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Presenters: Charis Sung and Dr Jessica Hodgson -Lincoln Medical School

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Presenters: Louise Hird and Kelan Atkinson (University of Leicester)

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Presenters: Vinuja Premakumar and Stephie Aine - Year 3 Medical Students at Lincoln Medical School

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The impact of COVID-19 on anatomy education in Lincoln Medical School

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Presenter: Oyindamola Obadahun - Year 3 Medical Student at Lincoln Medical School

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A Comparison Of The Effect Of A 3D Printed Model And Prosected Specimen On Students’ Anatomical Knowledge (1)

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Presenter: Zaha Siddiqui- Keele University

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| Brief Biography | Louise Hird and Kelan Atkinson are fourth year medical students at Leicester. They undertook this study with a fellow student (Louisa Redgewell) for their year 3 student selected component project.
| Brief Description of Content | We know that one in four of us will experience a mental health issue in any given year (Stevenson 2017). We also know that studying medicine is demanding and brings with it a range of academic and personal challenges (Puthran 2016). This is overlaid with concerns around the unfounded perception that seeking help as a medical student will be recorded and held against them (Elliott 2010). Equipping students in mental health literacy, self-help strategies and knowledge of how to approach and assist others could benefit themselves and others. Pilot studies have been undertaken of a range of Mental Health First Aid (MHFA) training (Davies et al 2018) but it has both financial and time costs. This project explores whether equipping students with Mental Health First Aid/Psychological training would be something that students and staff want and feel they need. The project explores the available MHFA programmes  and a range of questions including whether they feel such a programme  should be optional/compulsory, on-line or face to face (if permitted) delivered in year 1 or 2 etc, why they might want it and what they think they might gain from it.  This study includes a desk based review of available programmes including costs and student views on mental health/psychological training options.

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Presenters: Nadia Lascar, Jaime Miks, Debbie Kemp, Phillip Russell, Elizabeth Dunn and Wendy Leadbeater(Aston University)

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Aston Poster MMEC 2022 IPL Safe Prescribing

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| Brief Biography | N. Lascar: Lecturer in Health Sciences and Clinical Practice
J. Miks: Teaching Practitioner
D. Kemp: Lecturer in Pharmacy
P. Russell: Clinical Teaching Fellow
E. Dunn: Clinical Teaching Fellow
W. Leadbeater: Senior Lecturer
| Brief Description of Content | Interprofessional learning (IPL) in health-related fields has the potential to offer a holistic student and staff experience, to learn with, from and about each other. The current literature on undergraduate IPL sessions primarily assesses students’ expectations and rates of satisfaction. However, there is a paucity of work exploring how students’ engagement and perceptions of IPL compares with educators’ perspectives of designing and delivering a successful IPL experience. We developed an IPL workshop on ‘safe prescribing’ for year 4 medicine and pharmacy students with the aim to: • Compare students and staff views, experiences, and perspectives of IPL • Compare pharmacy and medical staff involvement with IPL planning and level of cross-discipline students’ interaction. Students’ evaluation of the workshop consisted of an online survey using a 5-point Likert scale. The statements were informed by the IEPS (The Interdisciplinary Education Perception Scale) and the RIPLS (readiness of health care students for interprofessional learning). A separate survey was completed by the IPL tutors involved with the design, planning and delivery of the workshop to review their experience and perceptions.  Of the pharmacy and medical students who attended 44% and 54% completed the survey respectively. Students described the workshop as informative, interesting and helpful. Majority of students agreed or strongly agreed that the IPL workshop increased awareness of the role of other professionals (90.8%), improved teamwork skills (87.7%), stimulated shared learning (86.2%) and was relevant to their real-life practice in placements (90.8%). The learning that the tutors gained helped with the facilitation and included awareness of similarities and challenges in prescribing, as well as engaging the students in the tasks. Working together improved their understanding of common occurring problems in the workplace and technical aspects of prescribing. The challenge was to overcome the natural instinct to interact with students of the same profession, and not quite knowing how the tasks related to student experiences of the other profession. Staff perception of student engagement was positive, interactive with a good level of interest from both professions. Tutors felt working together mirrored practice and demonstrated collaborative role-modelling.

