National Training Survey Research Articles

Communications Skills in the Pharmacy Profession: A Cross Sectional Survey of UK Registered Pharmacists and Pharmacy Educators.

Objectives: To determine UK pharmacists’ experiences of their current communication skills and undergraduate training and to identify communication skills training and teaching at UK schools of pharmacy. Methods: Two surveys were developed. The first survey was sent to UK practicing pharmacists examining their current communication skills and interest in behavioural counselling techniques such as Motivational Interviewing (MI). A second survey was sent to all UK Schools of Pharmacy investigating communication skills training and teaching. Results: In the first survey pharmacists reported low satisfaction with their undergraduate communication skills training. A convenience sample of 109 UK pharmacists responded to the first survey. Forty-four per cent (n = 48) of the respondents stated that they continued their professional development in communication skills after an undergraduate degree. Seventy (65.4%) were not familiar with behavioural counselling techniques such as MI. The most common patient consultation delivered by pharmacists was around adherence to medicine 22.4% (n = 50). Pharmacists expressed a need for further training in clinical areas such as mental health 25.7% (n = 80). Results from the second survey to pharmacy schools showed that Schools of Pharmacy response rate was 60% (18/30). All 18 schools stated that they teach health behaviour change consultation skills and this is mostly delivered by a clinical pharmacist. Teaching communication skills was mostly delivered as role play with peers (n = 17). Conclusion: This first national survey of communication skills training in Schools of Pharmacy shows that newer graduates have received more communication training compared to older graduates, however pharmacists’ respondents still felt that they were under prepared for behaviour change patient consultations. MI training would be welcomed by those. Practice Implications: Structured courses in communication skills, including behavioural change techniques, are needed for practicing UK pharmacists.

Impact of Training Specialty on Breastfeeding Among Resident Physicians: A National Survey.

The United States has seen an increasing number of child-bearing women in medical training. We aimed to compare the prevalence of exclusive breastfeeding across varied specialties, whose trainees may face different obstacles to breastfeeding. An online survey querying the duration and barriers to breastfeeding was sent to Accreditation Council for Graduate Medical Education (ACGME) and American Osteopathic Association (AOA) programs. Female residents with at least one living child born during residency were eligible. We compared the prevalence of exclusive breastfeeding for 6 months between Obstetrics and Gynecology (OBGYN), nonsurgical, and non-OBGYN surgical specialties. A multiple regression model correcting for ethnicity, years lived in the United States, medical degree, year of residency at childbearing, geographical location, and clinical hours was performed. There were 708 completed surveys, including 561 nonsurgical, 73 OBGYN, and 74 non-OBGYN surgical residents. More OBGYN residents reported exclusive breastfeeding at 6 months (43/73, 59%) than nonsurgical (217/561, 39%) and non-OBGYN surgical residents (30/74, 41%) (p < 0.01). After adjusting for confounders, OBGYN trainees were twice as likely to breastfeed (adjusted odds ratio [AOR] = 2.18, 95% confidence interval [CI] 1.28-3.72) with no difference between non-OBGYN surgical and nonsurgical residents (AOR = 1.24, 95% CI 0.70-2.19). Less OBGYN residents reported the lack of breastfeeding facilities at work (2.7% versus 17.6%, p < 0.01) and inadequate leave (4.1% versus 17.6%, p = 0.01) than non-OBGYN surgical residents. In this national survey of trainees in accredited programs, OBGYN residents were twice as likely to breastfeed and fewer OBGYN residents cited barriers to breastfeeding compared to other residents.

Axillary lymph node dissection (ALND) training in a post-Z0011 Era–A national survey of UK breast surgery trainees

Axillary lymph node dissection (ALND) training in a post-Z0011 Era–A national survey of UK breast surgery trainees

Higher specialty training in genitourinary medicine: A curriculum competencies-based approach.

