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Sideris M, Rallis KS, Nicolaides M, Kuri A, Schottler N, Paulus N, Haas O, Krajewski R, Grenho J, Papalois V. The UEMS experience in continuous medical education accreditation process: a 'quo vadis' analysis of our global database. Ann Med Surg (Lond) 2024; 86:689-696. [PMID: 38333329 PMCID: PMC10849379 DOI: 10.1097/ms9.0000000000001583] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2023] [Accepted: 11/23/2023] [Indexed: 02/10/2024] Open
Abstract
Background The authors systematically appraise a large database of continuous professional development (CPD) and continuous medical education (CME) events against the European Accreditation Council for Continuous Medical Education (EACCME) framework. Methods The authors performed a retrospective observational study of all CPD or CME events within the European Union of Medical Specialists (UEMS) database between 2017 and 2019, including 91 countries and 6034 events. Assessment of event design, quality and outcomes was evaluated against a validated, expert-derived accreditation framework, using thematic analysis to extract distinct themes, and subsequent quantitative analysis. Results The authors included 5649 live educational events (LEEs) and 385 e-learning materials (ELMs). Three thousand seven hundred sixty-two [3762 (62.3%)] of the events did not report clear justification in their needs assessment process. Most accreditation applications claimed covering a single educational need [1603/2277 (70.3%)]. Needs assessments were reported to be similar across conferences, courses and other types of events (P<0.01); 5642/6034 events (93.5%) had clearly documented expected learning outcomes; only 978/6034 (16.2%) reported a single expected learning outcome while the rest report 2-10 outcomes. Providers who declared more than one educational need also declared multiple learning outcomes (ρ=0.051, P<0.01). Conclusions Despite EACCME providing a robust framework for the CPD/CME accreditation process, reporting quality can still be improved, as more than 1 in 2 events fail to provide a clear description of their needs assessment. To the authors' knowledge, this is the largest educational LEE/ELM database, which can be a starting to revisit the CME/CPD accreditation process.
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Affiliation(s)
- Michail Sideris
- Wolfson Institute of Population Health, Queen Mary University of London
| | - Kathrine S. Rallis
- Beth Israel Deaconess Medical Centre, Harvard Medical School, Boston, Massachusetts, USA
| | | | - Ashvin Kuri
- Wolfson Institute of Population Health, Queen Mary University of London
| | | | - Nathalie Paulus
- European Union of Medical Specialists (UEMS), Brussels, Belgium
| | - Orthmar Haas
- Group Practice Dr. Haas/Dr. Engler, Klagenfurt, Germany
| | - Romuald Krajewski
- Head & Neck Cancer Department, Maria Sklodowska-Curie National Research Institute of Oncology, Warsaw, Poland
| | - Joao Grenho
- General Surgery Department, Hospital da Luz Oeiras, Oeiras, Portugal
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Sideris M, Elshaer A, Johnson R, Kotwal S, Mehta S, Quyn A, Saunders R, Tiernan J, Upasani V, Theophilou G. “Learning from the experts” – a novel advanced cadaveric course for Gynaecological Oncology (GO) Cytoreductive Surgery. Facts Views Vis Obgyn 2022; 14:265-273. [DOI: 10.52054/fvvo.14.3.036] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Background: Ovarian cancer cytoreductive surgery necessitates the use of advanced Simulation-Based Learning (SBL) to optimise skill-based teaching and achieve technical proficiency.
Objective: We describe and appraise the role of a novel postgraduate cadaveric course for cytoreductive surgery for advanced ovarian/fallopian tube or primary peritoneal cancer.
Materials and Methods: Several consultant-level surgeons with expertise in upper gastrointestinal, colorectal, hepatobiliary and urological surgery, were invited to teach their counterpart GO surgeons. The 2-day course curriculum involved advanced dissections on thiel-embalmed cadavers. All dissections included applicable steps required during GO cytoreductive surgeries.
Outcome measures: We used a feedback questionnaire and structured interviews to capture trainers and delegates views respectively.
Results: All delegates reported a positive educational experience and improvement of knowledge in all course components. There was no difference in the perception of feedback across junior versus senior consultants. Trainers perceived this opportunity as a “2-way learning” whether they got to explore in depth the GO perspective in how and which of their skills are applicable during cytoreductive surgery.
