Post-course Feedback Research Articles

Using media accessibility as a stimulus for teaching audio-visual translation: a Singapore case study

ABSTRACT Despite attempts to integrate media accessibility components into audio-visual translation courses, consensus is lacking on the content, aims and orientation of the paradigmatic implementation of the curriculum, with inadequate attention given to the empirical assessment of pedagogical effectiveness. This article describes an exploratory endeavour in curriculum design that aimed to enhance beginner students’ awareness of accessibility by using technology-enabled multimodal translation as teaching materials (i.e. subtitling, dubbing, audio description, live subtitling and social media and website translation). We adopted a tripartite model to evaluate pedagogical efficacy, conducting a pre-course psychosocial assessment of learner-specific affective variables and personal propensities, evaluating process data based on the trainees’ progressive and summarised assessments and triangulating the results with students’ post-course feedback from questionnaire surveys and semi-structured interviews. This article advocates for teaching audio-visual translation with a strong accessibility-centred and technology-driven learning orientation, which is challenging but viable in general translator training.

Enhancing learner affective engagement: The impact of instructor emotional expressions and vocal charisma in asynchronous video-based online learning

AbstractIn the rapidly evolving landscape of higher education and adult learning, asynchronous video-based online learning has not only become the new norm but has also emerged as the cornerstone of instructional delivery for Massive Open Online Courses (MOOCs). Despite its widespread adoption, this learning mode confronts a critical challenge: the inherent lack of social presence, posing a significant risk of diminishing learner affective engagement and, consequently, jeopardizing the efficacy of learning outcomes. Addressing this pressing issue, our study conducted a comprehensive analysis of 240 instructional videos from 240 distinct instructors on a MOOC platform, supplemented by 845 post-course learner feedback surveys from a diverse cohort of college students and adult learners. Using deep learning and statistical analysis, the research revealed that the on-screen presence of instructors does not inherently affect students’ affective engagement. The study revealed that learners’ affective engagement is affected by distinct combinations of the instructor’s facial and paraverbal expressions, including happiness, surprise, and anger, which vary depending on whether the instructor is visible. The discovery that vocal attractiveness is a pivotal element in enhancing learners’ affective engagement with instructional videos marks a paradigm shift in our understanding of digital andragogy and heutagogy. This study propels academic discourse by illuminating the critical role of instructor non-verbal cues in establishing social presence and facilitating emotional contagion within asynchronous video-based online learning but also provides educators and content creators with empirically-backed techniques to revolutionize video instruction and amplify affective engagement.

Educating Professionals to Develop Nature-Based Solutions (NBS) as Infrastructure for Water Pollution Control: A Course Proposal

The objective of this study was to design a university-level course focused on Nature-Based Solutions (NBS) for water pollution control. The work unfolded in three phases: the initial planning, course delivery, and assessment of learning outcomes. In the planning phase, a set of competencies was outlined using the Developing a Curriculum Method (DACUM), resulting in defined learning outcomes and a structured course outline. Subsequently, the course was conducted over a two-week period, employing a hybrid format including both online and in-person sessions. The assessments of the learning outcomes included one test, an assignment, a satisfaction survey, and the post-course feedback. As a result of the planning phase, four competencies, seven learning outcomes and four course units were defined. The participant cohort encompassed a diverse group of 50 individuals, including undergraduate and postgraduate students, professionals working in industry and institutions, and professors. The assessment of the learning outcomes showed good results. However, issues regarding the mathematical calculations and field-trip experience were noted, suggesting areas for course enhancement. The participants expressed high satisfaction levels across the various course components. Notably, 70% of the participants indicated the application of the acquired knowledge in their professional endeavors. These findings underscore the successful implementation of the course, establishing it as a pioneering university-level program in NBS for water pollution control.

