Anonymous Responses Research Articles

Implementación de las recomendaciones sobre las actuaciones a seguir durante la edad fértil, el embarazo, el posparto, la lactancia y el cuidado perinatal en pacientes con psoriasis

ObjectiveTo analyze degree of implementation of recommendations on the management of psoriasis during preconception, pregnancy, postpartum, breastfeeding, and perinatal care published by the Psoriasis Working Group of the Spanish Academy of Dermatology and Venereology (AEDV). MethodsWe designed a structured online survey consisting of closed questions. A link was emailed to all the members of the Psoriasis Working Group to collect their anonymous responses. We also collected sociodemographic, professional, and practice-related data related to the goals of the study and then compiled descriptive statistics to analyze the survey findings. ResultsWe received 53 responses for analysis. Overall, 96% of respondents were familiar with the recommendations, but very few of them worked in multidisciplinary maternity care units or had access to specific protocols on the management of psoriasis before, during, and after pregnancy in their departments. Seventy percent of dermatologists regularly ask their patients about pregnancy plans, but only 46% ask both men and women. Women also receive more preconception advice than men (54% vs. 19%). Significant variations were observed in the type of advice given. Ninety percent of the dermatologists interrupt topical treatments during pregnancy, and nearly all suspend conventional systemic drugs with the exception of cyclosporin A. Most biologics are also being discontinued in the third trimester, with the exception of certolizumab pegol. Almost all the respondents indicated that they use topical treatments, phototherapy, and certolizumab pegol in breastfeeding mothers. The main barriers to implementing the working group's recommendations are a lack of time, a lack of support, and a lack of robust data. ConclusionsAlthough the AEDV psoriasis working group's recommendations are widely known, areas for improvement remain.

Chances and challenges of increasing digitalization of teaching in the discipline anesthesiology from the perspective of students

HintergrundDie COVID-19-Pandemie hat die medizinische Lehre weltweit verändert. Seit dem Sommersemester 2020 stehen digitale Lehrformate im Fokus, deren Einsatz zuvor in Intensität und Form in Deutschland sehr unterschiedlich ausgeprägt war.Ziel der ArbeitDie vorliegende Untersuchung stellt die Chancen und Herausforderungen des Einsatzes verschiedener digitaler Lehrformate in der Anästhesiologie aus der Sicht der Studierenden dar.MethodeMedizinstudierende der Semester 5–9 im Fachgebiet Anästhesiologie wurden anhand eines 5‑Punkte-Likert-skalierten Fragebogens zu ihren Einstellungen und Erfahrungen mit der digitalen Lehre im Sommersemester 2020 befragt. Untersuchte Lehrformate waren digital aufgezeichnete Vorlesungen sowie Video-Online-Seminare und Praktika.ErgebnisseAn der vorliegenden Studie nahmen 141 Studierende teil. Insgesamt haben 80,9 % der Studierenden mehr aufgezeichnete Vorlesungen online angehört, als sie Präsenzvorlesungen besucht hätten, und 84,3 % würden dies auch zukünftig so machen. Obwohl die Studierenden digitale Vorlesungen und Video-Online-Seminare für die Wissensvermittlung als geeignet beurteilten, besteht für die Zukunft der Wunsch, diese zur Wissensvertiefung wieder durch mehr praktischen Präsenzunterricht in Kleingruppen zu ergänzen.SchlussfolgerungAls Vorteil digitaler asynchroner Formate unterstreicht die Studie die Option des zeit- und ortsunabhängigen individuellen Lernens. Als klarer Nachteil dieser Formate ist die mangelnde Interaktion von Studierenden und Dozierenden zu nennen. So erscheint es sinnvoll, die im Rahmen der COVID-19-Pandemie forcierte Digitalisierung für die Wissensvermittlung der für die Anästhesiologie relevanten Inhalte weiterauszubauen und im Sinne einer Blended-Learning-Strategie zu optimieren.