Conclusions: Collaborating with other surgical specialities promotes a “learning from the experts” concept and has potential to meet the rapidly increased demand for multi-viscera surgical excellence in GO surgery.
What’s new? The concept of involving experts from other surgical disciplines in advanced cadaveric courses for cytoreductive surgery in ovarian cancer, will solidify the effort to achieve excellence in the GO training. Such courses can be essential educational adjunct for most GO fellowships.
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Rallis KS, Wozniak A, Hui S, Stammer A, Cinar C, Sun M, Fulton-Ward T, Clarke AA, Papagrigoriadis S, Papalois A, Sideris MC. Mentoring Medical Students Towards Oncology: Results from a Pilot Multi-institutional Mentorship Programme. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2022; 37:1053-1065. [PMID: 33242159 PMCID: PMC7688447 DOI: 10.1007/s13187-020-01919-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/01/2020] [Indexed: 06/02/2023]
Abstract
The mounting global cancer burden has generated an increasing demand for oncologists to join the workforce. Yet, students report limited oncology exposure in undergraduate medical curricula, while undergraduate oncology mentorships remain underutilised. We established an undergraduate oncology society-led mentorship programme aimed at medical students across several UK universities to increase medical student oncology exposure. We electronically recruited and paired oncologist mentors and medical student mentees and distributed a dedicated questionnaire (pre- and post-mentorship) to compare mentees' self-reported cancer specialty knowledge and oncology career motivation after undertaking a 6-week mentorship. We also determined students' interest across specialties and subspecialties and measured mentor availability via percentage programme uptake. Statistical analysis included univariate inferential tests on SPSS software. Twentynine (23.4%) of 124 oncology specialists agreed to become mentors. The mentorship was completed by 30 students across three medical schools: 16 (53.3%) Barts, 10 (33.3%) Birmingham, and 4 (13.3%) King's; 11 (36.7%) mentored by medical oncologists, 10 (33.3%) by clinical/radiation oncologists, and 9 (30%) by surgical oncologists. The mentorship generated a statically significant increase in students' knowledge of the multidisciplinary team and all oncology-related specialties including academia/research but not interest towards a career in oncology. Undergraduate oncology mentoring is an effective educational, networking and motivational tool for medical students. Student societies are a valuable asset in cultivating medical student oncology interest by connecting students to faculty and increasing mentor accessibility. Further research should focus on developing an optimal mentorship structure and evaluating long-term outcomes of such educational initiatives.
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Affiliation(s)
- Kathrine S Rallis
- Barts Cancer Institute, Queen Mary University of London, London, UK.
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK.
| | - Anna Wozniak
- Barts Cancer Institute, Queen Mary University of London, London, UK
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - Sara Hui
- Barts Cancer Institute, Queen Mary University of London, London, UK
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - Adam Stammer
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - Cigdem Cinar
- Birmingham Medical School, University of Birmingham, Birmingham, UK
| | - Min Sun
- Birmingham Medical School, University of Birmingham, Birmingham, UK
| | | | - Alison A Clarke
- Guy's, King's and St Thomas' School of Medicine, King's College London, London, UK
| | | | | | - Michail Ch Sideris
- Women's Health Research Unit, Queen Mary University of London, London, UK
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Emin EI, Emin E, Bimpis A, Pierides M, Dedeilia A, Javed Z, Rallis KS, Saeed F, Theophilou G, Karkanevatos A, Kitapcioglu D, Aksoy ME, Papalois A, Sideris M. Teaching and Assessment of Medical Students During Complex Multifactorial Team-Based Tasks: The "Virtual on Call" Case Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:457-465. [PMID: 35547870 PMCID: PMC9084906 DOI: 10.2147/amep.s357514] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/07/2022] [Accepted: 03/31/2022] [Indexed: 06/15/2023]
Abstract
Abstract Although considerable efforts have been made to incorporate simulation-based learning (SBL) in undergraduate medical education, to date, most of the medical school curricula still focus on pure knowledge or individual assessment of objective structured clinical examination skills (OSCE). To this end, we designed a case study named "iG4 (integrated generation 4) virtual on-call (iVOC)". We aimed to simulate an on-call shift in a high-fidelity virtual hospital setting in order to assess delegates' team-based performance on tasks related to patient handovers (prioritisation, team allocation). Methods A total of 41 clinical year medical students were split into 3 cohorts, each of which included 3 groups of 4 or 5 people. The groups consisted of a structured mix of educational and cultural backgrounds of students to achieve homogeneity. Each performing group received the handover for 5 patients in the virtual hospital and had to identify and deal with the acutely unwell ones within 15 minutes. We used TEAMTM tool to assess team-based performances. Results The mean handover performance was 5.44/10 ± 2.24 which was the lowest across any performance marker. The overall global performance across any team was 6.64/10 ± 2.11. The first rotating team's global performance for each cycle was 6.44/10 ± 2.01, for the second 7.89/10 ± 2.09 and for the third 6.78/10 ± 1.64 (p = 0.099 between groups). Conclusion This is one of the first reported, high-fidelity, globally reproducible SBL settings to assess the capacity of students to work as part of a multinational team, highlighting several aspects that need to be addressed during undergraduate studies. Medical schools should consider similar efforts with the aim to incorporate assessment frameworks for individual performances of students as part of a team, which can be a stepping-stone for enhancing safety in clinical practice.