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Presenters: Akshara Sharma, Dr Claire Stocker, Dr Nadia Lascar, Dr Zaki Hassan-Smith (Aston University)

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Aston MMEC Poster PAL student pdf version

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| Brief Biography | Akshara Sharma – 4th Year Medical Student
Claire Stocker - Phase 1 Lead
Nadia Lascar - Lecturer in Health Sciences Zaki Hassan-Smith
Clinical Senior Lecturer
| Brief Description of Content | Introduction Aston Medical School (AMS) is establishing a PEER Assisted Learning Scheme (PAL) for the MBChB undergraduate programme. As a new school, AMS is developing a community of teaching and learning across the year groups, to provide opportunities for all students to learn and share experiences in a psychologically safe and comfortable environment. The PAL activities are designed to be mutually beneficial for all students to develop their knowledge, professional skills and identity, through the collaborative relationship with experienced clinical teaching fellows (CTFs) as mentors.  The PAL scheme is developing a formative OSCE session with the aim that this is an innovative opportunity to develop medical student PAL tutors as early career medical educators, through mentorship, whilst mutually benefiting both the medical school as well as student tutee knowledge and experience. Aims of the PAL Scheme and PAL formative OSCE Through mentorship, we aim to give additional support, shared experiences, and academic support for preparedness in students’ placement, OSCEs, and summative exams. The PAL tutors will cover various types of teaching, interactive sessions, and formative or practice practical teaching sessions.  The literature suggests that OSCEs are associated with high levels of stress and uncertainty which impacts the student performance as they transition to their first clinical year of training (Young et al 2014). There are often limited opportunities in medical school to practice for OSCEs other than the final summative examinations with few medical schools integrating ‘mock’ OSCEs into the formalised curriculum because of the resources and expense (Young, 2014).  Therefore, AMS PAL tutors mentored by senior clinical academics will deliver a formative OSCE session as a collaborative opportunity. We will evaluate the perceived benefits of student tutors as educators as well as the benefits on student tutors’ performance in their summative and formative exams following student led mock OSCEs. Aims and Objectives Our primary aim is to assess the perceived effectiveness and usefulness of organising and assessing in the PAL formative OSCE sessions for Year 4 PAL tutors in:  1)      Building their professional development through teaching, facilitation, leadership, confidence, motivation, and their ability to provide effective written feedback to their peers. 2)      Developing their confidence and abilities in performing clinical skills themselves and their preparedness for their summative OSCEs following the formative.  Our secondary aim will evaluate performance, progression, and an improvement in both the Year 3 student tutees and Year 4 student tutors’ formative and summative OSCE exams following these sessions in future academic years. Methods Planning and Implementation The PAL sessions promote the mentor-student-tutee relationship so that both the student tutees and student tutors learn and develop from the session in question writing and delivery and the final assessment. Sessions will follow the same format as the summative OSCE, providing students with a representative practice opportunity. Participants There are 120 Year 3 medical students who are participants in the OSCEs mentored by 12 to 16 Year 4 PAL student tutors who will act as OSCE educators.  There will be 2-4 CTFs as mentors to support all the sessions. A total of four circuits are organised with two circuits delivered in one day. The ratio of CTF/Peer tutors to students will be approximately 1CTF/1Peer: 7 Year 3 students. Station layout There will be a total of six stations in one circuit, some with simulated patients, which each circuit lasting 1 hour 30 minutes. Each station will last for 15 minutes inclusive of feedback. The skills assessed will include history taking, clinical examination, communication skills, data interpretation and giving advice. Training and Development Sessions for all student tutors and AMS CTFs are provided before the event and include OSCE station writing workshops, scoring review, and development of in-station immediate objective feedback to candidates. Evaluation Data will be analysed by the AMS psychometrician and a validated feedback questionnaire provided to tutors and students before and after the session. Future Plans: We believe this is an innovative opportunity to develop medical student tutors as early career medical educators whilst mutually benefiting student tutee knowledge and experience. By organising these peer lead sessions, the PAL student tutors are able to learn and develop their technical skills via dedicated sessions from the medical school staff.