Post graduate training in medical colleges of India: Resident Physicians’ perspective

Objectives: Specialty training is one of the most crucial phases in the life of a doctor. The period involves intensive training to develop appropriate knowledge, psychomotor skills, and attitude related to the area of specialization. The students may struggle over issues during training which may prevent them from giving their best performance. The present study was aimed to assess perception of quality of academic facilities and training provided to postgraduate trainees in medical colleges and institutes in India. Materials and Methods: The present study was conducted in the form of questionnaire based survey. Anonymous responses were collected from the participants (n = 274) from all over the country. Results: The survey revealed that regular academic activities are being organized by various departments for their training as reported by 79.9% respondents. About 72.8% of the respondents agreed that they had regular post graduate training on practical skills. About 58.6% respondents reported that they were comfortable in interacting with faculty. About 24.8% participants were not satisfied with their research guidance and merely 12.9% participants received funds to pursue their thesis research. About 51.5% study participants reported that their institutes have no provision for care on mental health and workplace safety. Conclusion: Training facilities in majority of medical colleges meet the standard of postgraduate training however students reported their concern on few genuine issues which need resolution to optimize quality of postgraduate training in the country.

Factors affecting telepractice use in COVID-19

BackgroundThe use of telepractice as an alternate method of delivering healthcare to people increased significantly after COVID-19 became a global pandemic.ObjectivesThis study aimed to identify factors contributing to the accelerated adoption of telepractice during COVID-19 in Singapore. It also sought to examine whether there are differences in the perspectives of staff in nursing facilities and caregivers in personal homes towards telepractice.MethodsA cross-sectional mixed method design was used. A survey with 20 items was adapted from the Telehealth Usability Questionnaire and translated into Mandarin. Anonymous responses were obtained from 70 patients and caregivers who had received speech therapy services via telepractice from a restructured hospital before and/or during Singapore’s Circuit Breaker period. Analyses were conducted using descriptive statistics and content analysis.ResultsSociodemographic variables of age, gender, education level and language preference did not impact user satisfaction and the likelihood of using telepractice again. Service-related factors were more influential. Participants chose to use telepractice as it saved travelling time (24.0%), was easy to use (19.3%), improved healthcare access (17.5%) and reduced waiting time (17.5%). Although all respondents expressed satisfaction in telepractice, 35.5% from personal homes and 37.5% from nursing facilities were not keen to use it again. Amongst caregivers, 26.7% from personal homes and 37.5% from nursing facilities preferred not to continue telepractice use. Technical and logistical disruptions and the lack of ‘personal touch’ were contributing factors.ConclusionImproving technological infrastructure, providing training for users and developing guidelines would help sustain telepractice as a form of service delivery beyond COVID-19.

Demographics, distribution and experiences of UK clinical academic trainees using GMC NTS Survey data.

Involvement in research plays an integral role in the delivery of high-quality patient care, benefitting doctors, patients and employers. It is important that access to clinical academic training opportunities are inclusive and equitable. To better understand the academic trainee population, distribution of academic posts and their reported experience of clinical training, we analysed 53 477 anonymous responses from General Medical Council databases and the 2019 National Training Survey. Academic trainees are more likely to be men, and the gender divide begins prior to graduation. There are very low numbers of international medical graduates and less than full-time academic trainees. A small number of UK universities produce a greater prevalence of doctors successfully appointed to academic posts; subsequent academic training also clusters around these institutions. At more senior levels, academic trainees are significantly more likely to be of white ethnicity, although among UK graduates, no ethnicity differences were seen. Foundation academic trainees report a poorer experience of some aspects of their clinical training placements, with high workloads reported by all academic trainees. Our work highlights important disparities in the demographics of the UK clinical academic trainee population and raises concerns that certain groups of doctors face barriers accessing and progressing in UK academic training pathways.

You Too? Female Radiologists' Narratives on Discrimination and Harassment.