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Affiliation(s)
- Elif Iliria Emin
- Department of Acute Medicine, Chelsea and Westminster Hospital NHS Foundation Trust, London, UK
| | - Ece Emin
- EGA Institute for Women’s Health, University College London, London, UK
| | - Alexios Bimpis
- Department of Neurosurgery, Tzaneio General Hospital, Piraeus, Greece
| | - Michael Pierides
- Department of Acute Medicine, Kettering General Hospital NHS Trust, Northamptonshire, UK
| | - Aikaterini Dedeilia
- School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Zibad Javed
- Faculty of Medicine and Dentistry, Barts and the London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - Kathrine-Sofia Rallis
- Faculty of Medicine and Dentistry, Barts and the London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - Ferha Saeed
- Faculty of Medicine and Dentistry, Barts and the London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - Georgios Theophilou
- Department of Gynaecological Oncology, St James Institute of Oncology, Leeds, UK
| | | | - Dilek Kitapcioglu
- Center of Advanced Simulation and Education, Acibadem Mehmet Ali Aydinlar University, Istanbul, Turkey
| | - Mehmet Emin Aksoy
- Center of Advanced Simulation and Education, Acibadem Mehmet Ali Aydinlar University, Istanbul, Turkey
| | - Apostolos Papalois
- Special Unit for Biomedical Research and Education, School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Michail Sideris
- Faculty of Medicine and Dentistry, Barts and the London School of Medicine and Dentistry, Queen Mary University of London, London, UK
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Siech C, Chun FKH, Kluth LA. [What effect does simulation-based training have on surgical skills and patient outcome?]. Urologe A 2022; 61:423-424. [PMID: 35199187 DOI: 10.1007/s00120-022-01795-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/09/2022] [Indexed: 11/24/2022]
Affiliation(s)
- C Siech
- Klinik für Urologie, Universitätsklinikum Frankfurt, Theodor-Stern-Kai 7, 60590, Frankfurt am Main, Deutschland.
| | - F K-H Chun
- Klinik für Urologie, Universitätsklinikum Frankfurt, Theodor-Stern-Kai 7, 60590, Frankfurt am Main, Deutschland
| | - L A Kluth
- Klinik für Urologie, Universitätsklinikum Frankfurt, Theodor-Stern-Kai 7, 60590, Frankfurt am Main, Deutschland
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Sideris M, Nicolaides M, Jagiello J, Rallis KS, Emin E, Theodorou E, Hanrahan JG, Mallick R, Odejinmi F, Lymperopoulos N, Papalois A, Tsoulfas G. In vivo Simulation-Based Learning for Undergraduate Medical Students: Teaching and Assessment. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:995-1002. [PMID: 34512069 PMCID: PMC8416184 DOI: 10.2147/amep.s272185] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/21/2021] [Accepted: 07/20/2021] [Indexed: 02/05/2023]
Abstract
An increasing emphasis on simulation has become evident in the last three decades following fundamental shifts in the medical profession. Simulation-based learning (SBL) is a wide term that encompasses several means for imitating a skill, attitude, or procedure to train personnel in a safe and adaptive environment. A classic example has been the use of live animal tissue, named in vivo SBL. We aimed to review all published evidence on in vivo SBL for undergraduate medical students; this includes both teaching concepts as well as focused assessment of students on those concepts. We performed a systematic review of published evidence on MEDLINE. We also incorporated evidence from a series of systematic reviews (eviCORE) focused on undergraduate education which have been outputs from our dedicated research network (eMERG). In vivo SBL has been shown to be valuable at undergraduate level and should be considered as a potential educational tool. Strict adherence to 3R (Reduce, Refine, Replace) principles in order to reduce animal tissue usage, should always be the basis of any curriculum. In vivo SBL could potentially grant an extra mile towards medical students' inspiration and aspiration to become safe surgeons; however, it should be optimised and supported by a well-designed curriculum which enhances learning via multi-level fidelity SBL.
