Supporting the transition to becoming a medical registrar

Nedungadi, Ambika; Ming, Caroline; Woodward, Felicity; Lasoye, Tunji; Birns, Jonathan

doi:10.7861/fhj.2020-0177

Cited by 9 publications

(12 citation statements)

References 9 publications

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“…Registrars recognised and embraced the new learning experiences linked to their clinical knowledge and skills development, while also reflecting on their leadership, collaboration, health advocacy, and professionalism competencies. Our study also adds to the growing body of evidence highlighting the importance of the human factors of medicine's hidden curriculum that are critical for healthcare today [5].…”

Section: Discussionmentioning

confidence: 77%

“…The literature on the pandemic has mainly focused on the impact, concerns, and challenges of COVID-19 [4][5][6], and on adapting medical education programmes [3,[7][8][9]. The solutions to such problems have rested on the innovative power of online learning platforms and the ability of such innovations to overcome the challenge of disrupted learning [3,10].…”

Section: Introductionmentioning

confidence: 99%

“…Registrars are qualified doctors who undertake postgraduate specialist training in different medical disciplines [11]. Registrar roles are often perceived to be one of the most challenging in hospitals, as they constantly juggle training and service needs, especially in resource-constrained environments [5]. The importance of creating effective ways to foster the development of fully competent registrars [11] who are entering unpredictable medical environments [6] has highlighted the need for congruence between registrars' training environments and learning requirements.…”

Section: Introductionmentioning

confidence: 99%

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“Growing as a Stronger Clinician in Adverse Conditions”—A Snapshot of Clinical Training during COVID-19

Singaram

Sofika

2022

Education Sciences

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Transformative learning theory has been recommended as a pedagogy of uncertainty for accommodating new beliefs that enable humans to thrive amid the challenges and complexity of our world. As higher education institutions embrace new roles and responsibilities, few studies have focused on how the disruptions caused by COVID-19 may facilitate formative learning experiences. This study explored how registrars responded to the challenges facing clinical training during the first wave of COVID-19, and how the impact of these disruptions prompted personal and professional development. Registrars completed an online qualitative SWOT (strengths, weaknesses, opportunities, and threats) analysis of their training experiences during the COVID-19 pandemic. Data were thematically analysed. Four hundred and five responses were received from 54 registrars. Themes related to challenges included mental distress, resource constraints, and compromised and inadequate training. Themes related to strengths and opportunities included new learning experiences, resilience, coping strategies, and enhanced graduate competencies related to leadership, collaboration, communication, and health advocacy. The disruptive and disorienting elements of COVID-19, although situated in chaos, aggravating the constraints of training in under-resourced settings, also provided unexpected learning opportunities. These findings highlight the transformative potential of disrupted learning contexts and the need for responsive curricular to enhance graduate competencies, adaptability, and resilience.

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Section: Discussionmentioning

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“Growing as a Stronger Clinician in Adverse Conditions”—A Snapshot of Clinical Training during COVID-19

Singaram

Sofika

2022

Education Sciences

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“…With an increased emphasis on service provision, delivering such training face-to-face is difficult. One pre-pandemic CMT paper19 looked at supporting the transition to becoming a medical registrar; this course demonstrated similar outcomes in confidence and recommendations as Project ECHO, demonstrating that ECHO is comparable with face-to-face training but with lower trainee, faculty and institutional costs and significantly greater capacity.…”

Section: Discussionmentioning

confidence: 99%

Palliative care teaching in the new internal medicine curriculum: Project ECHO–an innovative approach to postgraduate education

Lee

Kyeremateng

Taylor

et al. 2023

BMJ Support Palliat Care

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BackgroundThe Internal Medicine Training (IMT) Programme is an evolution of Core Medical Training introduced in 2019. The IMT curriculum places an increased emphasis on palliative care; however, access to palliative care training is variable. Project ECHO (Extension of Community Healthcare Outcomes) develops communities of practice and is a valuable tool for medical education. We report on an evaluation of Project ECHO to deliver palliative medicine training across a geographically large deanery in the North of England.MethodsThe Project ECHO training programme involved multipoint video technology, telementoring, expert talks and case-based discussions over six sessions, and was fully mapped to the palliative care component of the IMT curriculum. We collected data particularly around attendance and self-reported confidence and knowledge.ResultsBy creating a community of practice, we provided virtual placements and over 9 hours of virtual direct contact with palliative medicine consultants; and in total, 921 individual attendances occurred, with 62% attending all six sessions. The course was associated with an increase in self-reported confidence and high satisfaction.DiscussionProject ECHO is an effective method of delivering teaching to trainees across a large geographical area. Course evaluation shows outstanding results in trainee satisfaction, confidence, knowledge, patient care, clinical skills and reduction in fear when managing death and dying.

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“…Simulation training is extensively researched, but whilst there is a growing literature describing and evaluating courses that prepare doctors in training for the medical registrar role 16,17,18 , there is little published research on simulation for existing medical registrars. The role of the medical registrar is often perceived as a critical one, carrying considerable responsibilities; especially out of hours.…”

Section: Discussionmentioning

confidence: 99%

A Qualitative Evaluation of a Simulation Training Initiative for Registrars Working in Acute Medicine

2021

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ntroduction: We evaluated a simulation-based training day for medical registrars to define the hidden curriculum of the training. Methods: We interviewed participants to explore their reflections about the day, what they had learned and how it had influenced their practice. Interviews were conducted iteratively and analysed in accordance with content thematic analysis. Results: We established four themes: sharing (collaborative learning), sensing (comparing one’s practice against peers’), transforming (development or change in practice based on learning from the day), and endorsing (appreciating authenticity in the simulation and psychological safety in debriefing). Conclusion: This evaluation furthered our understanding of the self-reported learning outcomes of our participants. We encourage other institutions to perform similar evaluations to build a collaborative understanding of simulationbased education for medical registrars.

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Supporting the transition to becoming a medical registrar

Cited by 9 publications

References 9 publications

“Growing as a Stronger Clinician in Adverse Conditions”—A Snapshot of Clinical Training during COVID-19

“Growing as a Stronger Clinician in Adverse Conditions”—A Snapshot of Clinical Training during COVID-19

Palliative care teaching in the new internal medicine curriculum: Project ECHO–an innovative approach to postgraduate education

A Qualitative Evaluation of a Simulation Training Initiative for Registrars Working in Acute Medicine

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