Specialty Trainees Research Articles

Evaluating the Impact of a Simulation Based Training Course in Intellectual Disability Psychiatry and Autism Co-Delivered by Actors With Intellectual Disability

AimsInequalities in health outcomes, and avoidable deaths, in people with intellectual disability has highlighted the need for improved training and education in Intellectual Disability and Autism. Simulation training facilitated by actors with intellectual disability has been shown to improve connection with people with intellectual disability (Attoe et al 2017). The aim of this project was to develop a simulation-based training course, focused on topics in mental health, intellectual disability and autism, to improve participant confidence in clinical knowledge and skills, as well as support leadership and professionalism training. Here we evaluate the impact of the training on participants’ confidence, and the longer-term effect on attitudes and working practice after attendance.MethodsA novel simulation-based training course, directed at Specialty Trainees, was developed based on the Specialty Training in Learning Disability curriculum. The course was co-delivered by a person with intellectual disability. Participants who attended the simulation training completed general feedback, pre-course and post-course confidence questionnaires and attended a semi-structured group interview at 2 months. Questionnaire data weres analysed using descriptive and inferential statistics. Group interview data were analysed using open & axial coding, and thematic analysis of content. The project was approved by East London NHS Foundation Trust Governance and Ethics Committee for Studies and Evaluations.ResultsEight psychiatrists participated in the training and completed the pre-course and post-course questionnaires. Independent t-test found significant increase in confidence for all scores from pre-course (M = 6.54, SE0.24) to post-course (M = 7.81, SE = 0.36), t= –2.93 p = 0.01. This included ratings of confidence in knowledge in areas such as mental health legislation, and improved confidence in skills such as communication with families of people with intellectual disability and difficult conversations with senior supervisors. In follow-up interviews we elucidated themes of the importance of supported, structured training opportunities with people with intellectual disability, and the value of connection with peers and supervisors.ConclusionSimulation based training in psychiatry, co-delivered with actors with intellectual disability, was reported to be an engaging and enjoyable form of learning. The evaluation suggests such training is effective in increasing trainee confidence in knowledge and skills at the time of training as well as resulting in a lasting change in attitudes after the training. We recommend such training be further developed and delivered at both postgraduate and undergraduate level.

Hip fracture specialists facilitate low-dose spinal anaesthesia in fractured neck of femur surgery.

Fractured neck of femur is a common but potentially devastating complication of frailty. In other surgical specialities, there is an inverse relationship between surgical experience and duration of surgery; however, this has not been quantified in hip trauma. In perioperative hip fracture care, prolonged surgery may be associated with increased morbidity and significantly impacts on the conduct of anaesthesia. Specifically, low-dose spinal anaesthesia, which is associated with improved haemodynamic stability, cannot be used if surgery is likely to be prolonged. We studied the duration of hip fracture surgery undertaken in our institution and compared this to surgical expertise. We retrospectively explored our theatre database to identify patients who underwent hip fracture surgery in our hospital over a 62-month period, recording duration of surgery and primary operating surgeon. Surgeons were classified into one of 3 groups: Consultant hip surgeon (specialist interest in hip surgery), Consultant orthopaedic surgeon but non-hip specialist, or Non-consultant (trainee or non-training grade). We identified 1426 hip fracture procedures. Consultant hip surgeons performed all types of hip fracture surgery faster, and with reduced variation in surgical duration, than did either non-hip specialist consultants or non-consultant grades. Consultant hip surgeons consistently performed hip fracture surgery in under 60 minutes. Specialist consultant hip surgeons make low-dose spinal anaesthesia (with shorter block duration but increased haemodynamic stability) feasible. Our data supports the development of dedicated hip fracture trauma lists where patients should be operated on by specialist hip surgeons or trainees directly under their supervision.