There is a paucity of examples of gender discrimination and sexual harassment in radiology. This lack of knowledge can limit radiologists' ability to relate to this topic, acknowledge its importance and impact, and take actions toward improvement. We conducted a qualitative analysis using the model of thematic analysis developed by Braun and Clarke of narrative responses to a survey on the topic of #MeToo, which was distributed to a social media group of female radiologists. In all, 575 anonymous survey responses from 3,265 social media group members were analyzed. Among these responses, the study team identified important themes with examples, including Victims and Perpetrators, Acts of Gender Discrimination, Inequalities, Sexual Harassment and Assault, and Microaggressions. The narratives provide relatable examples of gender discrimination and sexual harassment in radiology. These may spark discussions that raise awareness among radiologists and result in interventions geared toward improvement.

Toward a higher education playfulness pedagogy (HEPP) for pre-service early childhood Work Integrated Learning courses

ABSTRACT In this “Reflection on Practice” paper we reflect on an early childhood Work Integrated Learning course redesign that explored new ways of developing and applying playfulness theory to higher education instructional approaches. Our experience was that the higher education students required more support to deepen their understanding of course content. In response, we engaged with emerging playfulness pedagogy theory to develop a Higher Education Playfulness Pedagogy instructional model that reflects the principles of pleasurable, immersive intellectual engagement and risk-taking. The focus was on creating the conditions in which students can risk-take amid an environment of academic rigor and authentic engagement. First, we outline the Higher Education Pedagogy of Playfulness model that was developed for the course rewrite, then provide information about the course redesign with the view that others may replicate some of our practices or approaches. Last, we draw on anonymous student survey responses to discuss the potentials of HE playfulness pedagogy for early childhood Work Integrated Learning programs, and suggest areas for future study and exploration.

Self-Reported Confidence and Knowledge-Based Differences Between Multilingual and Monolingual Speech-Language Pathologists When Serving Culturally and Linguistically Diverse Populations

Purpose:The purpose of this study was to explore factors associated with multilingual and monolingual speech-language pathologists' (SLPs) knowledge base and confidence levels when working with clients who are culturally and linguistically diverse.Method:A survey was distributed by e-mail to 15,049 SLPs across the United States, with 1,319 anonymous responses received. The questions related to exposure to and knowledge of multilingualism in clinical practice.Results:Demographic data were reported and compared to the national average of SLPs. Additionally, associations were made between participants' demographics, training, and work experience and their self-reported confidence and knowledge base related to working with clients who are linguistically diverse.Conclusions:Respondents who had worked with clients who speak languages other than English, who had received training with multilingual SLPs, and/or who had received training to become multilingual SLPs reported greater confidence levels and knowledge base when working with clients who are culturally and linguistically diverse. The characteristics of multilingual and monolingual respondents were fairly comparable in both their clinical experiences, educational history, and training, suggesting internal validity of the results. Clinical implications, study limitations, and future directions will be discussed.

Developing a collaborative, humanistic interprofessional healthcare culture: a multi-site study

Introduction:Developing a collaborative, humanistic interprofessional healthcare culture requires optimal relational skills, respect, interpersonal cohesion, and role clarity. We developed a longitudinal curriculum to engender these skills and values in institutional leaders. We report results of a qualitative study at seven US-based academic health centers to identify participants’ learning. Methods:At each institution, participants from at least three different professions met in small group sessions twice-monthly over nine months. Sessions focused on relational capacities to enhance leadership and professionalism, and utilized critical reflection and experiential learning to promote teamwork, self-knowledge, communication skills, and address challenges encountered by a healthcare team. Participants completed reflective responses to open-ended questions asking what knowledge, insights, or skills they gained by working in this interprofessional group and applications of their learning. Five investigators analyzed the anonymized responses using the constant comparative method. Results:Overarching themes centered on relationships and the strength of the relational nature of the learning. We observed learning on three levels: a) Intrapersonal learning included self-awareness, mindfulness, and empathy for self that translated to reflections on application of these to teamwork and teaching; b) Interpersonal learning concerned relational skills and teaching about listening, understanding others’ perspectives, appreciation/respect for colleagues, and empathy for others; c) Systems level learning included teaching skills about resilience, conflict management, team dynamics and cultural norms, and appreciation of resources from interprofessional colleagues. Discussion:A curriculum focusing on humanistic teaching for leaders led to new insights and positive changes in relational perspectives. Learning occurred on multiple levels. Many learners reported revising previous assumptions, a marker for transformative learning. Humanistic faculty development can facilitate deep bonds between professions.