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Affiliation(s)
- Michail Sideris
- Women’s Health Research Unit, Queen Mary University of London, London, UK
| | - Marios Nicolaides
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | | | - Kathrine S Rallis
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - Elif Emin
- Women’s Health Research Unit, Queen Mary University of London, London, UK
| | - Efthymia Theodorou
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | | | - Rebecca Mallick
- Princess Royal Hospital, Brighton and Sussex University Hospitals NHS Trust, Haywards Heath, UK
| | - Funlayo Odejinmi
- Whipps Cross University Hospital, Barts Health NHS Trust, London, UK
| | | | - Apostolos Papalois
- Special Unit for Biomedical Research and Education, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - George Tsoulfas
- Department of Surgery, Aristotle University of Thessaloniki, Thessaloniki, Greece
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Tsai LM, Yan YH. A preliminary study on applying holistic health care model on medical education behavioral intention: a theoretical perspective of planned behavior. BMC MEDICAL EDUCATION 2021; 21:307. [PMID: 34049537 PMCID: PMC8164220 DOI: 10.1186/s12909-021-02746-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Accepted: 05/18/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND This study aimed to apply the theory of planned behavior to identify the medical education behavioral intention of holistic healthcare on teachers and students who influence the medical and healthcare profession, as a revised future direction for hospitals to continue to implement holistic healthcare. METHODS This cross-sectional study was performed from April to May 2020. A questionnaire survey was conducted with the clinical teachers and students of the medical and healthcare profession in an individual Taiwan hospital as study subjects, based on judgmental sampling, and the study tool was a structured questionnaire. RESULTS A total of 360 valid samples were collected, 105 clinical teachers (29.2%) and 255 students (70.8%). Demographic variables were significantly different between clinical teachers (mean = 3.91) and students (mean = 3.73) (p = 0.023). Post hoc analysis regarding work experience found that those with work experience < 2 years (mean = 3.94) had higher results than those with 6-10 years (mean = 3.61) (p = 0.019). The results of multiple regression analysis indicate that the factors affecting medical education behavioral intention are subjective norm (t = 3.571, p < 0.001) and perceived behavioral control (t = 11.870, p < 0.001). CONCLUSIONS With respect to medical education behavioral intention, clinical teachers and students are affected by the subjective norm and perceived behavioral control. It is recommended that, in the curriculum of holistic medical education, designing holistic medical education teaching templates and check forms can encourage clinical teachers to re-examine their beliefs in teaching, learning, and knowledge. The results of this study allow the advocator to consider from a broader view making policies of and promoting the platform of holistic healthcare on medical education. It is recommended that future researchers conduct research, investigation, and analysis on other stakeholders.
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Affiliation(s)
- Liang-Miin Tsai
- Superintendent Office, Tainan Municipal Hospital (Managed by Show Chwan Medical Care Corporation), No. 670, Chung Te Road, Tainan City, 701, Taiwan
| | - Yu-Hua Yan
- Superintendent Office, Tainan Municipal Hospital (Managed by Show Chwan Medical Care Corporation), No. 670, Chung Te Road, Tainan City, 701, Taiwan.
- Department of Hospital and Health Care Administration, Chia Nan University of Pharmacy and Science, No.60, Sec. 1, Erren Rd., Rende Dist, Tainan City, 71710, Taiwan.