Literature-based instruction and language learner autonomy: A case study of a tertiary EFL reading course

This qualitative case study aims to investigate pedagogical strategies for developing language learner autonomy through scrutinising a literature-based EFL reading course carried out in a tertiary institution in China. To achieve triangulation, data were collected from multiple sources, including two diagnostic surveys, post-course feedback interviews, student artefacts, teacher’s reflective journal, and related teaching materials. In data analysis, triangulation was accomplished by involving and integrating multiple investigators’ perspectives – three researchers collaborated in analysing data collected from student feedback interviews. Findings of this study could be classified into three categories. Regarding second language acquisition (SLA), results from the surveys and interviews indicate a comprehensive improvement in learners’ L2 competence, in addition to their cognitive and motivational enhancement. With regard to literature-based instruction, evidence from this study contributes to a deepened and enriched understanding of the comprehensive approach to L2 literature and scaffolded extensive reading. For developing language learner autonomy, this study provides a three-dimensional modal with pedagogical implications for literature-based instruction, from the perspectives of teaching content, methodological approaches, and ideological orientation.

Development of a Culinary Medicine Curriculum to Support Nutrition Knowledge for Gastroenterology Fellows and Faculty.

Gastroenterologists encounter many nutrition-related disorders in their practice, yet the nutritional needs of patients with chronic gastrointestinal (GI) and liver disease are largely unaddressed by treating physicians, due to suboptimal nutrition education. To address this gap, we developed and piloted a culinary medicine course for a GI fellowship training program. The objective of this study is to describe the development, implementation, and acceptability of the course. A registered dietitian, a chef instructor, and a gastroenterology clinical professor trained in culinary medicine developed the four-class tailored curriculum and delivered the classes remotely. Each class had a theme related to commonly encountered GI disorders and included hands-on meal preparation, a nutrition lecture, and a patient case study discussion. Post-course feedback surveys were disseminated. Twenty-three GI physicians enrolled in the course and the attendance rates in classes 1-4 were 83%, 65%, 61%, and 48%, respectively. Among 15 completed feedback surveys, 80% reported that the class contents were either moderately or extremely useful and all endorsed the curriculum for other gastroenterologists. Future studies of culinary medicine programs tailored to medical specialties should identify strategies to maintain engagement and assess the impact on nutrition knowledge, competencies, and translation of these new skills to clinical practice.

Vascular Anastomosis Course for Core Surgical Trainees (VACT)

Abstract Introduction: On completion of Core Surgical Training, Core Surgical Trainees (CSTs) are expected to have an understanding of emergency and elective vascular conditions as well as practical experience of vascular suturing. A proportion of CSTs will have a vascular rotation and may have been unable to acquire these skills during their placement. We used the postgraduate virtual learning environment (PGVLE) developed by Health Education England West Midlands (HEEWM) in combination with practical sessions to provide a Vascular Anastomosis Course for CSTs (VACT). There are few courses aimed at teaching CSTs the practical skills needed to become a vascular surgeon. VACT aims to improve tissue handling and teach anastomotic technique to CSTs whilst exposing them to the vascular specialty and increasing their knowledge of vascular disease and its management. Methods: VACT is a one-day course consisting of one hour of online material and a one day in-person session. The online content was distributed via the PGVLE platform and included pre-course video tutorials, information and a survey. The in-person portion of the day included two lectures on vascular surgery and trauma and four practical stations covering embolectomy, inlay grafting, end-to-side anastomosis and patch repair. Course feedback was collected anonymously on PGVLE with automated certificate distribution after completion. The results were analysed qualitatively. Results: Thirty East and West Midlands trainees attended the course, of whom 25 (83%) completed the post-course feedback. Three had been on a previous vascular course and 15 would consider applying for higher level vascular training. Eight trainees (32%) self-scored their knowledge of common vascular conditions as good/excellent before the course; this increased to 20 (74%) post-course. The number of trainees self-scoring themselves as confident/very confident with vascular emergencies increased from 0 (0%) pre-course to 15 (56%) post-course. The delivery, content and equipment for the practical stations was rated as excellent/good by all participants in the embolectomy station and by 96% of participants in all other stations. Prior to the course one person (4%) rated their practical skills in vascular surgery as good/excellent. After the course this increased to 14 (56%). In all four practical stations, self-rated confidence levels increased after completing the course.100% of attendees would recommend this course to their colleagues. Conclusion: Feedback from VACT was extremely positive with comments requesting further similar courses. With an increasing need for vascular surgeons, it is essential we provide CSTs with the skills required to complete core surgical training and pursue a career in vascular surgery. VACT could be replicated and adapted to provide vascular training to CSTs across the country.