Specialty trainees in genitourinary medicine (GUM) are required to attain competencies described in the GUM higher specialty training curriculum by the end of their training, but learning opportunities available may conflict with service delivery needs. In response to poor feedback on trainee satisfaction surveys, a four-year modular training programme was developed to achieve a curriculum competencies-based approach to training. We evaluated the clinical opportunities of the new programme to determine: (1) Whether opportunity cost of training to service delivery is justifiable; (2) Which competencies are inadequately addressed by direct clinical opportunities alone and (3) Trainee satisfaction. Local faculty and trainees assessed the 'usefulness' of the new modular programme to meet each curriculum competence. The annual General Medical Council (GMC) national training survey assessed trainee satisfaction. The clinical opportunities provided by the modular training programme were sufficiently useful for attaining many competencies. Trainee satisfaction as captured by the GMC survey improved from two reds pre- to nine greens post-intervention on a background of rising clinical activity in the department. The curriculum competencies-based approach to training offers an objective way to balance training with service provision and led to an improvement in GMC survey satisfaction.

Regenerative endodontic therapy for managing immature non-vital teeth: a national survey of UK paediatric dental specialists and trainees.

Background Several guidelines have been published advocating the use of regenerative endodontic therapy (RET) in managing non-vital immature permanent teeth. It is unclear, however, how many UK paediatric dental specialists routinely use this technique and their opinion of its outcomes, and barriers to its use.Aim To assess the knowledge, experience and the opinion of UK based paediatric dental specialists/trainees (UKPDS/T) and practitioners working in the capacity of paediatric dental specialists on the use of RET.Design A cross-sectional study using a 22-item questionnaire was developed using the Bristol Online Survey tool and circulated electronically to members of the British Society of Paediatric Dentistry between August and November 2016.Results Ninety-eight UKPDS/T completed the survey. A quarter of respondents (N = 24, 24.5%) reported using RET. Reasons cited for not using RET included lack of: training (N = 48, 45%), materials (N = 28, 26%), evidence (N = 17, 16%) and suitable cases (N = 6, 6%). Different protocols in terms of disinfection, medicaments, scaffolds, and obturation material were identified.Conclusions This survey highlights a low uptake of RET by current UKPDS and trainees with several barriers identified. Deviations from the current RET guidelines were identified. Recommendations addressing the use of RET in light of the findings of this survey were made.

Exploring The Learning Needs of Dental Core Trainees (DCTs) in Oral & Maxillofacial Surgery: A National Trainee Survey

Exploring The Learning Needs of Dental Core Trainees (DCTs) in Oral & Maxillofacial Surgery: A National Trainee Survey

Satisfaction of doctors with their training: evidence from UK

BackgroundThis study considers the primary training environment factors affecting the satisfaction of doctors in training with their training.MethodsAn OLS multiple regression analysis was performed on responses given by doctors in training (trainees) to General Medical Council (UK) National Trainee Survey annually from 2012 to 2015. Two different research models investigate the determinant of trainee doctor satisfaction. The first model includes clinical supervision, feedback, workload, and gender as explanatory variables. The second model adds supportive environment to the first model.ResultsThe GMC survey response rate is 97%. Our analysis shows the key factors that determine trainee satisfaction are strong clinical supervision, frequent and useful feedback meetings, an adequate workload and a supportive environment.ConclusionsIt is suggested focus on clinical supervision, feedback, workload and supportive environment would increase trainee satisfaction, improve the quality of training and morale, and hopefully, therefore, the quality of care patients receive.

Exposure to Paediatric Urology During Urology Speciality Training. A National Trainee Survey

Exposure to Paediatric Urology During Urology Speciality Training. A National Trainee Survey

Exposure to paediatric urology during urology specialty training: a UK national trainee survey

How achievable are the new targets?

Multidisciplinary team and clinical meeting data: JRF national survey of trainees 2015.

To collect radiology trainees' views on training for clinic-multidisciplinary team meetings (MDTMs), identify aspects requiring improvement and develop a guide to aid training. This is central to quality assurance and is within the core RCR curriculum. The Junior Radiology Forum National Training Survey 2015 was emailed to 1222 UK trainees. Questions related to role in MDTMs, training, use of the MDTM eportfolio tool and experience of leading meetings. 611 radiology trainees responded. 22% received teaching in MDTM preparation. 29% of trainees use the eportfolio MDT assessment tool. 76% of trainees who run MDTMs have adequate preparation time. 18% always review cases with a consultant prior to a meeting. 7% of trainees always debrief with a consultant. 9.7% have been asked to lead an MDTM which they did not feel comfortable with. Most trainees think trainees should be running MDTMs post FRCR2B. There are currently deficits in teaching and consultant supervision when trainees are learning to participate in MDTMs. Formal teaching sessions and timetabled preparation/debrief time with a consultant should be available. Trainees should not be asked to lead meetings without adequate support. This also ensures a safe MDTM environment for the patient. The eportfolio assessment tool can be used to sign off competence levels before independently leading an MDTM. Advances in knowledge: These results suggest shortfalls in the current model for preparing radiology trainees for their central role in clinico-MDT meetings. Using this data, a guide for trainees has been written to address these deficits.

Getting the right balance? A mixed logit analysis of the relationship between UK training doctors’ characteristics and their specialties using the 2013 National Training Survey

ObjectiveTo analyse how training doctors’ demographic and socioeconomic characteristics vary according to the specialty that they are training for.DesignDescriptive statistics and mixed logistic regression analysis of cross-sectional survey data to...

BMA welcomes new questions on rota gaps in GMC training survey

A move by the General Medical Council to ask doctors about the impact of rota gaps on their education and training in this year’s national training survey has been welcomed by the BMA. The regulator, which oversees medical education and training, has added five new questions on rotas to its annual survey of doctors in training, which will open on Tuesday 21 March. Jeeves Wijesuriya, chair of …

Interdisciplinary Oncology Education: a National Survey of Trainees and Program Directors in the United States.

Oncologists must have a strong understanding of collaborating specialties in order to deliver optimal cancer care. The objective of this study was to quantify current interdisciplinary oncology education among oncology training programs across the USA, identify effective teaching modalities, and assess communication skills training. Web-based surveys were sent to oncology trainees and program directors (PDs) across the USA on April 1, 2013 and October 8, 2013, respectively. Question responses were Yes/No, five-point Likert scales (1=not at all, 2=somewhat, 3=moderately, 4=quite, 5=extremely), or free response. Respondents included the following (trainees/PDs): 254/55 medical oncology, 160/42 surgical oncology, 102/24 radiation oncology, and 41/20 hospice and palliative medicine (HPM). Trainees consistently reported lower rates of interdisciplinary education for each specialty compared with PDs as follows: medical oncology 57 vs. 77% (p<0.01), surgical oncology 30 vs. 44% (p<0.01), radiation oncology 70 vs. 89% (p<0.01), geriatric oncology 19 vs. 30% (p<0.01), and HPM 55 vs. 74% (p<0.01). The predominant teaching method used (lectures vs. rotations vs. tumor board attendance vs. workshop vs. other) varied according to which discipline was being taught. The usefulness of each teaching method was rated statistically different by trainees for learning about select disciplines. Furthermore, statistically significant differences were found between PDs and trainees for the perceived usefulness of several teaching modalities. This study highlights a deficiency of interdisciplinary education among oncology training programs in the USA. Efforts to increase interdisciplinary education opportunities during training may ultimately translate into improved collaboration and quality of cancer care.

A national survey of practical airway training in UK anaesthetic departments. Time for a national policy?

The Fourth National Audit Project (NAP4) recommended airway training for trainee and trained anaesthetists. As the skills required for management of airway emergencies differ from routine skills and these events are rare, practical training is likely to require training workshops. In 2013, we surveyed all UK National Health Service hospitals to examine the current practices regarding airway training workshops. We received responses from 206 hospitals (62%) covering all regions. Regarding airway workshops, 16% provide none and 51% only for trainees. Of those providing workshops, more than half are run less than annually. Workshop content varies widely, with several Difficult Airway Society (DAS) guideline techniques not taught or only infrequently. Reported barriers to training include lack of time and departmental or individual interest. Workshop-based airway training is variable in provision, frequency and content, and is often not prioritised by departments or individual trainers. It could be useful if guidance on workshop organisation, frequency and content was considered nationally.

