Just-in-time interprofessional training: lessons from the NHS Nightingale London.

The Coronavirus 2019 (COVID-19) pandemic placed significant pressure on healthcare systems across the globe, with many clinicians redeployed in unfamiliar specialties or disciplines. In England, a just-in-time interprofessional training and education programme was rapidly established to upskill nearly 2,500 people who volunteered to work at the NHS Nightingale London Hospital. Of the 488 respondents in our evaluation, representing a 20% response rate, most felt confident and safe to start work in NHS Nightingale London. Key findings were: streaming of learners should be driven by predicted shared roles in the workplace and previous experience; in situ training to experience how teams work together in the real clinical setting was well received; and online learning should be focused on essential learning. A just-in-time interprofessional training programme can be effective in upskilling and redeploying healthcare staff in emergency situations, and can be useful for supporting staff redeployment or upskilling across the NHS more widely.

Undertaking a high stakes virtual OSCE ("VOSCE") during Covid-19.

BACKGROUND: The Covid pandemic and associated lockdown forced medical schools globally not only to deliver emergency remote teaching, but to consider alternative methods of high stakes assessment. Here we outline our approach to the resit virtual OSCE ("VOSCE") for final year medical students that we undertook during "lockdown" in the current pandemic. METHODS: The original 'pre Covid' examination blueprint was reviewed and modified for the virtual environment in both format and content. In anticipation of the new format delivery, a number of pre-training sessions took place for all parties, and standardised templates were developed. RESULTS: A total of 9 students undertook the VOSCE, which took the form of a two-part exam (a communication and clinical examination component, and a practical procedures component). The VOSCE was completed by all students, examiners, simulated patients and invigilators on an online digital platform with no issues with regards to technical problems. CONCLUSIONS: A total of 6 students passed the VOSCE and as such progressed to graduation. The limitation of assessing some particular types of skills across the remote format (such as practical procedures) was recognised. The training and the templates developed were helpful in case the VOSCE format needs to be adopted in future at short notice and/or expanded in future.

Twelve Tips for teaching clinical and communication skills online.

This article was migrated. The article was marked as recommended. Teaching and learning online is a long-established pedagogical approach in medical education. However, the Covid-19 pandemic has escalated the use and development of online teaching and with it have come a number of benefits and challenges. In this article the authors consider these benefits and challenges in relation to the teaching and learning of clinical and communication skills, drawing on up-to-date evidence and their extensive experience of using online learning before and during the Covid-19 pandemic. The authors have identified twelve tips to support others in constructing and developing online clinical and communication skills for medical students taking into account educational vision and curriculum, the educational multi-disciplinary team, feedback and evaluation, and what to do when things go wrong. This article provides a practical guide to teaching clinical and communication skills in a new learning environment, which is likely to be a much more prominent feature of medical education in the future.

Development of a web-based tool for undergraduate engagement in medical research; the ProjectPal experience.

BACKGROUND: We report the development and evaluation of a web-based tool designed to facilitate student extra-curricular engagement in medical research through project matching students with academic supervisors. UK based university students were surveyed to explore their perceptions of undergraduate research, barriers and facilitators to current engagement. Following this, an online web-based intervention ( www.ProjectPal.org ) was developed to support access of students to research projects and supervisors. A pilot intervention was undertaken across a London-based university in January 2013 to February 2016. In March 2016, anonymised data were extracted from the prospective data log for analysis of website engagement and usage. Supervisors were surveyed to evaluate the website and student outputs. RESULTS: Fifty-one students responded to the electronic survey. Twenty-four (47%) reported frustration at a perceived lack of opportunities to carry out extra-curricular academic projects. Major barriers to engaging in undergraduate research reported were difficulties in identifying suitable supervisors (33/51; 65%) and time pressures (36/51; 71%) associated with this. Students reported being opportunistic in their engagement with undergraduate research. Following implementation of the website, 438 students signed up to ProjectPal and the website was accessed 1357 times. Access increased on a yearly basis. Overall, 70 projects were advertised by 35 supervisors. There were 86 applications made by students for these projects. By February 2016, the 70 projects had generated 5 peer-review publications with a further 7 manuscripts under peer-review, 14 national presentations, and 1 national prize. CONCLUSION: The use of an online platform to promote undergraduate engagement with extra-curricular research appears to facilitate extra-curricular engagement with research. Further work to understand the impact compared to normal opportunistic practices in enhancing student engagement is now underway.

Advances in pancreas transplantation.

The potential to reverse diabetes has to be balanced against the morbidity of long-term immunosuppression associated with transplantation. For a patient with renal failure, the treatment of choice is often a simultaneous transplant of the pancreas and kidney or pancreas after kidney. For a patient with glycaemic instability, choices between a solid organ or islet transplant have to be weighed against benefits and risks of remaining on insulin. Results of simultaneous transplant of the pancreas and kidney transplantation are comparable to other solid-organ transplants, and there is evidence of improved quality of life and life expectancy. There is some evidence of benefit with respect to the progression of secondary diabetic complications in patients with functioning transplants for several years.

Problem-based learning case writing by students based on early years clinical attachments: a focus group evaluation.

OBJECTIVES: To evaluate the perception of medical students of the new approach to problem-based learning which involves students writing their own problem-based learning cases based on their recent clinical attachment, and team assessment. DESIGN: Focus group interviews with students using purposive sampling. Transcripts of the audio recordings were analysed using thematic analysis. SETTING: Imperial College School of Medicine, London. PARTICIPANTS: Medical students in the second year of the MBBS course, who attended the problem-based learning case writing session. MAIN OUTCOME MEASURES: To elicit the students' views about problem-based learning case writing and team assessment. RESULTS: The following broad themes emerged: effect of group dynamics on the process; importance of defining the tutor's role; role of summative assessment; feedback as a learning tool and the skills developed during the process. CONCLUSIONS: Overall the students found the new approach, writing problem-based learning cases based on patients seen during their clinical attachments, useful in helping them to gain a better understanding about the problem-based learning process, promoting creativity and reinforcing the importance of team work and peer assessment which are vital professional skills. Further tutor development and guidance for students about the new approach was found to be important in ensuring it is a good learning experience. We hope this evaluation will be of use to other institutions considering introducing students' case writing to problem-based learning.