Community education on the health impacts of bushfires: Evaluation of an online pilot short course in Tasmania, Australia

Bushfires and smoke pose substantial risks to physical and mental health across exposed populations. Enhanced community-level knowledge and response capability may promote exposure reduction and therefore protect health, however few interventions exist to achieve this goal. We developed an online short course, ‘Bushfires and Your Health’, and piloted it with older adults as a vulnerable group. We evaluated course satisfaction, factors associated with course enrolment and completion, the likelihood of increased bushfire knowledge and response capability, and the likelihood of participants undertaking risk-mitigating or health-promoting actions. We (i) used a pre-post-course survey in the intervention group and a control group (who did not undertake the course); (ii) gathered data from the intervention group via a post-course feedback survey; and (iii) analysed participant discussion board submissions for evidence of course-related behaviour change. Compared to the control group, course enrolment was significantly positively associated with several demographic characteristics, including being retired (OR = 1.32, 95 % CI[1.02–1.71]), living in proximity to bushland (OR = 1.58, 95 % CI[1.23–2.04]) and having an existing bushfire survival plan (OR = 1.34, 95 % CI[1.05–1.70]), and significantly inversely associated with being employed (OR = 0.76, 95 % CI[0.59–0.97]) and having poor bushfire knowledge (OR = 0.78, 95 % CI[0.61–0.99]). Compared to the control group, course completion was significantly associated with increased bushfire knowledge, while enrolment and completion were significantly associated with participants undertaking new actions, including downloading and using an air quality app, developing a bushfire survival plan and making household preparations. An online short course has potential to increase knowledge and preparedness actions when managing bushfires and bushfire smoke.

Research on Physical Education Management System in Higher Education Institutions in the Context of Deep Learning

Abstract This paper focuses on the management of physical movement sports disciplines and combines relevant algorithms to design an artificial intelligence-based physical education management system framework. In terms of related algorithms, the first is for the research of character recognition algorithms. Considering the intra-class differences between individual movements, the LR-based feature extraction algorithm is proposed. Secondly, for the research of the action evaluation algorithm, the statistical value, DTW parameter action time series difference and correlation coefficient based on the statistical value and DTW parameter are used as the features, combined with SVM-based feature extraction algorithm for perceiving the action differences. Finally, with the help of deep neural networks for movement analysis, we can improve students’ movement techniques during training. In the course schedule supported by the system, the proportion of moderate-intensity exercise time is high, basically, more than 40%, which meets the WHO requirements for high-intensity exercise time in physical education classes. The post-course RPE feedback from students was spread out between 12 and 15, and the highest post-course RPE value was 14.82<unk>1.38, which was evaluated within a reasonable range of intervals. The teaching management system in this paper can meet the requirements of physical training and teaching, and provide quantifiable basis and management tools for the informatization and precise teaching of physical movement subjects.

A69Sustain and Spread: A Standardized Solution for High Quality Simulation

The past three years during Covid19 have brought significant changes to our simulation service, including a change of specialist extended faculty. As we began to resume our standard service, and new faculty members joined the team, it became apparent that we had been heavily reliant on individual faculty memory and had lost some organizational memory. This impacted the efficiency and quality of the service, as well as the experience for the new staff members. Therefore, we decided to evaluate all our courses to identify opportunities that would improve the overall service and help integrate new faculty. We initially used a scoping exercise based on the System Engineering Initiative in Patient Safety (SEIPS) framework [1] to evaluate all our courses looking at course design, scenario design, evaluation tools and course delivery to highlight themes for service improvement. Potential service improvement ideas were prioritized taking into consideration the Hierarchy of Intervention Effectiveness to ensure improvements were mixed across the person and system-focused levels [2]. The SEIPS scoping exercise highlighted inconsistency in course design, delivery and evaluation. As a team we set about designing a standardized approach that could be applied to both established and new courses, aiming to enable course resilience and retain valuable knowledge and documentation. We have designed and embedded standardization in all aspects of course design, delivery and evaluation: SEIPS based scenario design proforma Course introduction with a human factors workshop Incivility workshop Technical teaching aid for debriefing Human factors teaching tools Pre- and post-course evaluation Anonymized feedback from faculty was used to assess the impact of the standardized course design. This standardized approach has supported existing and new faculty to develop and run high quality courses; created a shared understanding of teaching content and delivery, and has had a positive impact on the consistency of course quality. By scoping and exploring our service we illuminated gaps within our organizational memory and were able to strengthen these by designing a series of innovative documents, proformas, teaching aides and evaluation. This standardized approach helps to enable consistent high quality, support new faculty, whilst still allowing for flexibility and adaptations when delivering courses. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A40The importance of human factors and the implementation of the ‘Social GRACES’ in simulation training: a 6-month review of foundation simulation training at Guys and St Thomas’ (GSTT) NHS Foundation Trust