Psychiatric Induction Programme in Fife

AimsTo improve the Psychiatry induction for DiTs in Fife.MethodsThe purpose of induction is to provide Doctors in Training (DiT) with a smooth, supported transition between roles. Delivered well, it will promote confidence and also provide a thorough grounding in the key requirements of the role and clarity regarding sources of help.A recent report, commissioned by the GMC, identified the key areas which should be covered in induction. The findings demonstrated a clear link between inadequate inductions to the impact on doctors’ well-being and patient safety issues.A questionnaire was issued to DiTs completing Psychiatry inductions in August and December 2021. Questions focused on the following key areas highlighted in the GMC report: •Gaining access to workplace settings and systems•Physical orientation of workplace•Team inductions•Daytime role and out of hours working and rotas.•Familiarisation with common cases/procedures that doctors may deal with in this speciality: risk management, use of the MHAResultsQuestionnaire Results: Key Issues highlightedAugust 2021 •FY2 to ST6 inducted together: differing experience levels•Differences in site inductions (psychiatry is spread across 3 hospitals in Fife)•Issues obtaining swipe cards/keys•IT access for emails and various computer systems delayed•Computer systems training not doneDecember 2021 •Lack of psychiatry experience of FY2s•Continued IT access issues initiallyConclusionIn September 2021, a working group was established comprising DiT representatives and those responsible for induction. The August 2021 results were disseminated and key improvements were identified in areas covered by the clinical induction: •An improved induction check list universal for all sites.•Induction documents for each role detailing responsibilities and useful information.•Integration of IT training.The December results highlighted improvements in many areas but continued a theme of concerns for FY2s starting in Psychiatry. The transition to this speciality is a significant adjustment as it operates differently to most specialities, requiring different skills and knowledge.Plans have been made to provide simulation events which would give DiTs practical experience in a safe environment of various topics e.g., risk management in psychiatry. Additionally, there are plans to revise induction for speciality trainees.

Joint Forces for Child and Adolescent Psychiatry Training: 1st ESCAP/UEMS-CAP/EFPT Training Day for CAP Trainees

IntroductionAs the Covid-19 pandemic brought about travel and social restrictions, many activities including specialty training events for medical specialty trainees moved online. The European Federation of Psychiatric Trainees, European Society for Child and Adolescent Psychiatry and hild and Adolescent Psychiatry (CAP) Section of UEMS joined forces to turn challenges into an opportunity for CAP trainees and jointly organized the 1st ESCAP/UEMS-CAP/EFPT Training Day.ObjectivesThe main aim was to offer CAP trainees throughout Europe high quality and up to date training content free of charge, making use of the different strengths of the organizing associations.MethodsContent of the Training Day was prepared according to feedback and demand from CAP trainees, collected through a questionnaire prior to the event. This event took place online and ran 9 webinars/workshops as well as a plenary case session where trainees presented real life cases made more challenging with the pandemic and representatives from 3 organizing associations discussed the cases from different perspectives. Remaining webinars/workshops covered a wide range of themes including but not limited to research, leadership, administrative and management skills as well as scientific topics such as eating disorders, medically unexplained symptoms, psychosis.ResultsAlmost 200 CAP trainees from 31 countries participated in the event and received certificates of completion. The outcome of the event is being evaluated via quantitative and qualitative methods and similar events will be planned accordingly.Conclusions1st ESCAP/UEMS-CAP/EFPT Training Day for CAP trainees was a success for reaching many trainees from across Europe and experimenting with different formats which will inspire future initiatives.DisclosureNo significant relationships.

