Recent Submissions

  • Impact of COVID-19 pandemic on postgraduate medical education - a survey of UK trainees

    Ehilawa, Patience; Ahmed, Rana; Ariyo, Mary (2021-03)
    The COVID-19 pandemic has caused significant disruption to patient care delivery and medical training in the UK. However, the views of healthcare professionals on the impact of the pandemic has not been fully explored. This study aimed to identify the challenges experienced by healthcare professionals during the COVID-19 pandemic and proffer potential solutions, from the perspectives of postgraduate trainees.
  • How can referrals of patients who are obese to the local exercise referral scheme be increased? A UK based primary care quality improvement study.

    Perera, Keshara; Zaver, Vasudev (2020-06)
    Background: Obesity is classified as a body mass index (BMI) >30kg/m 2 and contributes to poor health outcomes in the UK. In 2017-18, obesity resulted in 711,000 hospital admissions. The National Institute for Health and Care Excellence (NICE) recommends GPs educate patients who are obese and refer them to exercise programmes. Our practice, Brierley Park Medical Centre, (NHS Mansfield and Ashfield CCG) is in a 4 th decile most deprived region of North Nottinghamshire (UK) and serves a population of 9,288. The local exercise referral scheme (ERS) allows clinicians to refer patients to the local gym for a reduced fee at the point of access. Aim: To calculate and increase the number of adult patients who are obese in our practice who are referred to the local ERS. Method: The number of adult obese patients who were referred to the local ERS scheme from October 2018 to September 2019 was calculated. An intervention comprising internal system alerts, GP education utilising Making Every Contact Count framework and targeted patient group text alerts was designed and delivered. Pre (cycle 1) and post (cycle 2) intervention data from November to February were generated and compared. Results: In total, 2766 adult obese patients (29.8% of practice population) were identified: 16 (0.2%) patients were referred to ERS during cycle 1.96 (1%) patients were referred during cycle 2. Conclusion: The interventions that we have designed and implemented have increased the number of referrals to ERS and may be applied to similar primary care settings.
  • They don’t teach you how to cope with wearing your PPE when you burst into tears on the COVID-19 ICU

    Seddon, Sarah (The Pharmaceutical Journal Blog, 2020-06-10)
    We were warned that we faced a difficult environment. We were taught how to safely don and doff our personal protective equipment (PPE). But in the middle of a COVID-19-positive intensive care unit (ICU), I found myself sobbing into my mask — they definitely didn’t cover this in training.
  • Menopause and the NHS: caring for and retaining the older workforce

    Banks, Suzanne (2019-09)
    Menopause is a natural transition affecting most women between the ages of 45 and 55. Three-quarters of women will experience mild to moderate menopausal symptoms and a further quarter will report them as severe. Symptoms can include night sweats, hot flushes, poor concentration, tiredness, poor memory and lowered confidence. The workplace can exacerbate these symptoms and for some women can influence their decision to stop working earlier than previously intended. The need for support and understanding from managers is crucial and can make a major difference to how a woman deals with her menopause. Many women enter the menopause at the peak of their productive lives. These women have valuable skills, knowledge and experience that employers need to retain, so they should be developing resources to help navigate this normal and natural stage of the ageing process.
  • Empowering the Delivery of Holistic Care for People with Learning Disabilities

    Harrison, Ruth; Evans, Paula (Sherwood Forest Hospitals NHS Foundation Trust, 2019)
  • Impact of a novel teaching method based on feedback, activity, individuality and relevance on students' learning

    Lasker, Simone (2016)
    Objectives: This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students' learning on clinical placement. Methods: This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Results: Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model. The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of "standard" clinical teaching. Conclusions: Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching.