National Undergraduate Curriculum Research Articles

Undergraduate dermatology education: The importance of curriculum review.

In this letter, we highlight the considerable diversity in undergraduate dermatology training in the United Kingdom and acknowledge the barriers faced in implementing the revised national undergraduate curriculum provided by the British Association of Dermatologists (BAD). We provide a pragmatic approach of ensuring that our dermatology placement aligns with the BAD national undergraduate curriculum and Medical Licensing Assessment (MLA) content map, in the face of limited clinician time and placement length. We urge other medical schools to adopt our approach of curriculum mapping, particularly in light of the upcoming MLA, and sustainable educational resource development.

Urology boot camp for medical students: Using virtual technology to enhance undergraduate education.

The study aims to describe the methodology of converting the urology boot camp for medical students into a virtual course with key take home points for a successful conversion and to present quantitative and qualitative data demonstrating the impact of the boot camp on improving delegates' knowledge and clinical acumen. The face-to-face boot camp was converted to a virtual format employing a variety of techniques including; utilizing an online platform to deliver live screened lectures, using online polling software to foster an interactive learning environment and displaying pre-recorded videos to teach practical skills. Validated Multiple Choice Questionnaires (MCQs) were used prior to and after the course. This enabled the assessment of delegates' knowledge of urology according to the national undergraduate curriculum, and paired t tests were used to quantify the level of improvement. Thematic analysis was carried out on post-course delegate feedback to identify highlights of the course and ways of improving future iterations. In total, 131 delegates took part in the pilot virtual course. Of these, 105 delegates completed the pre- and post-course MCQs. There was a statistically significant improvement in the assessment following the course (p= <0.001) with mean score increasing from 47.5% pre-course to 65.8% post-course. All delegates who attended the most recent implementation of the virtual course (n= 31) felt it improved their knowledge and confidence in urology. Twenty delegates (64.5%) felt that it prepared them for both final year medical school examinations and working as a foundation year doctor. Positive themes in feedback were identified, which included the interactive nature of the course, the quality of teaching, the level and content of information provided and the high yield, concise organization of the teaching schedule. Using virtual technology and innovative educational frameworks, we have demonstrated the successful conversion of the urology boot camp for medical students to a virtual format. At a national level, with support from the British Association of Urological Surgeons, the face-to-face component of the course will continue to run in parallel with the virtual course with the aim of standardizing and improving UK undergraduate urological education. The virtual course has been implemented on an international scale, and this has already shown promising results.

966 The Surgical Handbook: Enhancing Surgical Education for Medical Students and Foundation Doctors

Abstract Aim In recent years, the GKT School of Medical Education has introduced a new curriculum resulting in a shift from a single surgical block to an integrated approach. After recognising the potential challenges that the lack of standardisation across various hospitals may cause, we created the Surgical Handbook to supplement learning, improve confidence in approaching surgical patients and prepare students for the United Kingdom Foundation Programme (UKFP). Method We sought authorisation for the Surgical Handbook from the GKT medical education faculty, assembled a team and conducted further background research. The National Undergraduate Curriculum by the Royal College of Surgeons of England was an excellent resource in the design of the Surgical Handbook. The handbook underwent multiple cycles of review by senior medical education faculty before its final digital and physical distribution for students. Results The Surgical Handbook has resulted in a sustained positive impact on surgical education for GKT students, with feedback highlighting it as an excellent additional resource for placements, exams, and the Foundation Programme. Conclusions Most doctors in the United Kingdom will undertake a surgical rotation as part of the Foundation Programme. Preparation for this role is essential and linked to the quality of undergraduate surgical education. Nevertheless, the importance of surgical teaching within the undergraduate curriculum remains a topic of debate. Our Surgical Handbook addresses this issue, and we are in the process of collaborating with other medical schools across the United Kingdom and beyond.

RESEARCH ON THE INNOVATION OF TEACHING MODE OF “FRESHMAN SEMINAR” IN APPLIED UNIVERSITIES UNDER THE CONCEPT OF OBE BASED ON THE CHANGE OF EMOTIONAL BEHAVIOR -- TAKING PHYSICAL EDUCATION MAJOR OF NANCHANG NORMAL UNIVERSITY AS AN EXAMPLE

Abstract Background “Freshman seminar”, as the first important learning revolution course for freshmen, originated in American colleges and universities in the middle of last century. It was not until 2003 that some research universities in China gradually launched the “freshman seminar”, which has become one of the most popular courses for the group. The course was set up late in application-oriented undergraduate colleges, and the overall teaching staff, teaching content, teaching mode and teaching evaluation are still immature and still in the exploratory stage. In particular, the emotional changes of students are not clear enough. Research design Taking the “freshman seminar” of physical education major in Nanchang Normal University as an example, this paper investigates the current situation and confusion of physical education teachers and students in Nanchang Normal University in 2019, 2020 and 2021 by means of questionnaire and interview. A total of 268 valid questionnaires were obtained. There were 6 questionnaires for teachers and 262 questionnaires for students. In order to study the impact of emotional regulation on female employees' retirement decision-making, the study adopts the Core Self-evaluation Scale. The core self-evaluation is measured by the core sel evaluation scale (CSES) compiled by judge et al. The scale consists of 10 items and adopts Likert 5-point scoring method. 1 ~ 5 points represent “very inconsistent” to “very consistent”. Previous studies have shown that the scale has good cross-cultural applicability. The internal consistency of the Core Self-evaluation Scale in this study α The coefficient is 0.824. 1.2.3 the emotional regulation self-efficacy scale adopts the emotional regulation self-efficacy scale (REEs) compiled by Caprara. Domestic research shows that the scale has high reliability and validity and is suitable for Chinese people. The scale adopts lik ⁃ ERT 5-point scoring and includes three dimensions: adjusting positive emotional efficacy, adjusting depression / pain emotional efficacy and adjusting anger / anger emotional efficacy. Emotion regulation self-efficacy scale Research results The teaching form of the freshman seminar in the Department of physical education of Nanchang Normal University is still based on the traditional theoretical lectures of administrative courses, and there is a lack of effective teaching means and methods to guide students to actively discuss. Another factor leading to the poor effect of classroom discussion is the lack of communication between teachers and students before class and students' ignorance of learning objectives. Single evaluation methods and relatively backward teaching conditions also make students lack learning motivation. Research Conclusion Based on the national undergraduate curriculum construction standards, this paper creatively puts forward the “group progressive interaction” teaching mode of “freshman seminar“ by combining the OBE education concept with the effective education theory, and constructs a curriculum teaching system with the unity of temperature, height, breadth and effectiveness. “Freshman seminar” is a teaching system with temperature, height, breadth and effectiveness. It can not only effectively improve the teaching quality of the course, but also provide some references for the “freshman seminar” of different majors in the same university. We should fully understand the important position of group discussion in group emotional factors and actively improve the group's role psychological ability. We should pay special attention to its impact on life attitude and healthy behavior, and be a healthy self-manager, coordinator and collaborator. According to the psychological characteristics of these groups, we should actively and flexibly organize colorful activities, strive to create a relaxed and harmonious living atmosphere, create a friendly and mutually beneficial emotional artificial intelligence relationship, encourage and guide these groups, adjust their psychology to the best state, and promote the healthy development of their good cognition and life. Acknowledgements One of the research results of the teaching reform research project of Nanchang Normal University, “Research on the Course Mode Innovation of Applied University Undergraduate Seminar Based on OBE Theory”, project number JGKT-19-02.

Surgeon educator perspectives of implementing a national undergraduate curriculum in otolaryngology.

The General Medical Council will be implementing a national medical licensing assessment for all UK medical students by 2024-25. Surgeon educator perceptions on a national undergraduate curriculum in otolaryngology were reviewed accordingly. A mixed methods study was undertaken within a UK school of surgery assessing ENT surgeon educators. Perspectives on teaching content, quality and student experience were assessed with degree of agreement assessed (Likert scoring). Associated qualitative focus group sessions underwent detailed thematic analysis according to grounded theory. A response rate of 50 per cent was achieved involving 21 participants working across 14 hospitals. These showed strong agreement that implementation of a national curriculum would improve the standard of teaching delivered at a personal, institutional and national level. Further themes were identified relating to the personal, institutional and specialty related factors influencing practical delivery. A series of practical recommendations are made to potentially assist the implementation of a national ENT curriculum.

Are clinical medical students confident about their head and neck anatomy knowledge?

Anatomy is a pillar of medical knowledge and essential for safe medical and surgical practice. The literature highlights concerns regarding anatomy knowledge, and knowledge of the head and neck in particular, in medical students and newly qualified doctors. We investigated medical students’ confidence to be assessed on head and neck anatomy, the amount of teaching they received, and its mode of delivery, through an online survey completed by 185 medical students across two English Universities (122 (66%) students from University A and 63 (34%) from University B). Students were in their third to fifth year of medical school. A total of 126 (68%) had received two to four sessions on head and neck anatomy, and 56 (30%) had received one or two sessions. A total of 113 (61%) had received prosection teaching, and 44 (24%) had received computer/virtual anatomy teaching. In total, 140 (76%) did not feel confident to be assessed on head and neck anatomy, and 137 (74%) did not feel they had received an adequate amount of head and neck anatomy teaching. Despite formal head and neck anatomy teaching most of our cohort did not feel confident to be assessed on the topic. Further work is required to integrate anatomy into the clinical years and to devise a national undergraduate curriculum to enhance an interest in head and surgery as a career.

Student nurses and midwives’ experiences of teaching and learning about ‘making every contact count’ health behaviour change programme: Descriptive qualitative study

Aim/objectiveTo explore nursing/midwifery students’ experiences of the teaching and learning of units one and two of a national undergraduate curriculum. BackgroundThe 'National Undergraduate Curriculum for Chronic Disease Prevention and Management: Making Every Contact Count’ (MECC) is part of Ireland’s national policy to support the prevention of chronic disease by promoting health behaviour change. This is being implemented as a programme within the Irish Health Service and is also being delivered, for the first time in undergraduate medical, allied health and nursing/midwifery education by tertiary education institutes. DesignQualitative descriptive research. MethodsPurposeful sampling was used to recruit participants (n = 17) from an undergraduate nursing/midwifery programme (n = 131) in one tertiary level Irish institution. Four focus groups were undertaken by two members of the research team, who were not part of the module teaching team. Each focus group was guided by a semi-structured interview guide, recorded and transcribed verbatim. Thematic data analysis was undertaken. ResultsThree main themes were identified, namely: Building foundations and making connections; Personal responsibility and the Ah factor: now I understand. ConclusionFindings indicate that students had a positive learning experience whilst also highlighting the students’ transition to lifelong learning encompassing adult learning and personal responsibility.

79 Remote Delivery of an International Surgical Education Webinar Series for Medical Students During COVID-19

Abstract Aim The 2019 novel coronavirus (COVID-19) pandemic caused the cancellation of lectures and clinical placement-based education for medical students across the UK. With resumption of university teaching, remote delivery via online platforms has seen increased implementation to prevent overcrowding and comply with social distancing measures. This article explores the efficacy of an internationally delivered online surgical webinar series to facilitate undergraduate surgical education on a long-term basis. Method The University of Manchester undergraduate surgical society, Scalpel, in collaboration with three Junior Surgical Trainees designed and organised an online surgical teaching programme aimed at medical students. The syllabus was constructed in accordance with the Royal College of Surgeons England’s (RCSEng) National Undergraduate Curriculum in Surgery. Multiple-choice questionnaires (MCQs) were used to evaluate knowledge during the sessions and Likert scales were utilised to assess subjective improvement of knowledge. The teaching programme was delivered remotely using Zoom (Zoom Video Communications, Inc.). Results he average attendance for the lectures was 68. The reach of the webinar series was international. The average increase in correct answers between pre and post lecture MCQs was +78.7% (+72.4, +18.6, +76.6, +43.5, +161, +100). Likert scale analysis demonstrated 100% improvement of knowledge. Conclusions This study demonstrates a positive outcome to remote, extra-curricular surgical education in the time of COVID-19. The methodology outlined herein has the potential for easy replication on a more widespread scale to provide routine supplementation for medical student and surgical trainee education during the ongoing pandemic.

From vision to implementation: Building a national undergraduate paediatric curriculum.

There are many challenges in ensuring medical students learn paediatrics. Medical educators must develop and maintain curricula that meet learners' needs and accreditation requirements. Paediatricians and family physicians, practicing and teaching in busy clinical environments, require Canadian-relevant curricular guidance and resources to teach and assess learners. Students struggle with curricular cohesion, clear expectations, and resources. Recognizing these challenges and acknowledging the need to address them, the Paediatric Undergraduate Program Directors of Canada (PUPDOC) created canuc-paeds, a comprehensive competency-based undergraduate curriculum that teachers and students would actually use. Curriculum development included the following: utilization of best practices in curriculum development, an environmental scan, development of guiding principles, Delphi surveys, in-person meetings, and quality improvement. All Canadian paediatric undergraduate educator leaders and other stakeholders were invited to participate. The curriculum, based on the RCPSC CanMEDS Framework, includes 29 clinical presentations, each with key conditions, foundational knowledge objectives, and learning resources. Essential paediatric-specific physical examination and procedural skills that graduating medical students are expected to perform are identified. Objectives specific to Intrinsic Roles of Collaborator, Communicator, Professional, Leader, Health Advocate and Scholar that can be assessed in the field of paediatrics at the undergraduate level are articulated. The national curriculum has been implemented widely at Canadian medical schools. Online, open-access clinical resources have been developed and are being used world-wide. This curriculum provides overarching Canadian-specific curricular guidance and resources for students and for the paediatricians and family physicians who are responsible for teaching and assessing undergraduate learners.

436 Remote Surgical Education for Medical Students at UK Universities in the Time of COVID-19

BackgroundThe novel coronavirus pandemic caused the cancellation of lectures and clinical placement-based education for medical students across the UK. With phased resumption of University teaching, remote delivery via online platforms has seen increased implementation to prevent overcrowding and comply with social distancing measures. This study explores the efficacy of a nationally delivered online surgical education programme to facilitate undergraduate surgical education.MethodsAn undergraduate surgical society in collaboration with two Core Surgical Trainees designed and organised an online surgical teaching programme. The syllabus was constructed in accordance with the Royal College of Surgeons England’s (RCSEng) National Undergraduate Curriculum in Surgery. Remote delivery was facilitated by Zoom (Zoom Video Communications, Inc.). Multiple-choice questionnaires were used to evaluate knowledge during the sessions and Likert scales were utilised to assess subjective improvement of knowledge.ResultsThe average attendance for the lectures was 100. The average increase in correct answers between pre- and post-lecture multiple choice questions was +55.87% (+72.4, +18.6, +76.6). Likert scale analysis demonstrated 100% improvement of knowledge.ConclusionsThis study demonstrates a positive outcome to remote, extra-curricular surgical education in the time of COVID-19. The methodology outlined herein has the potential to be adopted by other Universities to facilitate undergraduate surgical education.

Saudi medical students' knowledge, perception, and exposure to emergency medicine

Background: Information and promoting awareness of emergency medicine (EM) as a vital and independent branch of medicine has been a core component of the national undergraduate medical curriculum for a number of years. This project aims to assess how successful this integration has been by evaluating clinical-level students on their knowledge, exposure, and overall opinion of the subject. Methods: A survey was conducted by means of a cross-sectional online questionnaire that was made available to clinical year students in all medical colleges in Saudi Arabia. Demographic data, descriptive statistics, and correlation analyses were then carried out to discern if any patterns or commonalities could be found. Result: A total of 356 medical students participated in the study. Regarding EM perception and interest, a significant variance in responses was highlighted between the 4th, 5th, and 6th-year students. Regarding exposure, 68.8% did not have the EM as an independent course module, and 55.1% did not take an elective in EM as an alternative. The overall level of knowledge of EM and its importance was below the desired standards in 62.4% of the participants. Students who undertook some form of further education in EM had on average a 57.7% higher chance to score at or above desired standards on EM. Conclusion: Despite the overall majority of participants demonstrating a less than desirable knowledge on EM, exposure, and correct integration of EM in medical course composition has a notable positive effect on student perceptions and opinion of EM.