Traditionally the focus of simulation has been centred on clinical management. More recently there has been a drive to enhance training on ‘human factors’ [1]. In simulation, human factors can be challenging to replicate, particularly with regards to how individuals interact within a system. At GSTT we introduced a concept known as ‘social GRACES’ into simulation training. Social GRACES, first described by John Burnham in 1992 [2], outline a framework to understand an individual’s personal and social identity. An abundance of research into the development of human factors skills exists in the literature. Our aim was to integrate social GRACES into our simulation programme as a novel approach to engage trainees with human factors. Between October 2022- April 2023, there were 23 full-day simulation training days. The course started with an introduction on human factors and the social GRACES. This was followed by a ‘lost at sea’ activity where trainees worked individually and in teams to prioritize the items they would take if lost at sea. This was followed by 4 clinical scenarios with debriefs related to clinical management, human factors and social GRACES. Pre and post course questionnaires were disseminated, and delegates were consented for data being used for quality improvement. Unique identifiers allowed for paired data analysis. 101 pre-course and 138 post-course feedback forms were received. To allow for paired analysis, only completion of both questionnaires was included, leaving 83 responses. There was a statistically significant increase in the percentage of responders who strongly agreed they felt confident in recognizing (7.2%-35.2%), assessing (15.7%-43.4%), managing (3.6%-20.5%) and escalating care (15.7%-35%), in acutely unwell patients. Additionally, confidence improved in understanding the impact of human factors in delivering care (9.6%-35%) and the performance of healthcare professionals (9.6%-39.8%). We explored confidence with regards to the practical implementation of human factors in healthcare ( 10 questions were devised to assess confidence relating to practical aspects of human factors in healthcare with regards to teamwork, communication, and leadership. Following paired data analysis, we found a statistically significant improvement in confidence in all areas investigated. The results demonstrate that the interplay between managing acute clinical scenarios & human factors can effectively be taught through simulation and enhanced with an understanding of social GRACES. An increased understanding of human factors and simulation training was useful in improving 3 crucial skills; teamwork, communication and leadership, which are instrumental in improving clinician confidence and patient outcomes. Future direction should look to include awareness and implementation of human factors within mainstream simulation to effectively replicate real time clinical scenarios & pressures. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A88Designing a Multidisciplinary Chest Drain Course

In 2008 the National Patient Safety Agency reported 12 patient deaths directly related to chest drain insertion over a 3-year period. Since then there have been calls from publications highlighting the need for better education for clinicians [1]. Simulation has been shown to improve chest drain insertion technique [2], and multi-disciplinary simulation can encourage teamwork and communication skills [3]. Given that this procedure is an essential requirement for anaesthetic, intensive care, emergency medicine and internal medicine trainees, we decided to introduce a multi-disciplinary simulation course for the insertion of chest drains. A basic needs analysis was carried out with stakeholders. Initially the course was designed to run for half a day, with a maximum of 12 candidates and a minimum of 3 faculty. A course timetable, course manual, equipment list and pre- and post-course feedback questionnaires were created. The course begins with a lecture, followed by three simulation-based workshops, which the candidates rotate between. These cover seldinger and surgical chest drain insertion, and the basics of chest ultrasound, using ultrasoundable chest drain manikins. Feedback from the first course in July 2022 suggested that there should be a designated faculty team leader and healthy volunteers for the ultrasound workshop. We implemented this feedback and ran the course again in December 2022. Candidates were asked to rate their post course confidence at performing the procedure, with a score ranging between 1 and 7 (each number was assigned a qualitative value with 1 being unable to perform the procedure and 7 being extremely confident in performing the procedure). After the first course, the average score was 5 points. After the second, the average increased to 5.5. The course ran for a third time in April 2023, during which the duration of the workshops was increased and a lecture on aftercare was added. The average post course confidence score was 5.7. All candidates felt that the session fully met the learning objectives and would recommend the course to others. After implementing changes to our course including assigning a faculty team leader, recruiting healthy volunteers, increasing the time spent in workshops and adding a session on aftercare, there has been an improvement in the candidates’ average post course confidence at performing chest drains and qualitative candidate feedback was positive. We would recommend our course structure to others designing a chest drain course. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