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Bauman B, Kernahan P, Weinhaus A, Walker MJ, Irwin E, Sundin A, Yerxa D, Vakayil V, Harmon JV. An Interprofessional Senior Medical Student Preparation Course: Improvement in Knowledge and Self-Confidence Before Entering Surgical Training. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:441-451. [PMID: 33994822 PMCID: PMC8112855 DOI: 10.2147/amep.s287430] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/23/2020] [Accepted: 02/23/2021] [Indexed: 06/12/2023]
Abstract
PURPOSE Senior medical students are variably prepared to begin surgical training; and a national curriculum was established through the American College of Surgeons to better prepare senior medical students for surgical training. The purpose of our course is to prepare senior medical students to more effectively enter surgical training programs. We recently enhanced our independently developed surgical training preparation course by increasing exposure to surgical anatomy, medical physiology, surgical skills, and point-of-care ultrasound. We evaluated the impact of our interprofessional training course to increase confidence and readiness among senior medical students entering surgical training. METHODS The course focused on pre- and post-operative patient care, surgical anatomy, human physiology, and bedside ultrasound. Didactic lectures in anatomy, human physiology, and bedside ultrasound were provided prior to all hands-on simulated patient care sessions and mock surgical procedures. To evaluate our interprofessional curriculum, we administered pre- and post-course surveys, pre- and post-course knowledge tests, and a final surgical anatomy laboratory practical examination to 22 senior medical students who were enrolled in the course. All students created a final surgical anatomy presentation. RESULTS The students demonstrated a 100% pass rate in surgical anatomy. The knowledge test, which included assessment of knowledge on perioperative surgical decision making, human physiology, and bedside ultrasound, demonstrated an average improvement of 10%. Statistically significant improvements in median confidence values were identified in 10 of 32 surveyed categories, including surgical skills (p < 0.05); 84% of student goals for the course were achieved. The medical students' surveys confirmed increased confidence related to the use of point-of-care ultrasound, teamwork experience, and basic surgical skills through small group interactive seminars and surgical simulation exercises. CONCLUSION Our preparation for surgical training course resulted in high student satisfaction and demonstrated an increased sense of confidence to begin surgical training. The 10% improvement in medical student knowledge, as evaluated by a written examination, and the significant improvement in confidence level self-assessment scores confirms this surgery preparation course for senior medical students successfully achieved the desired goals of the course.
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Affiliation(s)
- Brent Bauman
- Department of Surgery, University of Minnesota, Minneapolis, MN, USA
| | - Peter Kernahan
- Department of Surgery, University of Minnesota, Minneapolis, MN, USA
- Program in Human Anatomy, University of Minnesota, Minneapolis, MN, USA
| | - Anthony Weinhaus
- Program in Human Anatomy, University of Minnesota, Minneapolis, MN, USA
| | - Michael J Walker
- Program in Human Anatomy, University of Minnesota, Minneapolis, MN, USA
| | - Eric Irwin
- Department of Surgery, University of Minnesota, Minneapolis, MN, USA
| | - Andrew Sundin
- Department of Surgery, University of Minnesota, Minneapolis, MN, USA
| | - Derek Yerxa
- College of Biological Sciences, University of Minnesota, Minneapolis, MN, USA
| | - Victor Vakayil
- Department of Surgery, University of Minnesota, Minneapolis, MN, USA
| | - James V Harmon
- Department of Surgery, University of Minnesota, Minneapolis, MN, USA
- Program in Human Anatomy, University of Minnesota, Minneapolis, MN, USA
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Rallis KS, Wozniak AM, Hui S, Nicolaides M, Shah N, Subba B, Papalois A, Sideris M. Inspiring the future generation of oncologists: a UK-wide study of medical students' views towards oncology. BMC MEDICAL EDUCATION 2021; 21:82. [PMID: 33530974 PMCID: PMC7852146 DOI: 10.1186/s12909-021-02506-0] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/09/2020] [Accepted: 01/20/2021] [Indexed: 05/18/2023]
Abstract
BACKGROUND One in 2 people born in the UK after 1960 are expected to require oncology input in their lifetime. However, only 36% of UK medical schools provide dedicated oncology placements and teaching indicating a discordance between public health impact and training. We designed a UK-wide survey to capture medical students' views on current oncology teaching and the potential role of a national undergraduate oncology symposium as an educational, networking and motivational tool. METHODS We undertook a national cross-sectional survey of UK medical students' views in oncology and satisfaction with teaching using pre-designed questionnaires. We also distributed a dedicated survey (pre and post-conference) to compare medical students' motivation towards a career in oncology after attending the national symposium. This study was prospectively approved by QMUL Ethics Committee (Reference number QMREC2348). Statistical analysis included univariate inferential tests on SPSS and GraphPad software. RESULTS The national survey was completed by 166 students representing 22 UK medical schools. Students reported limited interest, knowledge and exposure to oncology, lack of confidence in skills, and teaching dissatisfaction. Oncology was perceived as a challenging specialty (mean 4.5/5 ± 0.7), yet most students estimate receiving only 1-2 weeks of dedicated oncology teaching. The national symposium generated a statically significant increase in students' interest, knowledge, and confidence in skills surrounding oncology, improving students' perceived ability to cope with the emotional challenges in this field. CONCLUSION Students' views towards oncology alongside their teaching dissatisfaction underpin the need to revisit and strive to improve current undergraduate oncology curricula. Increasing medical student oncology exposure by proposing outcome-based guidelines and adopting a standardised undergraduate oncology curriculum should be the foremost priority in inspiring future oncologists to ensure excellent cancer patient care.
