Views Of Trainees Research Articles

My future career in endocrinology? Endocrine careers: a trainee's view

My future career in endocrinology? Endocrine careers: a trainee's view

Clients’ Experiences in Counselling Sessions with Counsellor Trainees

<p>This qualitative study aims to explore the experiences of clients who are undergoing counselling sessions with counsellor trainees who are completing an internship. The counsellor trainees are in their final semester of counselling training, and they are required to perform the internship for a duration of 24 weeks and fulfil a required number of hours of counselling sessions with clients. The clients who engaged in the counselling sessions with counsellor trainees during the internship were selected as research participants. Data were gathered through interviews, and these interviews were carried out after the counsellor trainees completed their internship. A total of 17 clients who had been through counselling sessions with the counsellor trainees were involved in the interviews. The clients, or the research participants, were located at different counselling centres. The findings indicate that clients’ experiences in counselling sessions included three themes: the clients’ views of counsellor trainees, the clients’ views of themselves during counselling sessions and the clients’ views about the counselling process. In addition, the skills and personal characteristics of effective counsellor trainees were a major contributor to the growth experienced by the clients as a result of the counselling sessions. The implication of the findings, personal characteristics and counselling skills of counsellor trainees should be developed through training programme.</p>

Are there practical opportunities for developing leadership skills during GP training and beyond? A survey of GP trainees and trainers in South East Scotland

Background: There is currently a lack of formal training in leadership skills, particularly during GP training. This study aimed to explore the current training and practical opportunities which exist, specifically exploring the views of GP trainees and trainers. Methods: An electronic questionnaire was sent to 266 GP trainees and trainers in south-east Scotland. Questions focused on respondents’ experience of leadership-specific training and opportunities to engage with leadership roles. Results: There were a total of 76 respondents (28.6% response rate). Response rate was 19.0% in trainees and 34.6% in trainers. A majority of respondents (80.0%) were established GPs. Of those who had received training in leadership, most (72.1%) underwent this after qualifying as a GP. Respondents identified a range of leadership roles within and outside the practice covering clinical and non-clinical areas. Most were interested in future leadership roles (46.7% moderately interested; 28% very interested). More time, training opportunities and the presence of GP role models were motivating factors in terms of participants’ readiness to take on future leadership roles. Conclusions: Signposting trainees, trainers and general practitioners to leadership opportunities and training would be relatively easy but addressing a lack of motivating factors at a local level is essential. The effectiveness of such training and opportunities for experiential learning in leadership roles requires further research.

تطوير القوى العاملة وتطوير أداء المنظمات : دراسة تحليلية عن واقع التدريب في المؤسسات الحكومية الكويتية

أصبح التدريب جزءا لا يتجزأ من حياتنا اليومية لتحسين الأداء، واضافة مهارة أو معرفه جديدة ولتوجيه بعض الأفکار والسلوکيات بخطط مصممة ومدروسة بجهد مميز ومدروس من حيث الاحتياجات التدريبية فهو ضروري لبناء قوة بشرية منتجة. هدفت الدراسة إلى استطلاع أراء المتدربين بالمؤسسات الحکومية بدولة الکويت في البرامج التدريبية المقدمة لهم، وشملت الدراسة جوانب ست لإبراز مدى مواکبة برامج التدريب للطرق والبرامج التدريبية الحديثة، ومدى ملائمة البنية التحتية للوفاء بأساليب البرامج بصورة متکاملة لأحدث برامج التکنولوجيا الحديثة التي تحقق مهام ووظائف المتدربين في المنظمات الحکومية المختلفة، کما تناولت الدراسة أيضا للعوامل التي تؤدي فشل البرامج التدريبية في تحقيق أهدافها. طبقت أداة الدراسة الاستبانة بعد اجراء اختبارات الصدق والثبات على عينة عشوائية من المتدربين بمنظمات حکومية مختلفة بدولة الکويت. بلغ عدد أفرادها (35 متدربا) وأستخدم المنهج الوصفي لهذه الدراسة والطرق الاحصائية التي تمرکزت في استخدام النسب المئوية. ومن أبرز نتائج الدراسة عدم مناسبة القاعات التدريبية للبرامج التکنولوجية الحديثة، وعدم تشجيع الادارات لهذه البرامج، والحوافز المقدمة للمتدربين غير مناسبة. وتميل برامج التدريب للمحاضرات النظرية. وفى ضوء ذلک قدمت الدراسة عدة مقترحات وتوصيات لتطوير برامج التدريب. Training has become part of our daily life, as it is essential for improving performance, adding a new skill or new information, or guiding some ideas or behaviors using well-informed and well thought out plans that consider training needs. It is necessary for building a constructive workforce. The present study aimed at investigating the opinions and views of trainees at Kuwaiti governmental institutions about the training programs offered to them. The study included six aspects that highlight the extent to which training programs at these institutions keep up with modern training methods and programs, and also the extent to which the infrastructure is appropriate for meeting the requirements of training programs in an integral way that incorporates the most up-to-date technological programs which achieve the tasks and functions of trainees are different governmental institutions. The study also investigated the factors, which make training programs fail to attain their goals. After testing its validity and reliability, a questionnaire was administered to a sample of 35 trainees drawn randomly from different governmental institutions in Kuwait. The researchers used the descriptive method was used and statistical analysis with special focus on percentages. Among the most significant results reached in this study are the following: Training halls are not appropriate for modern technological programs. Administrations do not encourage these programs; the incentives offered to trainees are not suitable. Training programs tend to use theoretical lectures. In the light of these results, the researchers made several suggestions and recommendations for developing training programs.