Training in surgery of the temporomandibular joint: the UK trainers’ perspective

Surgery of the temporomandibular joint (TMJ) is increasingly recognised as a subspecialist area of interest within our specialty and many procedures such as arthroscopy, arthroplasty, and replacement of the TMJ are becoming increasingly centralised and restricted to certain regions. We previously made a national survey of trainees and have sought to augment this with a survey of trainers to find out the nature of practice and patterns of referral nationally. We have also examined the consultants’ expectations of competent final-year trainees. To do this we made an electronic survey of Fellows of the British Association of Oral and Maxillofacial Surgeons (BAOMS) and received 82 responses (26%). Many just provided simple treatments within their clinical practice, only 16 did arthroscopy, and 14 alloplastic joint replacements. From those who answered the question, only 10 would allow a competent final-year trainee to do an alloplastic joint replacement under supervision. Referrals for TMJ subspecialist care were predominantly made to the West Midlands, East Midlands, and North West, with 24 respondents stating they would either refer open TMJ surgery centrally within or outside the region. Centralisation of services means that training opportunities in surgery of the TMJ are reduced, and restricted to only a few regions. Other models of training may need to be introduced such as simulation, “taster” sessions, and brief clinical attachments. For the budding subspecialist, however, a dedicated Fellowship may become essential to ensure adequate exposure before starting independent consultant practice.

More junior doctors report heavy workloads, GMC survey finds

Over two fifths of junior doctors reported that their workload was heavy or very heavy, a General Medical Council survey has found. On Thursday 14 July the GMC published the preliminary results of its national training survey in medical education and training in the United Kingdom. Of the junior doctors who responded to the survey, 43% described the rate of intensity of their work as heavy or very heavy, an increase of 2% from the 2015 survey. In 2014, 42% gave the same response. Of the 54 563 doctors training in the UK who were surveyed by the GMC, 53 835 responded—a 99% response rate. The survey was open from 22 March to …

The association between trainee demographic factors and self-reported experience: Analysis of General Medical Council National Training Survey 2014 and 2015 data.

ObjectivesTo investigate whether demographic factors are associated with self-reported experience amongst medical trainees in the UK.DesignRetrospective analysis of survey data.SettingGeneral Medical Council (UK) National Training Survey data for 2014 and 2015.ParticipantsA total of 105,549 responses were provided from 68,551 participants when no data were removed. After removing data to preserve participant anonymity, there were 64,278 participants providing 99,076 responses.Main outcome measuresConsidered trainee factors were gender, ethnicity, country of primary medical qualification, grade, post specialty and deanery. Self-reported outcome measures were ‘overall satisfaction’, ‘adequate experience’, ‘workload’, ‘clinical supervision’, ‘educational supervision’, and ‘access to educational resources’.ResultsThe experience of medical trainees across various indicators is differentially related to gender, ethnicity, country of primary medical qualification, grade, post specialty and deanery.ConclusionsIt is demonstrated here that trainee factors are associated with subjective experience across different indicators. Further work is required to explore the reasons behind this, and how this relates to trainee quality of life, work performance and career progression.

Trainees from private schools are less likely to become GPs, researchers say

Junior doctors who attended private school are less likely to enter general practice training than those from state schools, researchers have found. A study by researchers from the University of York’s Centre for Health Economics found that trainees from better off socioeconomic backgrounds were “less likely to be based in general practice than in any other specialty.”1 Using data from the General Medical Council’s 2013 National Training Survey, the researchers found …

Bullying and harassment of trainees: an unspoken emergency?

Bullying and harassment of trainees: an unspoken emergency?

What do radiology trainees want from an educational supervisor?

Purpose The purposes of this study were to: – Evaluate the experience of educational supervision amongst radiology trainees – Determine what radiology trainees want from an educational supervisor. Methods and materials Following a pilot survey in one region, a mixture of qualitative and quantitative questions on educational supervision were incorporated into the national radiology trainee survey organised by The Royal College of Radiologists (RCR) Junior Radiologists Forum (JRF). Results Of the 1222 radiology trainees in the UK 611 (50%) completed the survey. Of the respondents, 79% reported the quality of educational supervision to be good or better. The most commonly encountered problems with an educational supervisor were difficulty arranging meetings and lack of knowledge of the ePortfolio system. A majority of trainees would prefer a model of one educational supervisor for core training (Years 1–3) and a different supervisor for special interest training (Years 4–5). Knowledge of the curriculum and competency with NHS ePortfolio were rated as the most important skills required to be an educational supervisor. When asked, 26% of trainees reported that they already have a mentor and 54% would be interested in a mentor. Conclusion Most trainees are satisfied with the quality of their educational supervision. Despite this, trainees report various difficulties with their educational supervisor. Trainees want an educational supervisor that is engaged in the process, has a good knowledge of the curriculum and is competent at using the ePortfolio.