Consensus-based antimicrobial resistance and stewardship competencies for UK undergraduate medical students.

BackgroundIn the UK there is limited coverage of antimicrobial stewardship across postgraduate curricula and evidence that final year medical students have insufficient and inconsistent antimicrobial stewardship teaching. A national undergraduate curriculum for antimicrobial resistance and stewardship is required to standardize an adequate level of understanding for all future doctors.ObjectivesTo provide a UK national consensus on competencies for antimicrobial resistance and stewardship for undergraduate medical education.MethodsUsing the modified Delphi method over two online survey rounds, an expert panel comprising leads for infection teaching from 25 UK medical schools reviewed competency descriptors for antimicrobial resistance and stewardship education.ResultsThere was a response rate of 100% with all 28 experts who agreed to take part completing both survey rounds. Following the first-round survey, of the initial 55 descriptors, 43 reached consensus (78%). The second-round survey included the 12 descriptors from the first round in which agreement had not been reached, four amended descriptors and 12 new descriptors following qualitative feedback from the panel members. Following the second-round survey, a total of 58 consensus-based competency descriptors within six overarching domains were identified.ConclusionsThe consensus-based competency descriptors defined here can be used to inform standards, design curricula, develop assessment tools and direct UK undergraduate medical education.

What factors influence the introduction of a national undergraduate general practice curriculum in the UK?

ABSTRACT A national undergraduate curriculum for General Practice might address current concerns regarding intellectual challenge and recruitment through articulating disciplinary knowledge and providing teaching guidance. However, there is ambivalence regarding this idea and the reasons appear incompletely understood. Aims: To better understand ambivalence towards a GP curriculum and to assess the acceptability of a new approach to national curriculum design. Methods: Questionnaire informed by Kotter’s model of change, distributed to Heads of Teaching (HOTs) at each UK medical school, regarding the acceptability of both conventional and new approaches to the design of national curriculum guidelines. Qualitative and quantitative data collection with grounded theory-informed analysis of qualitative data. Results: Support for a conventional, detailed curriculum of clinical conditions is weak but there is strong support for a curriculum outlining general disciplinary principles. Identification with general practice as an independent academic discipline is important in predicting support or otherwise for any type of national curriculum. Conclusion: The identity of GP as an independent academic discipline emerges as a key issue. Further research on designing and implementing curricula that use principles rather than detailed outcomes is needed.

Developing a National Undergraduate Curriculum for Health Professionals in Ireland on health behaviour change (Making Every Contact Count)

Introduction: (comprising context and the problem statement) The Integrated care Programme in Ireland aims to integrate prevention and management of chronic disease into clinical practice. It will require changes in service delivery to make every clinical consultation count to: Routinely assess patients for their lifestyle risk factors for chronic disease Support patients in changing their lifestyle related health behavior Encourage self-management for patients with existing chronic disease. Changing this culture and practice to Make Every Contact Count will require upskilling of our existing healthcare staff and teaching the skills and knowledge required in undergraduate training programmes for all health professionals as outlined in the National Implementation plan for Healthy Ireland in the Health Services (2015-2017). Short description of practice change implemented: All new staff in the Irish health service will “Make Every Contact Count” by routinely assessing patients risk factors for chronic disease and carrying out a lifestyle behavior change intervention as part of all clinical interactions. Aim and theory of change: In 2015, the Health and Wellbeing Division, HSE established a collaborative between the Higher Education Institutions in Ireland to develop a competency based national standard undergraduate curriculum for medical, nursing and allied health professionals to support the integration of chronic disease prevention into clinical practice by Making Every Contact Count through brief interventions. Targeted population and stakeholders: Targeted population: All undergraduate students on health professional degree programmes. Key stakeholders are: HSE, HEI’s, all service users including those at risk of chronic disease and who have chronic diseases. Timeline: The curriculum will be delivered in relevant courses in HEI’s in Ireland from September 2017. Highlights: (Innovation, Impact and outcomes) This is the first time that a collaborative standard competency based national curriculum for healthcare professionals has been developed in Ireland. Collaborative health service and education initiative Shifts the emphasis towards chronic disease prevention in training healthcare professionals Evidence informed curriculum: The curriculum includes lifestyle choices and personal wellness, communicating with patients for chronic disease prevention and health behaviour change interventions to Make Every Contact Count. Comments on sustainability: Supports sustainable change in the routine delivery of lifestyle behaviour change interventions as part of all clinical consultations. Comments on transferability: Internationally transferable into other undergraduate training programmes for healthcare professionals. Conclusions: (comprising main findings) A nationally directed, collaborative approach was useful in: Creating leadership and commitment to the curriculum across all HEI’s Providing a multidisciplinary approach to its development Supporting the collective exchange of knowledge and resources. Supporting the implementation across all HEI’s in Ireland. Discussions: New staff recruited in the HSE will have the skills and knowledge to carry out brief interventions as a routine part of all their clinical consultations. Lessons learned: The importance of champions within positions of influence in each HEI was crucial to support the curriculum development and implementation. Progress to date: Curriculum has been developed and plans for implementation in each HEI are being developed.