Information-sharing experiences of professionals looking after children with cancer: a qualitative exploration from a specialist paediatric oncology unit in India

BackgroundChildhood cancer often involves a long-term engagement of children and their parents with health services. During this journey, communications between professionals, parents and young people can be stressful for all the stakeholders. This study explores the communication preferences in paediatric oncology.ObjectivesThe objective of the present exploratory qualitative study was to understand the views of professionals regarding information exchange during cancer treatment of children and complement these findings with clinic-based ethnographic observation of real-life consultations.MethodsUsing qualitative methods, in-depth interviews were conducted with paediatric oncology professionals. The interviews had been audio-recorded and transcribed verbatim. Alongside in-depth interviews, real-life interactions between parents, professionals and children were observed. Data were analysed using a thematic analysis framework as suggested by Braun and Clark.ResultsPaediatric oncology professionals (n = 14) were interviewed from diverse professional backgrounds that included consultant paediatric oncologists, junior specialist trainees in paediatric oncology, paediatric oncology nurses, social workers, survivor counsellor and psychologists looking after children with cancer. Additionally, clinic-based ethnographic observations (n = 10) of interactions between professionals, parents and young people were also conducted. The following themes emerged from the interviews: a) Information needs of children were very different from adolescents. Children were more worried about ‘here and now’; b) adolescents were, on the other hand, mostly worried about the ‘impact of cancer on their broader life, friendships and academics’; c) parents were curious about the outcome, costs and effectiveness of treatment, and different patterns emerged for mothers and fathers; d) information needs were dynamic and different at the start of the treatment, during treatment, at remission or end of life; e) the journey of the clinicians themselves impacted information-sharing practices; and f) direct observation of consultations highlighted the importance of priming parents before delivery of information, having multiple family members during the conversation and managing intense emotions expressed during the session.ConclusionPaediatric oncology professionals need to be sensitive about the dynamic nature of information needs while interacting with children and parents of children with cancer. The above findings may help tailor the discussions that professionals ought to have with families with a child with cancer. The results may contribute to the understanding as well as to developing training courses on communications in paediatric oncology for low- and middle-income countries.

P088 Utilising virtual reality for remote joint injection training for the post-pandemic rheumatologist

Abstract Background/Aims The impact of dealing with COVID-19 for rheumatology higher specialist trainees has been profound. Sacrifices were made to their training to support the UK's pandemic response. Virtual Reality (VR) has long been used as a solution for specific surgical skills; providing a hands-on experience to enable specific delivery of outcomes. We utilised existing technology alongside a specialist VR and haptics team to review ways at delivering a valid and reliable training tool to administer joint injections, beginning with the review of this procedure specific to the knee. We aimed to describe this process. Methods A qualitative study using focus groups was undertaken, one medical student, four higher specialty trainees and two consultants were convened in a focus group to review existing mannequin-based training with the purpose of identifying a skill to develop in virtual reality. A story board was developed through collaboration with a graphic designer. The scenario was imbedded into a virtual reality environment in collaboration with a virtual reality partner. Results The focus group identified intra-articular knee injection as the most appropriate rheumatology skill to develop. Storyboarding built a series of scenarios around clinical situations which would require injection or aspiration. Working with the engineering team we successfully mapped knee joint anatomy and rendered an authentic clinical environment for the storyboards to run inside. Conclusion Virtual reality training scenarios are complex to develop but have enormous potential to create immersive training and assessment experiences which are not boundaried by the challenges of social distancing and COVID-19 risks. Disclosure B.D. Clarke: Honoraria; Abbvie. Grants/research support; Innovate UK. S. Balachandran: None. D. Nagra: None. M.D. Russell: Honoraria; Lilly, Pfizer, Janssen, UCB, Menarini. K. Bechman: None. M. Adas: None. A. Hope-Smith: None. M. Yates: Honoraria; Abbvie, UCB. A. Barrow: Grants/research support; Innovate UK. T. Smith: Grants/research support; Innovate UK. J. Galloway: Honoraria; Abbvie, Biovitrum, BMS, Celgene, Chugai, Gilead, Janssen, Lilly, Novartis, Pfizer, Roche, Sanofi, Sobi and UCB.

Learning in the COVID-19 pandemic and beyond: development and rapid uptake of an online learning platform for vascular surgery.

With the onset of the COVID-19 pandemic, alternative methods of delivering medical education were rapidly required. An online learning platform was developed with the aim of providing high-quality, accessible learning to vascular specialty trainees. We describe the design, delivery and analysis of the first 15 months of the platform. Although originally a regional initiative, we discuss how popularity and feedback led to a rapid expansion of the training programme internationally. A fully online educational platform for vascular surgery specialist trainees was developed. The primary aims and ethos of the programme were that it should be easily accessible from any location, convenient, flexible, cooperative and collaborative, social and free financially to access. All learning resources were researched carefully and based on the UK vascular surgery curriculum and 20 seminal papers targeted in the Vascular Specialist Fellow of the Royal College of Surgeons (FRCSVasc) examination. The project demonstrated that it is feasible to design, build and deliver a postgraduate clinical teaching platform with minimal time requirement, resources and cost while creating and maintaining high-quality content. Rapid national and international uptake has proven there is demand - in addition to overwhelmingly positive feedback from educators and learners, this demonstrates that previously perceived barriers to online education can be overcome. At present, 53 educational sessions have been delivered and are available in the online library, and in the past year (8 December 2020 to 8 December 2021) the website has been accessed 3,877 times. Although the programme has grown and evolved, a strong focus is being kept on its original ethos and aims - easily accessible, collaborative, free learning resources for all vascular professionals, based on the UK vascular surgery curriculum. Making learning convenient is key. The COVID-19 pandemic may be a watershed moment for a new era of learning. It is an opportunity for people from different backgrounds to share experiences and to develop cohesion within a hospital and network, nationally and worldwide.

A retrospective review of the community medicine needs from osteoporosis services in Canada

BackgroundComprehensive, real-world osteoporosis care has many facets not explicitly addressed in practice guidelines. We sought to determine the areas of knowledge and practice needs in osteoporosis medicine for the purpose of developing an osteoporosis curriculum for specialist trainees and knowledge translation tools for primary care.MethodsThis was a retrospective review of referral questions received from primary care and specialists to an academic, multi-disciplinary tertiary osteoporosis and metabolic bone clinic. There were 400 referrals in each of 5 years (2015–2019) selected randomly for review. The primary referral question was elucidated and assigned to one of 16 pre-determined referral topics reflecting questions in the care of osteoporosis and metabolic bone patients. The top 7 referral topics by frequency were determined while recording the referral source.ResultsThe majority of referrals (71%) came from urban primary care. The most common specialists to request care included rheumatology, oncology, gastroenterology and orthopedic surgery (fracture liaison services). Primary care referrals predominantly requested assistance with routine osteoporosis assessments, bisphosphonate holidays, bisphosphonate adverse effects/alternatives, fractures occurring despite therapy and adverse changes on bone densitometry despite treatment. Specialists most often referred patients with complex secondary bone diseases or cancer. The main study limitation was that knowledge needs of referring physicians were inferred from the referral question rather than tested directly.ConclusionBy assessing actual community demand for services, this study identified several such topics that may be useful targets to develop high quality knowledge translation tools and curriculum design in programs training specialists in osteoporosis care.

The European Examination in Core Cardiology in Focus: Evaluation and Recommendations Using Educational Theory

ABSTRACT The European Examination in Core Cardiology (EECC) is a knowledge-based postgraduate examination for cardiology specialists in Europe. It is designed to assess if a trainee has gained sufficient knowledge for independent specialist practice in core cardiology. A critical evaluation of the ECCC was undertaken using current educational theory. Miller’s Pyramid was considered, and the Utility Equation was employed in a mixed methods approach. The utility analysis findings were that the EECC measured well on reliability and validity although improvement could be made in educational impact, cost-effectiveness and accessibility. Recommendations for enhancement were then put forward. No assessment instrument is perfect, and it is important to remember that the EECC is one component of assessment strategy for specialist trainees, complementing other evidence of professional competence. After appraisal, while improvement can be made, the EECC fulfils its ambitions of assessment.