Intraoperative Oxygen Practices in Cardiac Surgery: A National Survey

To describe the current nationwide perspectives and practice regarding intraoperative oxygen titration in cardiac surgery. Prospective, observational survey. Hospitals across the United States. Cardiovascular anesthesiologists and perfusionists. Expert- and consensus-derived electronic surveys were sent to perfusionists and cardiac anesthesiologists to evaluate the current intraoperative practices around oxygen administration. Providers were asked about individual intraoperative oxygen titration practices used at different stages of cardiac surgical procedures. Anonymous responses were collected in the Research Electronic Data Capture (REDCap). A total of 3,335 providers were invited to participate, of whom 554 (317 anesthesiologists and 237 perfusionists) were included in the final analysis (17% response rate). During cardiopulmonary bypass (CPB), perfusionists reported a median (interquartile range [IQR]) target range from 150 (110-220)-to-325 mmHg (250-400), while anesthesiologists reported a significantly lower target range from 90 (70-150)-to-250 mmHg (158-400) (p values <0.0001 and 0.02, respectively). This difference was most pronounced at lower partial pressure of arterial oxygen (PaO2) ranges. The median PaO2 considered "too low" by perfusionists was 100 mmHg (IQR 80-125), whereas it was 60 mmHg (IQR 60-75) for anesthesiologists, who reported for both off and on bypass. The median PaO2 considered "too high" was 375 mmHg (IQR 300-400) for perfusionists and 300 mmHg (IQR 200-400) for anesthesiologists. Anesthesiologists, therefore, reported more comfort with significantly lower PaO2 values (p < 0.0001), and considered a higher PaO2 value less desirable compared with perfusionists (p < 0.0001). This survey demonstrated there was wide variation in oxygen administration practices between perfusionists and anesthesiologists. Hyperoxygenation was more common while on CPB.

The use of emoji to establish student wellbeing: does the image reflect the reality?

Abstract Introduction: The impact of COVID-19 social restrictions on mental wellbeing of health professional students during placement is largely unknown. Conventional survey methods do not capture emotional fluctuations. Increasing use of smartphones suggests short message service (SMS) functionality could provide easy, rapid data. This project tested the feasibility and validity of gathering data on Therapeutic Radiography student mental wellbeing during clinical placement via emoji and SMS. Methods: Participants provided anonymous daily emoji responses via WhatsApp to a dedicated mobile phone. Additional weekly prompts sought textual responses indicating factors impacting on wellbeing. A short anonymous online survey validated responses and provided feedback on the method. Results: Participants (n = 15) provided 254 daily responses using 108 different emoji; these triangulated with weekly textual responses. Feedback concerning the method was positive. ‘Happy’ emoji were used most frequently; social interaction and fatigue were important wellbeing factors. Anonymity and opportunity to feedback via SMS were received positively; ease and rapidity of response engendered engagement throughout the 3-week study. Conclusions: The use of emoji for rapid assessment of cohort mental wellbeing is valid and potentially useful alongside more formal evaluation and support strategies. Capturing simple wellbeing responses from a cohort may facilitate the organisation of timely support interventions.