Learning the hard way: 10 lessons for developing undergraduate curricula.

The present study outlines key learning points derived from 2years spent developing a national undergraduate curriculum for child health. Findings are sourced from analyses of a series of semi-structured musings by beleaguered educationalists and may serve to reassure others engaged in developing undergraduate curricula that it is possible to survive the process and even to produce something quite good. The authors' best advice is to do it, but don't say we didn't warn you.

Medical undergraduate primary care teaching across the UK: what is being taught?

Background: All UK medical schools use primary care settings to deliver their undergraduate courses. However there is no national undergraduate curriculum for primary care and it is thought that the learning objectives of primary care teaching vary considerably between medical schools. Aim: The overall aim was to establish what is being taught within and by primary care across UK medical schools. We did this by collating learning objectives from the primary care department at each school. In order to categorise and compare the list of learning objectives from each school we mapped the learning objectives to the postgraduate curriculum of the Royal College of General Practitioners (RCGP). Design and setting: Cross sectional survey sent to heads of teaching of primary care at all 32 UK medical schools. Method: GP teacher handbooks for primary care modules at each medical school were requested. Information was extracted based on key headings from the RCGP postgraduate curriculum. Results: Topics taught by primary care at all medical schools include: consulting and communication skills, leading and working in teams, and developing yourself and others. Novel topics, taught at a few medical schools include: learning disability, genetics and multi-morbidity. The majority of medical schools address aspects of over half of the RCGP postgraduate curriculum headings in their learning objectives for primary care. Conclusion: This project provides valuable information about primary care teaching at an undergraduate level across the UK. Although it confirms widespread variation in learning objectives, it also highlights considerable common ground and opportunities for sharing teaching resources between schools.

Evidence for the Need for a National Undergraduate Orthopaedic Curriculum in the UK

There is currently no national undergraduate orthopaedic curriculum. It is developed and delivered locally, derived from the experience of orthopaedic surgeons without consultation with general practitioners. This study was designed to ascertain how well the needs of orthopaedic consultants, general practitioners and medical students are currently met by the undergraduate curriculum as a baseline for future development. A survey was designed to evaluate the perceived usefulness of three teaching domains: trauma, orthopaedic surgical pathology and commonly encountered problems in primary care. Additionally, students were asked to evaluate their level of interest in learning orthopaedic surgical procedures. The questionnaire was sent to 98 final year medical undergraduates from St George’s, University of London, 50 local general practitioners and 24 local orthopaedic consultants with a 56 % (n = 55), 52 % (n = 26) and 90 % (n = 21) response rate, respectively. There was consensus across all groups regarding the importance of trauma management. In the other domains, there was a difference of opinion, with consultants and general practitioners lending greater weight to areas seen in their own practice. A significantly greater proportion of medical students (compared to general practitioners and consultants) expressed an interest in learning orthopaedic skills (P = 0.011) There is a need for an undergraduate curriculum that reflects the needs of both consultants and general practitioners. Current time constraints make it difficult to ensure adequate coverage of all aspects of the orthopaedic education in the curriculum. Devising other educational modalities such as e-learning, simulation training and the establishment of a national curriculum may provide a solution.