589 Burn Center Trainees: Not Just for Surgery or Plastic Surgery Residents

IntroductionThe Burn unit offers a unique training environment for residents. The Accreditation Council for Graduate Medical Education (ACGME) requires all General Surgery trainees to have knowledge of burn physiology and experience with initial burn management. However, there are no burn requirements for other ACGME-sponsored training programs except for Plastic Surgery. Since care of the burned patient spans multiple settings – the intensive care unit, operating room, wards, outpatient clinic, and the emergency department – having residents from varied specialties might benefit not only the trainee, but also the Burn Center.MethodsA retrospective review of all residents rotated to the burn center of an American Burn Association verified unit was performed. Data from the 7/2018-6/2018 academic year were collected by analyzing resident rotational and call schedules of both intra institutional and inter-institutional residents. The specific time period was chosen to account for COVID affecting the number of residents more recently.ResultsA total of 48 residents rotated at the burn center during the studied academic year. Within the institution, there were 34 residents (71%): 12 general surgery interns (8 categorical, 4 preliminary), 2 plastic surgery interns, 10 emergency medicine (EM) residents, and 10 anesthesia residents. There were 14 residents (29%) from 3 outside institutions: 3 plastic surgery residents, 8 surgery interns from one program, and 3 surgery interns from another program. All surgical specialty trainees were interns, whereas other specialties, EM and anesthesia, were PGY2 trainees.ConclusionsWhile most residents were from general surgery and plastic surgery programs (58%) due to ACGME requirement, a significant portion of the resident complement (42%) was from non-surgical specialties. EM residents gain competency in wound reading as well as burn critical care. Anesthesia residents learn surgical management of the burn patient and critical care procedures. Since the burn center is a tertiary referral center, having outside residents rotating in the burn unit might facilitate transfers and increase knowledge of proper resuscitation.

425 How often will midwives and obstetricians experience obstetric emergencies or high-risk deliveries: A national cross-sectional study

Introduction and aim: Obstetric emergencies and high-risk deliveries (obstetric events) are potentially life threatening. These events are not always managed according to standards of obstetric care. The rarity of events might challenge healthcare professionals in obtaining the necessary skills. We aimed to estimate how often midwives, specialty trainees, and specialist doctors in obstetrics and gynaecology experience specific obstetric events. Methods: We performed a national cross-sectional study including midwives (n=1300), specialty trainees (n=180), and specialist doctors in obstetrics and gynaecology (n=340) working in hospital labour wards (n=21) in Denmark in 2018.

Introduction of an electronic referral database for the Mersey on-call hub

Background: The Mersey region operates a hub model for radiology on-call at specialist trainee level, whereby four trainees based at two sites are responsible for providing out-of-hours imaging across six NHS trusts/eight hospitals. Demand on out-of-hours radiology services has made it difficult for the team to stay up-to-date with the workload and the cross-site working pattern has hampered overall efficiency. In addition, the lack of documentation options has left many registrars feeling poorly protected in the event of a complaint.

Skills and competencies that a new ENT specialty trainee year 3 should possess: a live Delphi study.

The aim of this study was to develop a novel live Delphi method to obtain a consensus on the skills and competencies that a new ENT registrar (specialty trainee level 3) should possess. Developing a clear outcome set for core surgical trainees is important so that this phase of training can be directed at specific aims. Attendees at the North of England meeting participated in this Delphi exercise. Participants comprised a range of ENT professionals from medical student to consultant surgeons. The main outcome measure of consensus was defined prior to the study as the median response value: strongly agree or more for positive consensus and strongly disagree or less for negative consensus. This study identified multiple areas that reached consensus relating to elective and operative skills and demonstrated agreement in areas relating to ENT specific and allied specialty experience. This study has highlighted a novel method for shaping surgical curricula.

