Clinical Orthopaedic Teaching programme for Students (COTS)

Kumar, Prakrit R; Stubley, T; Hashmi, Yousuf; Ahmed, Usman

doi:10.1136/postgradmedj-2020-138822

Cited by 9 publications

(14 citation statements)

References 38 publications

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“…This has led to different aspects of trauma being taught between medical schools; indeed, our finding that 65.3% of graduates were dissatisfied with their broader trauma curriculum is in line with a study which found that most were also dissatisfied with T+O teaching specifically 7. While student-led societies and local clinicians have developed programmes to mitigate the deficiencies in undergraduate teaching,25–28 these initiatives vary between universities and there is a lack of standardised opportunities across the UK 27 28. Furthermore, where many believe that the medical school curriculum is overcrowded, with it being difficult to incorporate additional time to be solely dedicated to trauma teaching, and this additional time in trauma may detract from other specialties, most of our cohort stated they would have benefited from additional trauma teaching (89.2%) and that it would be useful to have a short course in trauma (93.7%), supplementary to medical school teaching.…”

Section: Discussionsupporting

confidence: 75%

National evaluation of trauma teaching for students (NETTS)

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Kumar

Konda

et al. 2022

Postgraduate Medical Journal

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Despite the shift towards consultant-led care, many patients with trauma are still seen by junior doctors. Previous research has demonstrated that junior doctors feel unprepared to work in acute care but there is a paucity of recent research in trauma specifically. Thus, a national study is required to investigate the current state of undergraduate trauma teaching and identify specific areas for improvement. Between August and September 2020, a 35-item structured questionnaire was distributed among doctors who graduated from UK medical schools within the last 4 years. The questionnaire retrospectively assessed their experience of trauma teaching at medical school and their confidence to diagnose and manage patients with trauma. 398 responses were recorded from graduates of 39 UK medical schools. With 79.6% reporting only 0–5 hours of bedside trauma teaching and 51.8% reporting less than 20 hours in Accident and Emergency, graduates reported that trauma teaching was deficient compared with other specialties (78.1%). The majority of graduates were not confident in the initial assessment (72.9%) of a patient with trauma and almost all felt that a short course in trauma would be useful (93.7%). 77.4% of students felt that online learning would be beneficial and 92.9% felt that simulation would be useful. There is lack of standardised undergraduate trauma teaching nationally; a formal undergraduate teaching to ensure that new graduates are competent in the management of trauma would be supported by students. It is likely that a blended learning approach, incorporating e-learning with traditional teaching and clinical experience would be well received.

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Section: Discussionsupporting

confidence: 75%

National evaluation of trauma teaching for students (NETTS)

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Kumar

Konda

et al. 2022

Postgraduate Medical Journal

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“…Our online teaching programme surpassed other in-person37 39 and online31 46 specialty-specific teaching programmes, in terms of recruitment. With our unique combination of our national society and teaching programme, we achieved a wide national outreach of 3743 student responses (92.2% of attendees) from 35 medical schools.…”

Section: Discussionmentioning

confidence: 94%

“…All data from feedback forms were collected and collated on an Excel Spreadsheet and analysed using SPSS Statistics (IBM, SPSS, V.25). The Wilcoxon matched pairs signed rank test was used to compare MCQ scores prior and post teaching session, with p<0.05*, p<0.01** and p<0.001*** considered as statistically significant, in accordance with current literature 31 37 40. Results are presented as the mean±SD, using Graphpad Prism V.5 software (Graphpad, Sand Diego, California, USA).…”

Section: Discussionmentioning

confidence: 99%

“…Before and after each teaching session a four-question session-specific test, similar to previous programmes, was delivered to students to assess improvements in knowledge 37–39. Single best answer multiple-choice questions (MCQs) as adopted by many universities (online supplemental appendix 1) was used.…”

Section: Assessmentmentioning

confidence: 99%

“…Given the anonymity for ethical purposes, results are presented as number of feedback form responses rather than number of students, consistent with similar publications (online supplemental appendix 2). 31 37…”