599 Improving Confidence of Medical Students Towards Surgical Specialities Using a Near-Peer Teaching Programme

Abstract Aim Medical students express anxiety relating to the hidden curriculum of a junior doctor, in particular, relating to working in surgical specialities. ‘Near-peer teaching’ is proven to be effective for educating doctors. Further, ‘near-peer teaching’ allows doctors to gain experience in teaching roles. This study aimed to improve confidence and preparedness of incoming foundation trainees into surgical specialities using a near-peer teaching programme. Method Teachers were recruited from ‘near-peer’ training levels, all having graduated within the last 3 years. The curriculum was designed based on anecdotal experience of the ‘hidden curriculum’ across surgical specialities. A five-session, online teaching programme was delivered. The course was free to attend. Post-course feedback data was collected using a five-point scale with free-text options. Results 156 incoming foundation trainees from 21 medical schools attended the course and responded to the feedback survey. After completing the course, 93% of participants agreed or strongly agreed that they felt more confident when approaching surgical patients. 98% agreed or strongly agreed that the course was appropriate to their stage of training; 98% would recommend the course to colleagues. Conclusions New foundation trainees responded well to a near-peer surgical teaching course. There was a significant improvement in confidence to approaching surgical patients after attending this course. Through feedback, which included free-text recommendations, there is scope for future iterations of this course. This will continue to provide a platform for junior doctors to fulfill their role as teachers, whilst benefiting future incoming foundation trainees in preparing for jobs within surgical specialities.

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.

Use of high-fidelity simulation to ensure inclusivity and equality of international medical graduates

The UK medical profession is becoming increasingly diverse as the number of international medical graduates (IMGs) joining the UK medical workforce increases every year. However, IMGs face a number of significant sociocultural and educational challenges. Recent studies show that IMGs lack insight into the system and lack clarity in relation to the role of a supervisor, career pathways, and medico-legal and ethical issues [1,2]. They exhibit differences in clinical practices and team dynamics. Recent studies suggest the introduction of dedicated induction programs in the form of formal teaching sessions, or tailored online induction for IMGs prior to their first job [1–3]. Most IMGs have minimal exposure to simulation and human factors training with international medical schools favouring more didactic methods of education. We have designed a high-fidelity simulation course with frequently encountered clinical scenarios to improve inclusion and a harmonious transition for the IMGs. This provides an opportunity to familiarise themselves with the healthcare system and team dynamics within the NHS and instils confidence to perform to the best of their ability in their respective roles. The course has been designed specifically tailored to the needs of IMGs who may find it daunting at first to make their place in a completely new system. We employ high-fidelity simulation encompassing multiple frequently encountered clinical scenarios. The scenarios are followed by a debriefing, with a special focus on human factors, interpersonal and communication skills, and understanding of authority gradients. The attendees are also encouraged to reflect on their performance and to participate in the discussion, share their professional opinions, experiences, and cultural influences. The attendees are asked to fill a pre-course and post-course questionnaire. Two pilot courses were conducted with a total of 22 attendees. Pre- and post-course feedback with reflective questions about various aspects of the course was obtained. The scenarios assessed 5 categories, which the IMGs graded on a Likert scale. Pairwise comparison was performed between pre- and post-course feedback, showing a statistically significant increase in confidence levels related to all assessed categories; basic management skills (p &lt;0.001), clinical skills (p=0.006), communication skills (p&lt;0.001), teamwork (p&lt;0.001), and leadership (p&lt;0.001). Based on the positive feedback from attendees we believe that this induction simulation course can greatly help IMGs have a smooth transition into the NHS, and ensure inclusivity by equipping them with confidence, a knowledge of the system, and human factors. 1. Rasquinha M. Difficulties and educational challenges faced by international medical graduates in trust grade roles in the UK. British Journal of Hospital Medicine. 2022;83(4):1–7. 2. Hashim A. Educational challenges faced by international medical graduates in the UK. Advances in Medical Education and Practice. 2017;8:441–445. 3. Emery L, Jackson B, Oliver P, Mitchell C. International graduates’ experiences of reflection in postgraduate training: a cross-sectional survey. BJGP open. 2022.