How psychiatrists’ attitudes towards multi-source feedback including patient feedback influenced the educational value: a qualitative study

Background: Multi-source feedback (MSF) is well-established in psychiatric training. However, evidence on the educational impact is not definitive and there is scanty evidence exploring its value for professional development of psychiatry trainees in the United Kingdom (UK). Evidence suggests the MSF tool currently used is not suitable for specialist trainees. This qualitative research project explored psychiatric doctors’ attitudes towards MSF with patient feedback, to determine how this influenced the feedback’s educational usefulness. Methods: A qualitative study using a phenomenological approach based on a constructivist approach. Purposive sampling identified trainee psychiatrists who completed a more extensive MSF, including patient feedback, than they currently use. They discussed their results in supervised sessions to plan how to use the feedback. Semi-structured interviews were conducted separately with trainees and their supervisors following completion of MSF. The data was analysed thematically. The study was completed in 2020. Results: Seven trainees and five supervisors participated. Four themes were identified. Most had positive opinions about the educational usefulness of MSF, including patient feedback, and made changes to their behaviour following the feedback. Interviewees valued patient feedback and identified it as important in psychiatry. Most valued their patient feedback over their colleague feedback. The complexities of patient feedback in psychiatry and how this may influence the educational usefulness of the feedback were discussed in detail. Conclusions: Findings suggest a need to review the current system of MSF in psychiatry in order to maximise educational benefits. In particular, this research points to the benefits of psychiatric trainees engaging with patient feedback.

Short-term effects of the COVID-19 pandemic on vascular surgical training in Scotland: a trainee’s perspective

Abstract Background: The COVID-19 pandemic has caused significant disruption to surgical training worldwide due to several factors, including the postponement of elective operating. This study aimed to evaluate the impact of the COVID-19 pandemic on vascular surgery trainees in Scotland. Methods: A voluntary questionnaire was offered to all specialty trainees in vascular surgery in Scotland, comparing two one-year periods before (period A, 1 March 2012 to 28 February 2020) and during (period B, 1 March 2020 to 28 February 2021) the COVID-19 pandemic. The questionnaire assessed multiple areas including demographics, annual review of competence and progression (ARCP) outcome, logbook completion and supervision level of eight index procedures. Results: All of the 11 eligible trainees completed the survey (100% response rate). No trainee had their ARCP outcome affected by the pandemic. Six (54.5%) had courses affected and seven (63.6%) were subject to rota changes. Of the eight index procedures, five procedures (62.5%) trended towards fewer procedures performed in period B (emergency open aneurysm repair (OAR), emergency endovascular aneurysm repair (EVAR), carotid endarterectomy (CEA), vascular access, percutaneous transluminal angioplasty (PTA)) and three (37.5%) trended towards more procedures performed in period B (elective OAR, elective EVAR, lower limb bypass), though these trends did not reach statistical significance. Four (50%) of the index procedures were performed more frequently as primary operator. Conclusions: The pandemic has forced changes in surgical training but vascular trainees in Scotland have had minimal negative impact. This needs to be maintained for the trainees to progress in their surgical training, achieve required experience and competencies, in turn providing optimal patient care.

Factors that influence psychiatric trainees' choice of higher training specialty: mixed-methods study.

Factors influencing trainees' decisions about choosing and remaining in higher training subspecialties have not been widely researched. We administered telephone questionnaires to higher specialist trainees in the north-east of England to ascertain what influences these decisions. Thematic analysis was employed to develop overall constructs. Twenty-seven trainees were interviewed, resulting in six overall constructs. These were: supervisory experiences; perceived work-life balance; career prospects; training and working environments; interest in the chosen subspecialty; and previous experience within the chosen subspecialty. Most trainees interviewed felt they had made the right specialty choice. This study demonstrates the particular importance of exposure to a specialty and perceptions of the supervisory experience in determining trainees' choices of, and decisions to remain in, a particular psychiatric specialty. Factors highlighted in this study must inform training, recruitment and workforce planning in order to bolster the recruitment and retention of trainees into higher specialty training.