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Affiliation(s)
- Kathrine S Rallis
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - Anna Maria Wozniak
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - Sara Hui
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - Marios Nicolaides
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - Neha Shah
- Newham University Hospital, Barts Health NHS Trust, London, UK
| | - Beena Subba
- North Middlesex University Hospital NHS Trust, London, UK
| | | | - Michail Sideris
- Women's Health Research Unit, Queen Mary University of London, Yvonne Carter Building, 58 Turner Street, London, E1 2AB, UK.
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10
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Sideris M, Emin EI, Hanrahan JG, Odejinmi F, Mallick R, Nicolaides M, Velmahos G, Athanasiou T, Papalois V, Papalois A. ABC of Surgical Teaching: Time to Consider a Global Blueprint for Holistic Education. J INVEST SURG 2020; 34:1355-1365. [PMID: 32806964 DOI: 10.1080/08941939.2020.1800870] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
BACKGROUND Educating and equipping students and trainees into clinicians capable of meeting healthcare demands and service provision needs is essential. Unprecedented events like COVID-19 pandemic, highlight urgent need for reformation of training to ensure high quality education is maintained. To this end, we describe an innovative and globally adaptable blueprint for establishing a surgical curriculum, aiming to optimize preparation of future surgeons. METHODS We used a structured protocol to synthesize evidence from previous systematic reviews focused on surgical education alongside a series of focused original educational studies. This approach allowed incorporation of prospectively applied novel ideas into the existing landscape of published evidence. All material used for this proof of concept derives from the outputs of a dedicated research network for surgical education (eMERG). RESULTS We propose the foundation blueprint framework called "Omnigon iG4" as a globally applicable model. It allows adaptation to individual local educational environments for designing, appraising and/or refining surgical curricula. We also describe the "Omnigon iG4 Hexagon Pragmatic Model," a novel perspective model which assesses the performance of our blueprint in a multi-layer fashion. This "Hexagon" model is the first to introduce pragmatic outcomes in curricula performance assessment. CONCLUSIONS This proof of concept, "Omnigon iG4," proposes an adaptable version of a curriculum blueprint. The framework allows educators to establish a surgical curriculum with the ability to map out competencies, permitting full control over their intended learning outcomes. This can form the basis for developing globally adaptable multifaceted Simulation-Based learning (SBL) courses or even surgical curricula for undergraduates.
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Affiliation(s)
- Michail Sideris
- Women's Health Research Unit, Queen Mary University of London, London, UK
| | - Elif Iliria Emin
- Faculty of Life Sciences and Medicine, King's College London, London, UK
| | | | - Funlayo Odejinmi
- Whipps Cross University Hospital, Barts Health NHS Trust, London, UK
| | - Rebecca Mallick
- Princess Royal Hospital, Brighton and Sussex University Hospitals NHS Trust, Brighton, UK
| | - Marios Nicolaides
- Barts and the London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - George Velmahos
- Department of Surgery, Division of Trauma, Emergency Surgery, and Surgical Critical Care, Harvard Medical School, Boston, Maryland, USA
| | | | | | - Apostolos Papalois
- Experimental Educational and Research Centre ELPEN, Athens, Greece.,School of Medicine, European University Cyprus, Nicosia, Cyprus
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