Exploring shifts in resident recruitment during COVID‐19: Initial perceptions from residents, preceptors, and residency program directors

AbstractBackgroundThe coronavirus pandemic significantly impacted pharmacy care and organizational practices. Residency program directors, students, and residents were required to adapt to these challenging environments to minimize the impact on learning, well‐being, and clinical care. There is limited research on organizational changes related to pharmacy resident recruitment, interviewing, and selection processes.ObjectiveTo explore how resident recruitment practices changed to accommodate the pandemic from learner and educator reflections.MethodsIn May 2021, attendees of the virtual Research in Education and Practice Symposium were invited to a one‐hour networking session that included individual reflections before small group discussions about recruitment process modifications in the past year. Participants submitted reflections in an electronic survey and anonymous responses were coded using thematic analysis in this exploratory, qualitative study. Reflection prompts asked about the changes made during the 2020 to 2021 recruitment cycle, what worked, what could be improved, and what should be retained.ResultsForty‐seven participants (33 residents, 5 preceptors, and 9 residency program directors) submitted complete reflections during the session. The most common change discussed was the transition to virtual interviews, recruitment events, and online national conferences. Participants highlighted benefits and challenges during the modifications. Benefits included less stressful experiences, more cost‐effective practices, and more access to potential candidates. Challenges included a continuing lack of personal contact and technical issues with virtual environments. Participants reflected that future recruitment cycles should include hybrid experiences using both virtual and in‐person opportunities and to continue virtual connection opportunities through social media, online forums, and virtual tours.ConclusionResident recruitment practices changed during the pandemic and mostly included a transition to online and virtual interactions. Programs often reported positive experiences with these modifications and supported more hybrid‐based experiences in the future to accommodate more candidates.

Masculinizing chest surgery for gender affirmation: A retrospective study of outcomes and patient reported satisfaction

BackgroundMasculinizing chest surgery is the most common gender-affirming surgery. The objective of our study is to report the surgical and patient reported outcomes of surgery performed by a breast surgery practice. MethodsBetween June 1, 2017 and December 31, 2019, eighty-one patients underwent surgery at a university-affiliated hospital. This study included a retrospective chart review and an anonymous survey. ResultsSeventy-five (93%) patients underwent double incision technique. Complications occurred in 25% of patients and two patients required reoperation within 30 days of surgery. The anonymous survey response rate was 47% (34/72). Patients were asked to rate their satisfaction with the cosmetic appearance and the median score was 90. Quality of life and mental health improvement was reported by most patients. Median follow up was 9 months. ConclusionsMasculinizing chest surgery performed by surgeons trained in breast surgery had a low rate of surgical complications and positive patient reported outcomes.

The Childbirth Experience Survey (CBEX) and COVID-19: the ABCs of vaccine hesitancy in postpartum people

In collaboration with community research partners and patients, we developed a set of COVID-19 specific questions to capture the childbirth experience (CBEX) of people who gave birth during the pandemic. The survey solicited anonymous responses from postpartum people in the U.S. who gave birth in a hospital, birth center or home. There was no incentive for participation and was primarily promoted online via paid Facebook advertisements.

Multiple Mini-interviews for Medical Students’ Admissions: Students and Faculty Perceptions on Acceptability and Feasibility

Aim: To evaluate the acceptability and feasibility of the multiple mini interviews for selecting medical students for admission in a medical institution. Methods: The current cross-sectional descriptive study is a 12-item questionnaire-based survey with a four-point Likert scale to record the anonymous responses of the candidate students’ and the interviewer faculty perceptions. Descriptive statistics were used to analyze the data quantitatively with IBM SPSS Version 25. The study evaluated the acceptability and feasibility of the utility of multiple mini-interviews (MMIs) as an assessment tool for the medical students’ selection in the admission process at Avicenna Medical College, Lahore, Pakistan. Results: A total of 438 candidate students and 42 interviewer/assessor faculty members participated in the study. Most of the candidate students (92.2%) of candidates and 97.6% of interviewer faculty regarded MMIs better than the traditional interviews for the selection of medical students. Further, 99.4% of candidate students and 97.6% of interviewer faculty were satisfied with the MMI process’s general arrangements. Finally, a hundred percent interviewer faculty and 96.8% of candidate students perceived MMIs as a feasible assessment tool for the admission process of the medical institutions. Conclusion: The overall positive responses of the candidate students and the interviewer faculty for the acceptability and feasibility of the MMI process as an assessment tool in the admission process to select medical students provide evidence for future research on the use of MMIs. In addition, other medical institutions can adapt or modify the MMI process per the available finances and resources within their local settings. Keywords: Multiple mini-interviews, Medical college admission process, acceptability, feasibility.