Perceptions of mono-specialty examinations in restorative dentistry training pathways

Specialty registrar training in restorative dentistry is intended to develop mono-specialty knowledge and clinical competence to ensure optimal treatment outcomes and improved quality of life in complex cases. There have been a number of changes to the training programme in recent years, with the introduction of structured curricula and increased emphasis on learning outcomes, assessed via mono-specialty examinations (MSEs). However, the views of trainers and trainees on these changes, the relevance of MSEs to training and their impact on development and future employment prospects are not clear.

PWE-417 Incentivising laparoscopic deliberate practice in core surgical training

<h3>Introduction</h3> Frequent practice using a laparoscopic simulator is known to improve subsequent live operating skills. Achieving automation of motor movements prior to live training frees the trainee’s attention for higher skills. Despite this, trainees don’t avail themselves of opportunity for practice. We incentivised frequent laparoscopic practise within two Core Surgical Training (CST) programmes. <h3>Method</h3> 27 CST’s in their first general/urology/paediatric post were given a take-home laparoscopic simulator with instrument tracking software and assigned 6 online modules. Support was provided via social media and a helpdesk. Achievement of metric targets and uploading specified data merited an eCertificate. On production of this certificate, supervisors progressed trainees from camera-holding to operating (the incentive). Trainee views of the intervention and laparoscopic practice were assessed by questionnaires. <h3>Results</h3> Metric results show improvement across all domains for those who completed 1 or more modules (presented graphically). Trainee self-rated anxiety of laparoscopic operating was reduced post-study. 94% of participants thought simulator practise was worthwhile, 76% would recommend the programme. 88% reported improved confidence and motor skills. 41% of participants completed &gt;1 modules. 19% completed all. Comments indicated reasons for this, including the need to integrate simulation into curricular structures. Metric results showed improvement in 5 domains Motion smoothness, acceleration, speed, distance between instruments,% time off screen + time to completion. <h3>Conclusion</h3> The message from this feasibility study, the first to “incentivise” laparoscopic practice, indicates that simply incentivising practice with 24/7 access to simulators and targets, doesn9t result in frequent deliberate practice by trainees, though performance improves in those who do engage. Trainee feedback provides clear indicators of what to address to maximise uptake. It would suggest that to fully engage trainees, laparoscopic practice must be fully integrated into training and progress assessed within training. <h3>Disclosure of interest</h3> L. Nicol: None Declared, R. Partridge Conflict with: Founder of E-O surgical, J. Cleland: None Declared, S. Moug: None Declared, A. Paisley: None Declared, I. Ahmed: None Declared, K. Walker: None Declared. <h3>References</h3> Nagendran M, <i>et al</i>. Laparoscopic surgical box model training for surgical trainees with no prior laparoscopic experience. Cochrane Database Syst Rev. 2014;1 Dawe SR, <i>et al</i>. A Systematic Review of Surgical Skills Transfer After Simulation-Based Training Laparoscopic Cholecystectomy and Endoscopy. Ann Surg. 2014;259(2) Zapf MA, Ujiki MB. Surgical resident evaluations of portable laparoscopic box trainers incorporated into a simulation-based minimally invasive surgery curriculum. Surg Innov. 2015;22(1):83–7