The effect of the measures taken during the coronavirus pandemic on specialty trainees in obstetrics and gynaecology in the United Kingdom: an online questionnaire survey in one region

The coronavirus pandemic (COVID-19) has had unprecedented effects on healthcare delivery. A 34-question online survey was sent to obstetrics and gynaecology trainees within the West Midlands to assess the impact of the pandemic on training, working practices and well-being. 101 responses were received from obstetrics and gynaecology trainees. Trainees reported a significant reduction in both elective and emergency surgeries as well as outpatient clinics. Over one third of respondents felt additional training time may be required following reduction of clinical opportunities. 44% of trainees felt their workload increased significantly. 55% of trainees felt the pandemic had a significant negative impact on their physical and mental well-being. Obstetrics and gynaecology trainees in the West Midlands have adapted to the challenges of the COVID-19 pandemic despite significant impact on their training, working practices and wellbeing. It is important to tailor training to improve trainees’ education and combat lost training time during the pandemic. This should be considered for long-term shaping of the obstetrics and gynaecology training pathway. IMPACT STATEMENT What is already known on this subject? Little research is available about the impact of the COVID-19 pandemic on obstetrics and gynaecology trainees. This is the first study of its kind to assess the effect of the pandemic on obstetrics ang gynaecology trainees in the United Kingdom. What do the results of this study add? The results of this study have shown that obstetrics and gynaecology training has been heavily affected during the COVID-19 pandemic. There have been significant impacts on their training, working patterns and physical and mental wellbeing. What are the implications of these findings for clinical practice and/or further research? These findings can be used to mould the obstetrics and gynaecology training pathway based on the feedback given by the trainees during the pandemic. The survey questions can also be utilised as a framework for similar research projects across the United Kingdom Deaneries, among other specialties and around the world.

FlexFacs: An online training and educational resource for OMFS specialty trainees

Introduction: Whilst there are a number of online training resources available, as yet none are mapped to the OMFS curriculum. A pilot virtual national teaching for OMFS specialty trainees (STs) during COVID received very positive feedback from STs last year. There is an unmet need for a systematic OMFS online learning resource for OMFS STs. BAOMS 2020 President Mr Rob Bentley has used part of his Presidential Fund to set up and support this online education programme in direct response to the shift to online learning. Methods: The programme will deliver monthly live lectures, with content mapped to the OMFS curriculum. These lectures will then be made available for access online permanently. Over a three-year period, the lectures will cover the syllabus. Additionally, how to do it videos will be added to FlexFacs. Quizzes and games based around the recorded lectures will be made available also. There are plans to make ‘virtual reality’ surgery content available for trainees along with an indexed repository of webinar lectures on the FlexFacs website. Results: Feedback received from OMFS STs was very positive. 98 percent of the OMFS STs who attended the pilot webinars rated it as ‘excellent’ or ‘very good’ and 99 percent found the content ‘extremely useful’ or ‘very useful’. The inaugural lecture was delivered on 21st September 2021. Conclusions: FlexFacs is the innovative, brand-new online training and educational resource for OMFS STs launched by the BAOMS. We encourage all OMFS trainees, trainers and training programme directors to engage with FlexFacs. Introduction: Whilst there are a number of online training resources available, as yet none are mapped to the OMFS curriculum. A pilot virtual national teaching for OMFS specialty trainees (STs) during COVID received very positive feedback from STs last year. There is an unmet need for a systematic OMFS online learning resource for OMFS STs. BAOMS 2020 President Mr Rob Bentley has used part of his Presidential Fund to set up and support this online education programme in direct response to the shift to online learning. Methods: The programme will deliver monthly live lectures, with content mapped to the OMFS curriculum. These lectures will then be made available for access online permanently. Over a three-year period, the lectures will cover the syllabus. Additionally, how to do it videos will be added to FlexFacs. Quizzes and games based around the recorded lectures will be made available also. There are plans to make ‘virtual reality’ surgery content available for trainees along with an indexed repository of webinar lectures on the FlexFacs website. Results: Feedback received from OMFS STs was very positive. 98 percent of the OMFS STs who attended the pilot webinars rated it as ‘excellent’ or ‘very good’ and 99 percent found the content ‘extremely useful’ or ‘very useful’. The inaugural lecture was delivered on 21st September 2021. Conclusions: FlexFacs is the innovative, brand-new online training and educational resource for OMFS STs launched by the BAOMS. We encourage all OMFS trainees, trainers and training programme directors to engage with FlexFacs.