Health Habits and Attitudes of Adolescents during the COVID-19 Pandemic

The ongoing COVID-19 pandemic has significantly impacted adolescent health and lifestyle. This study aims to evaluate adolescent physical and mental health, and behaviors and attitudes related to the COVID-19 pandemic. We surveyed 7-12th grade students in one Los Angeles independent suburban school (Sierra Canyon School) and statistically analyzed their anonymous responses. Two surveys were administered: Survey 1 in March 2021, when the school had been closed to in-person learning for approximately one year, and Survey 2 in May 2021, about six weeks after the school had opened for voluntary in-person learning. Survey 2 included additional demographic questions about gender, political affiliation, and race/ethnicity to evaluate the correlation between these factors and COVID-related issues. We used linear regression to analyze correlations between parameters characterizing various aspects of health habits, attitudes, and behaviors and evaluated the statistical significance of the differences using Student’s t-test. We were most interested in analyzing the impact of school reopening by comparing the data in Survey 1 to Survey 2. The main result is that the return to in-school learning had a pronounced positive effect not only on the education quality but also on a number of various aspects of adolescent health and behavior. In addition, the survey showed interesting, sometimes surprising, correlations between distinct parameters, for example, the effects of gender on physical and mental health; or political affiliation on COVID-related attitudes and behavior.

Perceptions of injectable therapies with cardiovascular benefit: an ACNAP survey of healthcare professionals to explore facilitators and barriers.

Injectable medicines are increasingly used to manage risk factors for cardiovascular (CV) events, such as dyslipidaemia and diabetes. These include proprotein convertase subtilisin/kexin type 9 (PCSK9) inhibitors and glucagon-like peptide-1 (GLP-1) receptor agonists. Little is known about perceptions of injectable therapies among CV healthcare professionals (HCPs). This study explores their views to identify relevant facilitators and barriers to the use of injectables with CV benefit. A 22-question survey was distributed internationally via online channels. In total, 192 anonymous responses were received (43.7% physicians, 32.6% nurses, 16.8% pharmacists, 6.8% others). Among respondents with experience of these medicines, 69.1% had used an injectable PCSK9 inhibitor and 67.0% had used an injectable GLP-1 receptor agonist. Commonly raised issues were resource problems (36.5%), lack of knowledge among colleagues (32.3%), paperwork (32.3%), and lack of patient knowledge (28.1%). Key barriers respondents felt made patients decline these treatments were fear of injection (56.6%), lack of awareness or education (26.4%), and administration issues (15.1%); potential reasons for discontinuation included side effects (46.4%), perceived lack of benefit (28.6%), and local reactions (21.4%). The main topics around injectables requiring further support included managing non-adherent patients (16.2%), troubleshooting with patients (16.2%), and educating colleagues about injectables (12.2%). Preferred educational methods to support HCPs were face-to-face training (43.5%) and online learning (26.1%); favoured formats were based on role playing and case studies. Healthcare professionals highlighted various potential barriers to initiation, continuation, and adherence with injectable therapies in CV medicine. Although some require healthcare system changes, many could be addressed through simple measures based primarily on enhanced training and support for patients and HCPs.