Trainee Educational Psychologists views of Psychological Service Leadership

This research reports on the views of trainees as to whether the leadership in our psychology services is fit for purpose especially given the dynamic and fast changing times. What will this ‘Millennial Generation’ identify as areas for development within service leadership? Roger Booker applied inductive thematic analysis to find out.

Training police for procedural justice

This paper reports the findings of an evaluation of a police training program on the principles of procedural justice. This training was part of a larger organizational change strategy aimed at improving the relationship between the police and the public in Chicago. The paper reports on the findings of two studies. The short-term effects study was a quasi-experimental test of the immediate effectiveness of the training conducted at the police academy. A longer-term effects study examined the subsequent views of trainees and a comparison group, officers who had not yet been to training. Statistical controls were used to increase confidence in the findings of the second study, which was based on observational data. In the short term, training increased officer support for all of the procedural justice dimensions included in the experiment. Post-training, officers were more likely to endorse the importance of giving citizens a voice, granting them dignity and respect, demonstrating neutrality, and (with the least enthusiasm) trusting them to do the right thing. All of the effects of training were strong, with standardized effect sizes ranging from 1.2 to 1.6. Longer-term, officers who had attended the procedural justice workshop continued to be more supportive of three of the four procedural justice principles introduced in training; the effect of training on trust was not statistically significant. There has been little systematic research on police training. This paper concludes that it can play a role in improving police–community relations. It also presents a discussion of some of the limitations of a training-based organizational change strategy.

Students' perspectives on research and assessment of a model template designed to guide beginners in research in a medical school in Cameroon.

BackgroundResearch activities for medical students and residents (trainees) are expected to serve as a foundation for the acquisition of basic research skills. Some medical schools therefore recommend research work as partial requirement for certification. However medical trainees have many difficulties concerning research, for which reason potential remedial strategies need to be constantly developed and tested. The views of medical trainees are assessed followed by their use and appraisal of a novel “self-help” tool designed for the purposes of this study with potential for improvement and a wider application.MethodsThis study was a cross-sectional survey of volunteering final-year medical students and residents of a medical school in Cameroon.ResultsThis study surveyed the opinions of a total of 120 volunteers of which 82 (68%) were medical students. Three out of 82 (4%) medical students reported they had participated in research activities with a publication versus 10 out of 38 residents (26%). The reported difficulties in research for these trainees included referencing of material (84%), writing a research proposal (79%), searching for literature (73%) and knowledge of applicable statistical tests (72%) amongst others. All participants declared the “self-help” tool was simple to use, guided them to think and better understand their research focus.ConclusionMedical trainees require much assistance on research and some “self-help” tools such as the template used in this study might be a useful adjunct to didactic lectures.

STAFF PERCEPTIONS OF THE IMPACT OF OVERNIGHT RESIDENT PED CONSULTANTS ON PATIENT CARE AND TRAINING

Objectives & BackgroundEM and Paediatrics are specialties at the forefront of the move towards 24/7 consultant delivered care. This shift has been partly driven in EM by trauma pathways, as...

Improving clinician competency in communication about schizophrenia: a pilot educational program for psychiatry trainees.

Important gaps are observed in clinicians' communication with patients and families about psychiatric disorders such as schizophrenia. Communication skills can be taught, and models for education in these skills have been developed in other fields of medicine, such as oncology, providing a framework for training communication skills relevant to psychiatric practice. This study evaluated a pilot communication skills education program for psychiatry trainees, focusing on discussing schizophrenia diagnosis and prognosis. Communication skills training modules were developed based on an existing theoretical framework (ComSkil), adapted for discussing a schizophrenia diagnosis and prognosis. Pre-post training rating of self-reported confidence in a range of communication tasks was obtained, along with trainee views on the training methods. Thirty-eight participants completed the training. Significant improvements in confidence were reported post training for discussing schizophrenia prognosis, including an increased capacity to critically evaluate their own communication skills. Participants reported high levels of satisfaction with the program. This preliminary study provides support for the translation of a well-established educational model to psychiatric training addressing core clinical communication tasks and provides the foundation for the development of a more comprehensive evaluation and an extended curriculum regarding other aspects of care for patients with schizophrenia: ongoing management and recovery, dealing with conflict, and conducting a family interview.