Effect of New RCOG 2019 Curriculum and COVID 19 on Gynaecological Training in the U.K.

The Royal College of Obstetricians and Gynaecologists (RCOG) introduced a new curriculum in 2019. Furthermore, the National Health Service was hit by the COVID 19 pandemic in 2020. Our survey aims to find how the new RCOG curriculum and COVID 19 pandemic affected gynaecological training amongst specialist trainees in the UK. A cross sectional study was conducted using the University of Leicester online survey platform involving the RCOG trainees in the UK from the 1st of June 2021 to the 1st of October 2021. The survey was divided into two main categories: 1) new RCOG curriculum and gynaecology training, 2) COVID 19 pandemic and gynaecology training. We received replies from 10% of trainees. The quality of gynaecology training under the new RCOG curriculum was described as less than good in 75.6% of respondents. Around one-third (29.2%) of trainees did not have local gynaecology simulation training. The COVID 19 pandemic adversely affected all aspects of gynaecology training. Benign gynaecology, subfertility, urogynaecology, and gynaeoncology modules training were affected in 94.0%, 85.1%, 89.7%, and 83.5% of trainees, respectively. During the pandemic, gynaecology teaching was affected in 84.9% of trainees, redeployment occurred in 11.8% of trainees, and 16% suffered adverse ARCP outcomes. The new RCOG curriculum and COVID 19 pandemic have simultaneously compromised the gynaecology training amongst the UK trainees. RCOG and GMC-led more comprehensive survey would be welcomed to incorporate our findings and take necessary actions.

The use of virtual three‐dimensional anatomy software in teaching ophthalmology

AbstractPurposeMedical education is changing at both the undergraduate and postgraduate level. There are less hours dedicated to the basic sciences, especially anatomy. These changes threaten to marginalise ophthalmology education, which relies heavily on basic science knowledge for clinical application. Technology‐enhanced learning (TEL) can assist in the efficient knowledge transfer of basic ophthalmic knowledge. Our study scoped the literature and evaluated the use of a three‐dimensional (3D) virtual anatomy software to learn clinical and surgically relevant ocular anatomy at the undergraduate level.MethodsA literature search was conducted of the following databases: Embase, Medline and Cochrane Library. A national, cross‐sectional study was conducted via webinar teaching with 36 undergraduate medical students. A 60‐min lesson was used to teach ocular anatomy using a blended learning approach with novel virtual anatomy software (BioDigital, USA) and a didactic Powerpoint (Microsoft, USA) lecture. Anatomical knowledge gain was measured using validated multiple‐choice questions and a surgical video quiz. Student perceptions using questionnaires were measured before and after the online teaching session.ResultsThe literature showed a paucity of studies validating 3D virtual anatomy software in ophthalmology education. Software identified in the search included BioDigital, Essential Anatomy, Complete Anatomy and Visible Body. A significant improvement in mean knowledge gain was observed for both clinical and surgical quizzes after the use of BioDigital (17.9%, p < 0.0001). Significant confidence gain with respect to ocular anatomy was observed after the blended teaching session (40%, p < 0.0001). 100% of students enjoyed and agreed that 3D virtual anatomy software is an effective method of teaching ocular anatomy. 70% stated they will integrate digital anatomy software with their future ophthalmology learning, and 60% agreed the software could replace traditional teaching methods.ConclusionsThe declining importance given to ophthalmology teaching sets the tone for ophthalmic knowledge amongst graduating doctors and specialist trainees. TEL using 3D virtual anatomy software is an innovative, time‐efficient and student‐friendly teaching adjunct for ocular anatomy.