G176 A national undergraduate child health curriculum: what are the core components?

Aims There is a pressing need to improve health outcomes for our nation’s children and young people. This, together with the considerable variation in child health teaching across UK medical schools, has led to increasing support for a national undergraduate curriculum for child health. This study aimed to establish clinicians’ views on what the core components of an undergraduate child health curriculum should be. Methods This study comprised three rounds. During Round 1, a range of clinicians involved in child health were asked what should be included in the child health curriculum. They included paediatricians, general practitioners, paediatric and general practice trainees, specialist nurses and medical students. All suggestions were treated equally and collated into a single list of key knowledge, skills and attitudes. In Round 2, participants ranked each of the suggestsions using a Likert scale (1–5). The mean, median and interquartile range for each time was calculated. In Round 3, these pooled results were shared with participants, who were then invited to re-rank the items, using the Delphi methodology. Results 80 people contributed to Round 1 within the allocated timeframe. Every UK medical school was represented. 56/80 (70%) participants voted on the collated suggestions in Round 2. 48/56 (86%) voted again for Round 3. Items scoring highly (mean >4) included knowledge of normal development and growth, recognition and initial management of the sick child and prescribing. Knowledge of global health outcomes and NHS structures for child health had a mean of Conclusions This study identifies core knowledge, skills and attitudes in child health deemed essential for all medical students. These components will form the basis for the national undergraduate curriculum in child health. The items were generated by a wide range of clinicians, academics and students and involved all UK medical schools, helping to maximise the curriculum’s utility.

Surgical and procedural skills training at medical school – a national review

This national study quantifies procedural and surgical skills training at medical schools in the United Kingdom (UK), a stipulated requirement of all graduates by the General Medical Council (GMC). A questionnaire recorded basic procedural and surgical skills training provided by medical schools and surgical societies in the UK. Skills were extracted from (1) GMC Tomorrows Doctors and (2) The Royal College of Surgeons Intercollegiate Basic Surgical Skills (BSS) course. Data from medical school curricula and extra-curricular student surgical societies were compared against the national GMC guidelines and BSS course content. Data were analysed using Mann–Whitney U tests. Representatives from 23 medical schools completed the survey (71.9% response). Thirty one skills extracted from the BSS course were split into 5 categories, with skills content cross referenced against GMC documentation. Training of surgical skills by medical schools was as follows: Gowning and gloving (72.8%), handling instruments (29.4%), knot tying (17.4%), suturing (24.7%), other surgical techniques (4.3%). Surgical societies provided significantly more training of knot tying (64.4%, P = 0.0013) and suturing (64.5%, P = 0.0325) than medical schools. Medical schools provide minimal basic surgical skills training, partially supplemented by extracurricular student surgical societies. Our findings suggest senior medical students do not possess simple surgical and procedural skills. Newly qualified doctors are at risk of being unable to safely perform practical procedures, contradicting GMC Guidelines. We propose a National Undergraduate Curriculum in Surgery and Surgical Skills to equip newly qualified doctors with basic procedural skills to maximise patient safety.

Surgical Safety Training of World Health Organization Initiatives

Undergraduate training in surgical safety is essential to maximize patient safety. This national review quantified undergraduate surgical safety training. Training of 2 international safety initiatives was quantified: (1) World Health Organization (WHO) "Guidelines for Safe Surgery" and (2) Department of Health (DoH) "Principles of the Productive Operating Theatre." Also, 13 additional safety skills were quantified. Data were analyzed using Mann-Whitney U tests. In all, 23 universities entered the study (71.9% response). Safety skills from WHO and DoH documents were formally taught in 4 UK medical schools (17.4%). Individual components of the documents were taught more frequently (47.6%). Half (50.9%) of the additional safety skills identified were taught. Surgical societies supplemented safety training, although the total amount of training provided was less than that in university curricula (P < .0001). Surgical safety training is inadequate in UK medical schools. To protect patients and maximize safety, a national undergraduate safety curriculum is recommended.