Curriculum development for basic gynaecological laparoscopy with comparison of expert trainee opinions; prospective cross-sectional observational study

ObjectiveTo develop content for a basic laparoscopic curriculum in gynaecology. Study designProspective cross-sectional observational study. Modified Delphi method with three iterations undertaken by an invited group of national experts across the United Kingdom (UK). Two anonymous online surveys and a final physical group meeting were undertaken. Junior trainees in gynaecology undertook a parallel iteration of the Delphi process for external validation. Population included: expert panel – certified specialists in minimal-access gynaecological surgery, RCOG national senior trainee representatives, and medical educationalists, junior trainees group – regional trainees in gynaecology in first and second year of speciality training. ResultsExperts (n=37) reached fair to almost complete significant agreement (κ=0.100–0.8159; p<0.05) on eight out of nine questions by the second iteration. Trainees (n=19) agreed with the experts on 89% (51/57) of categories to be included in the curriculum.Findings indicated that 39 categories should be included in the curriculum. Port placement, laparoscopic equipment and patient selection were ranked the most important theoretical categories. Hand-eye co-ordination, camera navigation and entry techniques were deemed the most valuable skills. Diagnostic laparoscopy, laparoscopic sterilisation, and laparoscopic salpingectomy were the operations agreed to be most important for inclusion. Simulation training was agreed as the method of skill development. The expert panel favoured box trainers, whereas the junior trainee group preferred virtual reality simulators. A basic simulation laparoscopic hand-eye co-ordination test was proposed as a final assessment of competence in the curriculum. ConclusionConsensus was achieved on the content of a basic laparoscopic curriculum in gynaecology, in a cost- and time-effective, scientific process. The Delphi method provided a simple, structured consumer approach to curriculum development that combined views of trainers and trainees that could be used to develop curricula in other areas of post-graduate education.

PTU-006 Gastroenterology Trainees Express An Interest To Learn To Perform Ultrasound-assisted Liver Biopsies: Results Of A National Survey (uk)

IntroductionLiver biopsy for the assessment of parenchymal liver disease is increasingly performed under direct ultrasound guidance by radiologists. As such, it is no longer a mandatory requirement for hepatology trainees...

G285(P) Can we do better with DOPS?

AimsDOPS (Direct Observation of Procedural skills) assessment was first introduced in UK medical training in 2007. A qualitative study aimed at finding out the views of paediatric trainees on DOPS...

G273(P) Reflections of Paediatric Trainees on Academic Training

AimTo investigate the views of paediatric trainees about access to, and teaching of research competencies.MethodsAn anonymised online questionnaire was circulated to all Paediatric Trainees in run through training in three...

Impact of the European Working Time Directive on trainees and trainers 3 years post-implementation

Aims and methodTo assess the views of trainees and trainers of the impact of the European Working Time Directive (EWTD). The study was conducted in two stages. First, a qualitative survey of trainees and trainers in the Oxford Deanery was carried out on the positive and negative aspects of the EWTD to identify key areas. Second, a self-completed questionnaire was developed separately for trainees and trainers and the results collated. Twenty trainers and nineteen trainees took part in the study.ResultsAbout 70% of trainees and trainers were aware of the EWTD objectives. Ninety per cent of trainers and 30% of trainees believed that the introduction of the EWTD was a negative development. Compared with 42% of trainees, 80% of trainers believed that the EWTD had not improved the quality of care and instead had a negative effect on doctor–patient alliance and continuity of care. Although 53% of trainees believed that the quality of training was not compromised by the introduction of the EWTD, 84% of trainers thought otherwise. Less hands-on experience and some doctors' roles being given to other professionals were the most stated negative impacts of the EWTD on the quality of doctors' training. Positive effects of the EWTD from both trainees' and trainers' points of view were a better work-life balance and less burnout for junior doctors.Clinical implicationsThe EWTD may not have been successful in achieving all of its intended objectives. Further studies on different sample groups would help clarify the wider impact of the EWTD.