Section: Assessmentmentioning

confidence: 99%

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Anaesthetic National Teaching Programme for Students (ANTPS)

Wicks

Kumar

et al. 2022

Postgraduate Medical Journal

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The COVID-19 pandemic has significantly undermined undergraduate anaesthetic teaching in spite of the vital role of the specialty against the pandemic. Anaesthetic National Teaching Programme for Students (ANTPS) was designed to meet the evolving needs of undergraduates and tomorrow’s doctor by standardising anaesthetic training, preparing for final exams and equipping competencies vital for doctors of all grades and specialties. Our Royal College of Surgeons England-accredited University-College-Hospital-affiliated programme consisted of six-biweekly sessions were delivered online by anaesthetic trainees. Prerandomised and postrandomised session-specific multiple-choice questions (MCQs) assessed students’ improvement in knowledge. Anonymous feedback forms were provided to students after each session and 2 months following the programme. 3743 student feedback forms (92.2% of attendees) across 35 medical-schools were recorded. There was a mean improvement in test score (0.94±1.27, p<0.001). 313 students completed all six sessions. Based on 5-point Likert scale, students who completed the programme showed an improvement in their confidence in knowledge and skills to face common foundation challenges (1.59±1.12, p<0.001) and thus felt better prepared for life as junior doctors (1.60±1.14, p<0.001). With an increase in confidence in students to pass their MCQs, Observed Structured Clinical Examinations and case-based discussion assessments, 3525 students stated they would recommend ANTPS to other students. Unprecedented COVID-19 factors impacting training, positive student feedback and extensive recruitment, demonstrate that our programme is an indispensable learning resource which standardises anaesthetic undergraduate education nationally, prepares undergraduates for their anaesthetic and perioperative exams and lays strong foundations for implementation of clinical skills required by all doctors, to optimise training and patient care.

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Student advanced trauma management and skills (SATMAS): a validation study

Kumar,

Large,

Konda

et al. 2024

Eur J Trauma Emerg Surg

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Introduction Despite trauma accounting 9% of global mortality, it has been demonstrated that undergraduate trauma teaching is inadequate nationally and worldwide. With COVID-19 exacerbating this situation, a scalable, accessible, and cost-effective undergraduate trauma teaching is required. Methods Our Continual Professional Development United Kingdom (CPUDK)-accredited University Hospitals Birmingham (UHB) Major Trauma Service (MTS) affiliated programme consisted of seven biweekly pre-recorded sessions that were delivered online through the Moodle educational platform to University of Birmingham students. Pre- and post-randomised session-specific multiple-choice questions (MCQs) and anonymous feedback forms were administered. Results There were 489 student responses, with 63 students completing all seven sessions. On an 8-point scale, students’ objective knowledge scores increased by a mean of 1.2 (p < 0.001). Using a 5-point Likert scale, students also showed improvement in subjective outcomes including their confidence in assessing trauma patient (absolute difference (AD) 1.38, p < 0.001), advising initial investigations and formulating initial management plans (AD 1.78, p < 0.001) and thereby their confidence to manage a trauma patient overall (AD 1.98, p < 0.001). A total of 410 student responses endorsed the online delivery of SATMAS through Moodle and recommended SATMAS to future medical students. Conclusion SATMAS has demonstrated positive student feedback and extensive recruitment from only one centre, demonstrating that our programme can be an indispensable low-cost learning resource that prepares undergraduate medical students for their trauma exams and informs the implementation of clinical skills required by all doctors. We publish our pilot study findings to encourage similar teaching programmes to be adopted at other universities nationally and internationally, to synergistically benefit students, tutors, and ultimately patients, on a larger scale.

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Clinical Orthopaedic Teaching programme for Students (COTS)

Cited by 9 publications

References 38 publications

National evaluation of trauma teaching for students (NETTS)

National evaluation of trauma teaching for students (NETTS)

Anaesthetic National Teaching Programme for Students (ANTPS)

Student advanced trauma management and skills (SATMAS): a validation study

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