Virtual interview training for neurosurgery applicants

Dear Editor, Entry into neurosurgical training in the UK is amongst the most competitive applications across all medical and surgical specialties. Entry points at ST1 and ST2 levels saw competition ratios of 16.13 and 59.00 in 2021 [1], respectively. In comparison, ratios for Core Surgical Training and Internal Medicine Training were 4.16 and 2.29, respectively. In addition, given the ongoing difficulties with workforce planning in Neurosurgery, the number of available posts have reduced dramatically over the last few years from 34 in 2018 to 15 in 2022. Despite increasing levels of competition, there is a paucity of formal interview guidance for prospective applicants at the undergraduate and early postgraduate stages. The result is a mandatory reliance on direct contact with the neurosurgical community, which is not always possible due to geographical constraints. To address this, and the additional complexity introduced by the advent of virtual interviews, we designed the first nationally run virtual interview course for neurosurgery applicants. The course consisted of morning and afternoon segments. The morning involved three didactic lecture sessions on the clinical, management, and portfolio stations. The afternoon consisted of three 1:1 interviews between applicants and faculty. Each station lasted 15 min with a 5-min break to mimic national selection standards. Each candidate was provided with a pre- and post-course survey questionnaire to identify further details regarding demographics, training grade, confidence, and perceived knowledge of common neurosurgical conditions. A total of 25 candidates attended the course, of which 44% were female; an encouraging figure when compared to the proportion of female consultants in the UK (3%) [2]. Gender parity needs to be encouraged by optimising course advertisement, course timings, and course content [3]. Most candidates were Foundation Year 2 level or senior (80%). 60% of participants did not have a neurosurgical centre attached to their medical school or base hospital. Overall, post-course feedback reported substantial benefit, with improvement in understanding of interview structure, confidence in approaching clinical and management scenarios, and appreciation of pertinent aspects of leadership and management within the NHS. Importantly, perceived confidence with interviews via virtual methods was very high. With national selection entry further constrained in 2022, there is increasing pressure to ensure a fair and transparent process for prospective applicants. Our course encouraged relatively high female participation and geographically democratised access to national selection preparation material. Furthermore, the curriculum encouraged wider knowledge of the NHS, and improved candidates understanding of neurosurgery as a speciality. Most importantly, the mock interviews displayed the candidate's strengths and weaknesses, thereby encouraging reflective practice. With the guided practice our course offered, we aim to increase the preparedness of candidates for the UK national selection process. Furthermore, we hope that this enhances the interview experience for both interviewers and interviewees alike. We aim to run annual courses, either face-to-face or virtual, with the help of the neurosurgical trainees across the UK to continue providing a point of contact and support for applicants. Funding No funding was sought for this study. Declaration of competing interest The authors report there are no competing interests to declare.

