Background and objectiveFace-to-face hospital induction has been reported to lead to information overload with poor knowledge retention. The coronavirus disease 2019 (COVID-19) pandemic has provided an opportunity to redesign the induction process, thereby taking it into the digital age. In this study, we aimed to discuss a comprehensive and effective approach toward the induction of medical students. MethodsA video was filmed on an iPhone (Apple Inc., Cupertino, CA), edited using the iMovie program (Apple Inc.), and shared with students before the start of the placement. It included a walk-through of the hospital and an explanation of educational opportunities. Pre-and post-placement questionnaires were distributed and focus groups were conducted. ResultsOur findings revealed that the participants strongly preferred virtual induction, feeling more confident about where to go, and who to contact, and better orientated on day one of their placement. They felt that being able to re-watch the induction at their convenience was invaluable. DiscussionCOVID-19 has brought about rapid digitalisation of medical services. The feedback from our study shows that virtual induction improved the well-being of students during their placement. By using easily accessible equipment, we have produced a useful resource that can be easily recreated by others.

Background/aims The workload of orthopaedic trainees is rapidly increasing at the expense of training. Trainees are expected to assimilate large quantities of information efficiently. This prospective cohort study explores the learning styles, resource preferences and educational needs of aspiring orthopaedic trainees. Method A 21-item questionnaire was distributed to delegates of an orthopaedic teaching series. Data were obtained pertaining to demographics, visual, aural, read/write and kinaesthetic learning styles, study materials used and teaching exposure. Results Participants had a strong preference for visual (48.0%) and kinaesthetic (43.0%) learning modalities. Most participants prepared for written exams using online question banks (85.9%), clinical exams using question banks (37.5%) and discussion with colleagues (27.3%), and surgical procedures intraoperatively (43.8%). Only 12.4% of participants felt the teaching they received was consistently adapted to their visual, aural, read/write or kinaesthetic learning preference. Conclusions The surgical landscape is rapidly changing. It is vital that trainers take into consideration how budding orthopaedic surgeons learn and make the relevant accommodations, to ensure optimal learning.

Poster presented at BAPIO National Conference, London 2019 Peer reviewed by Subarna Chakravorty PhD & Sunil Daga PhD

Poster presented at BAPIO National Conference, London Nov 2019 Peer reviewed by Subarna Chakravorty & Sunil Daga