Integrating parental leave into specialist training: experience of trainees and recently graduated RANZCOG Fellows

To ascertain the views of trainees and recently graduated Fellows of the Royal Australian and New Zealand College of Obstetricians and Gynaecologists on their experiences of taking parental leave during specialist training. An anonymous online survey, conducted over a 1-month period from 16 August 2012 to 14 September 2012, of participants' experiences of taking parental leave and of the effects of parental leave taken by trainee colleagues on participants' own training. All trainees undertaking training for the Fellowship of the College, and all Fellows who had graduated in the past 6 years were invited to take part. Of the total 1051 invitees, 261 responded to the survey. Ease with which parental leave was granted, ability to return to a training post after taking leave, and participants' experiences of views expressed about parental leave in the work environment. Most participants requesting parental leave were able to access it and return to a training post; however, a small proportion experienced difficulties. Among female respondents who had taken parental leave, 28 (26.2%) reported being asked about their intentions for future pregnancy during the training application process, and 45 (42.1%) reported receiving negative comments about this in the work environment. While in most instances parental leave is accessible automatically, a small but significant number of trainees reported encountering difficulties. These matters are being addressed within our own College, and our results are likely to be relevant to all bodies involved in postgraduate medical training, particularly given the increasing feminisation of the medical workforce.

Why choose psychiatry? Report on a qualitative workshop

As trainees, we thought that examining the views of trainees who have already chosen psychiatry might add to our understanding of the factors involved in career choice. In November 2009, the London Deanery School of Psychiatry hosted its annual trainee conference themed ‘Recruitment - Everybody

Mersey deanery ophthalmology trainees' views of the objective assessment of surgical and technical skills (OSATS) workplace-based assessment tool.

Objective assessment of surgical and technical skills (OSATS) workplace-based assessment tool is now mandatory during ophthalmology speciality training in the United Kingdom. The opinions of those undergoing this assessment have not been formally sought. This study evaluated the views of ophthalmology trainees on OSATS assessment as applied to cataract surgery. A questionnaire was circulated to 34 ophthalmology speciality trainees of the Mersey deanery. A total of 28 responses were received. The most positive aspects of the process identified were feedback, learning and opportunity for reflective practice. The most negative aspects were time constraints, assessor’s availability and case selection. Of the trainees, 93 % mentioned that no previous agreed action was taken into consideration when filling in subsequent forms and their performance was not discussed in their annual summative assessment. This study highlights important aspects of trainees’ perceptions of OSATS. Trainees appreciate the formative aspects of OSATS assessment. Some problems came to light, which can be resolved by specification of standards, training of assessors, and commitment from both trainers and trainees. Changes are needed to allow demonstration of surgical progression with time. The issues identified here will be relevant to other specialities as well. A larger survey would be beneficial.

Views of Family Medicine Trainees of a Teaching Hospital in Riyadh regarding their Hospital Rotations: A Qualitative Study

Objective: To explore Family Medicine Trainees views regarding the hospital component of their Family Medicine (FM) training program. Methodology: This is a qualitative focus group discussion based study. Thirteen trainees, eight from final year of FM training program and five from third year of the same program participated in the study. The structure for discussion included a previously distributed and completed questionnaire that included three sections. The first section was evaluation of the satisfaction of trainees with the different hospital specialties rotations. The second section related to reasons for rating the different rotations as excellent and very good. The third section related to deficiencies in training for those rotations which received a score of 3-5. The items in the questionnaire were utilized in the focus group discussion. Two facilitators who were investigators facilitated the discussion. The data was qualitatively analyzed to identify emergent themes and subthemes that described the trainees’ views. Results: The trainees highlighted the following views: Teaching in the hospital component is not relevant to the needs of Family Medicine trainees. Duration of the hospital posts should be reviewed. Emphasis should be on out-patient clinics rather than in-patient. More emphasis must be given to procedural skills, minor surgery and teaching in clinical contexts. Conclusion: Hospital training component of the Family Medicine training program should be reviewed, as the structure and its implementation doesn’t reflect the views of trainees regarding its relevance to their day to day practice.