The recent global increase in popularity of home-based yoga, an ancient Indian technique practiced for thousands of years, has translated into its use as a complementary therapy for a multitude of ailments. This review aims to examine the published literature regarding the effects of yoga therapy on systemic chronic diseases; in particular on the inflammatory myopathies (IMs) and other muscle disorders.Despite the fact that the evidence base for yoga in inflammatory myositis is in its infancy, collateral results in other disorders such as muscular dystrophies are promising. A beneficial effect of yoga in chronic pain has been shown alongside an improvement in motor function and muscle strength. Patients with Duchenne muscular dystrophy with respiratory involvement may find improvement in lung function. Elderly patients may experience reduction in falls secondary to an improvement in balance while practicing long-term yoga therapy.Further benefits are improving disorders of mental health such as depression and anxiety. A reported improvement in overall quality of life further suggests its efficacy in reducing morbidity in patients with chronic diseases, who often suffer co-existent psychological comorbidities.

Background Tomorrows Doctors (2009) recommends assistantships should form part of the medical school curriculum. An assistantship is a period where a final year medical student undertakes most of the duties of a Foundation year one (FY1) doctor under supervision1. It aims to increase the preparedness of students starting FY12. Previous research has shown that prioritisation and other non-technical skills form a key part of preparing students for practise3. Previously simulation sessions for final year students at Sandwell and West Birmingham Hospitals primarily focused on dealing with one sick patient. To prepare the students for FY1 we organised a simulated on-call with several sick patients; focusing on prioritisation. Methodology Students completed a survey at the start of the assistantship assessing their preparedness for starting FY1. Results from the initial survey revealed a lack of confidence in handover and prioritising several unwell patients. Subsequently students were given the opportunity to attend a simulated on-call which focused on these reported weaknesses. In the simulation debrief students received feedback on human factors and non-clinical aspects of patient care. When finishing the assistantship, students will complete another survey to analyse whether the simulation has increased self-reported preparedness for starting FY1. Results At time of writing data is still being collected. Analysis from the initial survey revealed 54% do not feel prepared to start FY1, with 37% reporting lack of confidence in prioritising tasks. Initial feedback from the simulation has been positive. Students have reported increased confidence in prioritisation and management of patients whilst retaining situational awareness. Potential impact Students receive little training on dealing with multiple tasks prior to starting work. A simulated on-call as part of the assistantship may help students to develop their skills in the following areas in preparation for becoming an FY1: Prioritisation Situational awareness in pressurised situations Effective handover Team-working References Tomorrows Doctors: General Medical Council. 2009 (Last accessed 06.06.2014) Available at: Clinical placements for medical Students, advice supplementary to tomorrows doctors (2009): General Medical Council. 2011 (Last Accessed 06/06/2014) Available at Tallentire V et al, Are medical graduates ready to face the challenges of Foundation training? Postgraduate Medical Journal. 2011;87:590–5

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