109 The ABN Acute Neurology Boot Camp: Pre- and post-course feedback for the inaugural event

IntroductionThe transition from medical SHO to neurology registrar is a period fraught with anxiety and stress. Returning from parental leave or out-of-programme experiences can engender similar feelings in more experienced neurology trainees. We sought to support junior and senior neurology trainees through this period by organising the inaugural ABN Acute Neurology Boot Camp.MethodsThe ABN delivered a one-day course covering a range of acute neurology topics. Sessions were delivered by a gender-balanced panel of early-stage consultants who had been recommended by current trainees for their teaching style and enthusiasm. Participants completed a pre- and post-course survey. The primary outcome measure was the self-rated level of confidence in being the neurology registrar on-call using a 10-point Likert scale.Results73 trainees attended from across the UK. The median pre-course confidence level was 4 (IQR 3), which improved to median 6 (IQR 2) (p&lt;0.0001). Both junior (FY1-CT2) and senior trainees (ST3+) reported improvement as a result of the course. Confidence in managing acute presentations in each of the topic areas improved significantly.DiscussionTrainees benefit significantly from being supported through these points of transition. The Acute Neurology Boot Camp is a useful and effective method of providing education and support.richard.n.rees@ucl.ac.uk

98 ‘AOSim’: A Decision-Making Simulation Course for Acute Oncology Nurses

Simulation-based education (SBE) as a learning tool is becoming more prevalent, as is the recognition of the importance of non-technical skills. With this insight comes a desire to improve clinical practice using these techniques. ‘AOSim’ has arisen from an intrinsic desire to achieve this from within an Acute Oncology Service (AOS). Wishes to improve confidence, decision-making and teamwork have guided the design and implementation of a novel simulation course in this field.The purpose of the course has been guided by the candidates. The hope is to be able to provide a safe learning environment to explore decision-making, improve confidence in clinical practice and strengthen teamwork.The course design was informed by direct stakeholder analysis. Pre-course surveys aided in planning the course and scenario design. The course would run over half a day and comprise three scenarios, each followed by a debrief. The candidates invited were nurses working in the local AOS and the AOS coordinator. Each scenario was designed with a particular focus in mind; ‘Respectful Challenging’, ‘Clinical Prioritisation’ and ‘Treatment Escalation’. The clinical context of the scenarios was based on oncology to provide a familiar environment for the candidates. This would also enable the focus to be paid to the non-technical skills related to the aims of the course. The scenarios were to be run in a high-fidelity setting using a mixture of role players, mannikins and plants. Faculty roles had been assigned prior to the course date.A course overview was sent to the candidates including the planned date for running the course to allow the candidates to plan for handover of their clinical duties; this allowed protected time for the course to run. ‘AOSim’ was run in a simulation suite in the high-fidelity setting with an experienced faculty. The candidates were introduced to the simulated environment and the importance of psychological safety was explained. The three scenarios ran as planned to include subsequent informative debriefs. Immediate and post-course feedback were positive, particularly with increased confidence levels and team-working ability. This has led to aspirations to run the course again for a different candidate group in the future.

99 A Fresh Model in the Vehicles for Learning: Redesigning an Established, Traditional Airway Course to be Delivered in a Multi-Site Hybrid Format in the COVID-19 Era

The Royal College of Anaesthetists (RCOA) stipulates that anaesthetists should be able to use advanced/novel airway management techniques. The RCOA-accredited annual Challenging Airway Course in Northern Ireland is a staple of the calendar, providing an opportunity for all those involved in airway management to gain, refresh and replenish skills. Having already been cancelled in 2020 due to the pandemic, there was a strong appetite, particularly within the trainee body, that it should be staged in some form this year.The aim of the study was to deliver a high-quality course that outlined the theory behind airway management, without loss of the hands-on aspects of equipment/techniques, to a large candidate group in a COVID-19 safe environment.Alteration of the face-to-face course to run in a hybrid multi-site format with both online components and practical workstations.The course was delivered simultaneously in real time across the multiple deanery teaching hospitals. There was a central hub from which the course lead could synchronize timings/broadcast recorded material. As part of contingency plans for any unanticipated technical difficulties, lectures were pre-recorded and played for candidates on the day. These were punctuated with four practical workstations that mandated two delegates per station. Additionally, some content was recorded for viewing online as pre-course material and new simulation videos of a failed intubation drill and the subsequent debrief were also created. For some unable to attend site locations, a fully virtual experience was also an option. These modifications allowed us to: maximize attendance without breaching social distancing guidelines; retain the hands-on aspect of using equipment/techniques and also maintain an excellent faculty to candidate ratio to allow ample time for practising/asking questions. The pre-course material also empowered the candidates to feel better prepared for the day. Post-course anonymous feedback was completed by the vast majority of delegates and was overwhelmingly positive. Pre-course material, facilities, content, lectures, simulations and workshops were rated highly. The use of airway exchange catheters was mentioned as the introduction of a new skill for many delegates. Apart from one candidate, no one had attended any RCOA-accredited airway events in the preceding year but 100% of the candidates would recommend this course to their peers. Amidst challenging times, we successfully restyled an established and respected course. The novel hybrid multi-site format allowed a larger number of candidates to network face-to-face and gain knowledge/practical skills within a COVID-safe environment. Until such times as ‘normality’ and perhaps beyond, this may be a new formula for learning.