Attitudes of deaf individuals towards genetic testing of genes known to cause hearing loss

Congenital deafness is one of the most common birth defects reported. Approximately 70% of congenital deafness is non-syndromic, and approximately 80% of non-syndromic hearing loss results from a genetic cause. Middleton et al.’s1998 study highlighted the negative attitudes of culturally Deaf individuals towards genetic testing for genes known to cause hearing loss. While studies concerning genetic testing for deafness genes reference Middleton’s study, to our knowledge a re-evaluation of the attitudes of Deaf individuals towards genetic testing has not been conducted recently. The purpose of this study is to re-establish attitudes of Deaf individuals towards genetic testing of genes known to cause hearing loss. A computer-based questionnaire was distributed to members of the Deaf community. Responses of participants were recorded and analyzed. The primary investigator then attended Deaf community events and the 2015 Alabama Association of the Deaf Conference, and recruited individuals interested in participating in the study. The surveys were distributed to these individuals and their anonymous responses were analyzed. Our results show there are more positive attitudes within the Deaf community towards genetic counseling, genetic testing, and prenatal testing of genes known to cause hearing loss than were previously documented, although negative attitudes are still present. Additionally, our study shows there is a desire among members of the Deaf community to learn more about and potentially receive these services, despite the fact they are rarely offered by healthcare providers.

Consensus for Thoracoscopic Lower Lobectomy: Essential Components and Targets for Simulation

BackgroundDespite demonstration of its clear benefits relative to open approaches, a video-assisted thoracic surgery technique for pulmonary lobectomy has not been universally adopted. This study aims to overcome potential barriers by establishing the essential components of the operation and determining which steps are most useful for simulation training. MethodsAfter randomly selecting experienced thoracic surgeons to participate, an initial list of components to a lower lobectomy was distributed. Feedback was provided by the participants, and modifications were made based on anonymous responses in a Delphi process. Components were declared essential once at least 80% of participants came to an agreement. The steps were then rated based on cognitive and technical difficulty followed by listing the components most appropriate for simulation. ResultsAfter 3 rounds of voting 18 components were identified as essential to performance of a video-assisted thoracic surgery for lower lobectomy. The components deemed the most difficult were isolation and division of the basilar and superior segmental branches of the pulmonary artery, isolation and division of the lower lobe bronchus, and dissection of lymphovascular tissue to expose the target bronchus. The steps determined to be most amenable for simulation were isolation and division of the branches of the pulmonary artery, the lower lobe bronchus, and the inferior pulmonary vein. ConclusionsUsing a Delphi process a list of essential components for a video-assisted thoracic surgery for lower lobectomy was established. Furthermore 3 components were identified as most appropriate for simulation-based training, providing insights for future simulation development.

Anonymous Audience Response Technology in Image-Based Quiz (IBQ) Neuropathology Lecture for Undergraduate Pre-clinical Medical Students: a Comparison with Traditional Lectures.

Pathology teaching, an intensively image loaded discipline, poses a significant challenge in its delivery. A lot of effort has been placed into sourcing teaching methods that could effectively enhance students' understanding and knowledge retention in this discipline. We describe for the first time in the literature the use of an image-based quiz (IBQ) to deliver a neuropathology lecture. The participating medical students were randomised into either the study group (IBQ) or the control group (traditional lecture, TL). The students were asked to complete the pre- and post-multiple choice question (MCQ) test before and after attending either of the allocated interventions. In the IBQ group, the students were presented with image-based quizzes, and answers to the quizzes were projected in real-time on screen. The students in the TL group were given the usual, traditional lecture. A total of 75 third-year medical students participated in this study. The participants were recruited from third-year medical students representing two different academic years. There was no significant difference in the pre- and post-MCQ scores between the IBQ and TL groups. However, a significant improvement in the mean scores for the pre- and post-MCQ results in both the study (p = 0.001; 95% CI 0.572-1.954) and control (p < 0.001; 95% CI 0.561-1.763) groups was observed. We found that the IBQ was a simple, personalised, and cost-effective digitalised tool which our study suggests it to be as effective as the traditional lecture in the delivery of pathology knowledge in undergraduate medical students.