconfigurations substantially impact trainees and their training environment. This study aims to provide an in-depth qualitative understanding of the impact of service reconfiguration on doctors’ training during the pandemic, identifying opportunities for the future as well as factors that pose risks to education and training and how these might be mitigated. Methods Qualitative parallel multi-centre case studies examined three Trusts/Health Boards in two countries in the United Kingdom. Data were collected from online focus groups and interviews with trainees and supervisors using semi-structured interview guides (September to December 2020). A socio-cultural model of workplace learning, the expansive-restrictive continuum, informed data gathering, analysis of focus groups and coding. Results Sixty-six doctors participated, representing 25 specialties/subspecialties. Thirty-four participants were male, 26 were supervisors, 17 were specialty trainees and 23 were foundation doctors. Four themes described the impact of pandemic-related service reconfigurations on training: (1) Development of skills and job design, (2) Supervision and assessments, (3) Teamwork and communication, and (4) Workload and wellbeing. Service changes were found to both facilitate and hinder education and training, varying across sites, specialties, and trainees’ grades. Trainees’ jobs were redesigned extensively, and many trainees were redeployed to specialties requiring extra workforce during the pandemic. Conclusions The rapid and unplanned service reconfigurations during the pandemic caused unique challenges and opportunities to doctors’ training. This impaired trainees’ development in their specialty of interest, but also presented new opportunities such as cross-boundary working and networking.

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Section: Discussionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

A national qualitative investigation of the impact of service change on doctors’ training during Covid-19

et al. 2023

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“…Additionally, as far as we are aware, there has not been any published data that uses VSAQs from a high-stakes examination such as the MRCPsych, although at least one other College are considering their introduction for UK medical trainees. 20 Finally, as VSAQs require recall rather than recognition, candidates appear to universally score lower in them when compared with MCQs; [15][16][17][18][19] this must be carefully accounted for in the standard setting process that sets the pass mark, so that standard setting judges are aware of likely lower scores in comparison with MCQs, particularly in first iterations of the test when they are lacking comparative past data. To account for this, there would be pilot questions tested and a full analysis undertaken to inform future standard setting.…”

Section: Very Short Answer Questionsmentioning

confidence: 99%

Transforming MRCPsych theory examinations: digitisation and very short answer questions (VSAQs)

et al. 2021

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Many examinations are now delivered online using digital formats, the migration to which has been accelerated by the COVID-19 pandemic. The MRCPsych theory examinations have been delivered in this way since Autumn 2020. The multiple choice question formats currently in use are highly reliable, but other formats enabled by the digital platform, such as very short answer questions (VSAQs), may promote deeper learning. Trainees often ask for a focus on core knowledge, and the absence of cueing with VSAQs could help achieve this. This paper describes the background and evidence base for VSAQs, and how they might be introduced. Any new question formats would be thoroughly piloted before appearing in the examinations and are likely to have a phased introduction alongside existing formats.

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“…Although restrictions on these specialities have eased or been overcome with PPE, on-going safety precautions have reduced patient workload or precluded the attendance of medical students' altogether (Phillips et al, 2020). Within General Surgery, there was initially a reduction in elective and minimally invasive surgery (Garg, 2021), however emergency services have largely continued as normal throughout the pandemic.…”

Section: Utilise and Focus On Functioning Servicesmentioning

confidence: 99%

Teaching Medical Students on Surgical Placement during the COVID-19 Pandemic, Lessons Learned so Far

Evans¹,

Noone²

2021

SE Asian Jnl Med Educ

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Background: The COVID-19 pandemic has caused significant disruption to the teaching and progression of medical students. With no imminent end to the pandemic, it remains vital that medical students remain integrated into clinical environments to benefit from the teaching opportunities in the hospital setting.Aim: To offer advice on the teaching of medical students undertaking hospital placements within General Surgery during the COVID-19 pandemic.Method: We reflected on our experience as clinical medical educators working through the COVID-19 pandemic, supported by feedback from medical students and relevant contemporary educational guidelines and literature.Results: A review on how to optimise teaching medical students during the COVID-19 pandemic, balancing the need for safety and limiting viral transmission, while maximising clinical experience and learning. Conclusion:The COVID-19 pandemic has forced widespread changes to the way in which medical students receive teaching. We suggest ways to maximise learning opportunities, on hospital placements, during the pandemic. Maintaining quality medical education during the pandemic is key to producing the best doctors of tomorrow.

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Restarting training and examinations in the era of COVID-19: a perspective from the Federation of Royal Colleges of Physicians UK

Cited by 7 publications

References 6 publications

A national qualitative investigation of the impact of service change on doctors’ training during Covid-19

A national qualitative investigation of the impact of service change on doctors’ training during Covid-19

Transforming MRCPsych theory examinations: digitisation and very short answer questions (VSAQs)

Teaching Medical Students on Surgical Placement during the COVID-19 Pandemic, Lessons Learned so Far

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