25 Unmuting Regional Paediatric Simulation Training Throughout the COVID-19 Pandemic

The National Health Service endured significant strains during the COVID-19 pandemic to the point where all face-to-face training had to be paused. Our team delivers simulation-based training face to face and offers support for those returning to work, stepping up to senior roles and addressing important aspects of general paediatric care such as acute mental health crises and end of life care.The aim of the study was to deliver our courses virtually without compromising the quality of content.Initially, we reviewed all scenarios to appraise whether they could be delivered online. Scenarios that involved acute clinical decisions were recorded with the faculty acting as the candidates. This also allowed scripting to ensure that key discussion points could be raised within the debrief. Scenarios mainly involving communication skills with standardized patient role player were retained, and briefs were adapted so that the candidates were aware that the scenarios began when the actor appeared on screen.Participants were recruited using newsletters and subsequently directed to a website to collate email addresses where invites to the virtual meeting space and pre-course material were sent. The scenarios were combined with contracting rules and links to interactive polls to form a presentation that could be shared on the screen throughout the day. Links to post-course feedback surveys were also included to evaluate participant satisfaction of the course design. From October 2020 to May 2021, we delivered eight virtual teaching sessions to a total of 67 multi-professional candidates ranging from nursing staff, police officers and doctors. Candidates were asked whether the course addressed their learning objectives or whether the course had increased their knowledge and 53 (79%) candidates ‘strongly agreed’ with these statements. Including those who ‘agreed’ with these statements, 66 out of 67 (98%) of the candidates perceived this course addressed their learning outcomes or improved their knowledge. The results from the evaluation of these courses indicate that the adaptation of our face-to-face courses have not impaired the quality of the content and have been beneficial to the targeted audience. Despite the challenges that online teaching can pose, we have overcome these by ensuring that we contract behaviour to ensure psychological safety, included interactive aspects such as live word clouds and polls and used a modality of learning such as the use of role players and modified scenarios to guide debriefs and learning.

EP.TU.480Novel virtual near-peer surgical teaching for foundation doctors

AimsStudies have shown that new medical graduates feel unprepared for their role as clinicians. Courses and teachings have been cancelled due to COVID-19. Our aim was to assess demand for surgical teaching and provide a new surgical course delivered virtually to fill this gap.MethodsFY1 doctors from a large teaching hospital were invited to fill in a questionnaire to assess their preparedness for surgical specialties and subsequent appetite for near-peer teaching. The findings were used to create a virtual surgical teaching course. A post-course questionnaire was distributed to assess the success of the course.ResultsFifteen FY1 doctors completed the questionnaire. 73% (11) felt they had not had sufficient teaching on surgical specialties during medical school. 93% (14) felt they did not have sufficient teaching on managing surgical patients in foundation training. None felt ‘very confident’ managing patients peri-operatively. None felt ‘very confident’ managing surgical complications. 66.7% (10) and 53.3% (8) said they had not had any teaching from SHOs or SpRs respectively. Of those who had, 66.7% (4) and 85.7% (6) found it ‘very useful’. 100% (15) said they would be interested in surgical teaching delivered by CSTs. Twelve FY1 doctors completed the post-course feedback. 83% (10) found the course ‘extremely useful’ and relevant to their surgical ward based jobs.ConclusionFY1s are not confident in managing surgical patients on the wards. There is a demand for surgical teaching for FY1s. Virtual lunch-time teaching is an effective way to encourage and continue surgical teaching throughout the pandemic.