The changing UK paediatric consultant workforce: report from the Royal College of Paediatrics and Child Health

McColgan, Martin; Winch, R; Clark, Simon J.; Ewing, Carol; Modi, Neena; Greenough, Anne

doi:10.1136/archdischild-2016-312055

Cited by 6 publications

(4 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One reason for this inequity may be the existence of a training capacity gap, with fewer avenues to train paediatricians or fewer opportunities for employment in areas with an already low workforce. Some high-income countries have already undertaken more detailed analysis of their paediatric workforce and used this to inform investment and education policy 14 20–24…”

Section: Discussionmentioning

confidence: 99%

Where are the paediatricians? An international survey to understand the global paediatric workforce

Harper

Nganga

Armstrong

et al. 2019

bmjpo

View full text Add to dashboard Cite

ObjectiveOur primary objective was to examine the global paediatric workforce and to better understand geographic differences in the number of paediatricians globally. Secondary objectives were to describe paediatric workforce expectations, who provides children with preventative care and when children transition out of paediatric care.DesignSurvey of identified paediatric leaders in each country.SettingPaediatric association leaders worldwide.Main outcome measuresPaediatrician numbers, provision of primary care for children, age of transition to adult care.ResultsResponses were obtained from 121 countries (73% of countries approached). The number of paediatricians per 100 000 children ranged from a median of 0.5 (IQR 0.3–1.4) in low-income countries to 72 (IQR 4–118) in high-income countries. Africa and South-East Asia reported the lowest paediatrician density (median of 0.8 paediatricians per 100 000 children, IQR 0.4–2.6 and median of 4, IQR 3–9, respectively) and fewest paediatricians entering the workforce. 82% of countries reported transition to adult care by age 18% and 39% by age 15. Most countries (91%) but only 64% of low-income countries reported provision of paediatric preventative care (p<0.001, Cochran-Armitage trend test). Systems of primary care provision varied widely. A majority of countries (63%) anticipated increases in their paediatric workforce in the next decade.ConclusionsPaediatrician density mirrors known inequities in health provider distribution. Fewer paediatricians are entering the workforce in areas with already low paediatrician density, which may exacerbate disparities in child health outcomes. In some regions, children transition to adult care during adolescence, with implications for healthcare training and delivery. Paediatrician roles are heterogeneous worldwide, and country-specific strategies should be used to address inequity in child health provision.

show abstract

Section: Discussionmentioning

confidence: 99%

Where are the paediatricians? An international survey to understand the global paediatric workforce

Harper

Nganga

Armstrong

et al. 2019

bmjpo

View full text Add to dashboard Cite

show abstract

“…They reported that the workforce for academic medicine as a whole was at best stable compared with the year-on-year growth of National Health Service (NHS) staff. In child health, we have also seen growth in NHS staff, but sadly have highlighted a marked decline in the academic workforce 7. The MSC further emphasised the substantial impact of NIHR funding in England, and that work is actively being pursued to support early-stage clinical academics.…”

Section: Discussionmentioning

confidence: 99%

Comparison of UK paediatric consultants' participation in child health research between 2011 and 2015

et al. 2017

Self Cite

View full text Add to dashboard Cite

show abstract

“…Given the variability of undergraduate radiology education delivered in universities across the UK [13] and Europe [14], the fact that most junior doctors do not feel confident interpreting paediatric radiographs [3] with added workforce issues relating to both paediatric radiology [15], paediatric emergency services [16] and paediatric medicine [17], it is likely that having some exposure to paediatric radiology at an undergraduate level may prove beneficial in later medical practice [18]. As puzzles within an escape room are problem-based and require communication and team-working skillsconsidered intrinsic parts of the way in which adults learn [19], we hypothesised that this teaching method would lend itself well to an undergraduate paediatric radiology tutorial.…”

Section: Introductionmentioning

confidence: 99%

Feasibility of a paediatric radiology escape room for undergraduate education

et al. 2020

View full text Add to dashboard Cite

Objectives: To develop a paediatric radiology themed escape room session for undergraduate education and secondly, to determine participant satisfaction and improvement in knowledge. Methods: A paediatric radiology escape room with accompanying tutorial was developed around key learning objectives set within the RCR and ESR undergraduate curriculum. Students were recruited from two different universities and undertook the escape room themed teaching. An 8-question single best answer (SBA) test was completed before, immediately after and at 2 weeks post-teaching to determine participant improvement and retention of knowledge. The general feedback was also collected. Results: The escape room sessions were held three times, for 19 students (6-7 students per session). All groups completed the escape room in ≤ 20 min. Students enjoyed the experience, assigning an average satisfaction score of 9.4/10 (range 7-10). The majority (17/19, 89.5%) preferred this method of teaching to a lecture-based tutorial alone, although all said they found the tutorial component useful. For the SBA test, there was an average increase in 3.6 marks (range 1-6 marks) per participant between before and after the escape room. This improved knowledge was mostly sustained after 2 weeks, with an average increase of 3.4 marks difference (range 1 to 6) per participant compared to before the teaching. Conclusions: A paediatric radiology themed escape room is a feasible teaching method, enjoyed by participants and associated with an increase in radiological knowledge. Further work with larger sample size and direct comparison with other traditional teaching methods is required.A paediatric radiology themed escape room is a feasible teaching method. Students enjoyed the escape room, and most preferred it over didactic lectures. Improvement in paediatric radiology knowledge was maintained after the teaching.

show abstract

The changing UK paediatric consultant workforce: report from the Royal College of Paediatrics and Child Health

Abstract: Objectives: To determine if there had been changes in the size of the UK paediatric workforce and working patterns between 1999 and 2013.

Cited by 6 publications

References 4 publications

Where are the paediatricians? An international survey to understand the global paediatric workforce

Where are the paediatricians? An international survey to understand the global paediatric workforce

Comparison of UK paediatric consultants' participation in child health research between 2011 and 2015

Feasibility of a paediatric radiology escape room for undergraduate education

Contact Info

Product

Resources

About