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Background

The disruption of medical education due to SARS-CoV-2 pandemic greatly affected clinical skills teaching, causing a shift to re-imagine the delivery of face-to-face components. Keele University adopted a Flipped Classroom (FC) approach (1) to clinical skills teaching, to adapt to the restrictions for smaller student groups and limited in-class contact. This study aimed to explore the opinions of undergraduate medical students regarding the developed pre-learning material for clinical skills teaching, in the context of FC theory.

Methods

An online asynchronous pre-learning platform was created using Microsoft Sways for every clinical skills session taught across the curriculum, including communication, procedural and examination. Student feedback was gathered with the aim of establishing what is valued in FC learning materials. Textual responses were subjected to thematic analysis (2) with a mixed deductive and inductive approach employed.

Results/Discussion

The 31 clinical Sways honed 341 evaluation comments, identifying four beneficial themes and two main problems. Students alluded that pre-learning was beneficial in enhancing engagement, improving preparedness, with the added benefit of reviewing the material at their own pace. Issues highlighted were the added burden of pre-work and challenges faced by students in need of clarification.

Conclusions

This study demonstrates the use of online pre-learning material in a novel FC approach using a versatile and interactive tool allowing students to become self-directed and independent learners. Further offering insights into the development of medical education and what students’ value.

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Background: Social prescribing (SP) is now a key aspect of 21st century healthcare delivery and NHS Long term plan, yet it is missing from the core undergraduate curriculum in UK medical schools. We explored how to introduce this new content to ensure early years students understand what social prescribing is, how it works and why it is beneficial.

Summary of Work: In devising the curriculum delivery format for a new UK medical school, sessions on SP were embedded at each early years academic stage as a pilot project to raise awareness of the topic. Content was devised in partnership with the student SP champion, academic staff and partner stakeholders from the voluntary sector, making use of the skills and resources available locally. A focus was given to incremental learning that was stage appropriate: first year content focussing on introducing SP, second year content discussing patient experiences and third year focus on interactive simulated MDT based on SP.

Summary of Results: Results from the first two years of this pilot project show that the programme delivery has been well received by the cohort, with survey data showing that students have increased awareness (60%), interest in the subject (100%), and 63% were more likely to identify opportunities for SP on placement.

Discussion and Conclusions: We found that taking an integrated, structured approach which builds on the content and delivery year on year, first established a core knowledge base and secondly led to increased engagement from students in the topic. Having implemented SP into the curriculum, it will now be retained in the core timetable. Flexibility afforded by the timetabling of activities in a new medical school allowed these activities to be included as part of core learning time. This improved engagement during the sessions and subsequently improved follow up enquiries towards the SP lead and academic staff. The pilot has also led to the creation of a novel link worker 'shadowing' scheme for medical students as part of an optional module to be rolled out next academic year, in association with regional SP stakeholders.

Take-Home Messages: Embedding SP into the early years curriculum in a structured, interactive manner is feasible and is an important addition to 21st century medical education.

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Presenters: Jacob Piechota (Medical Student, University of Nottingham), Dr Mandy Hampshire (Director of Admissions, University of Nottingham)

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final0422 Jacob Piechota Medical Education

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Abstract: Background: Multiple mini interviews (MMIs) have been used as part of the selection process for admission to medical schools across the world for many years. They hold many well evidenced advantages over traditional panel interviewing such as reliability, fairness, and face and content validity. Acceptance onto the course means the candidate will study medicine for around 5 years, and implies future acceptance into the medical profession if students complete the course successfully, as they will be entitled to provisional GMC registration. Therefore, the MMIs are high stakes for applicants and the medical school.

Due to the COVID-19 pandemic, the medical school had to rapidly convert their MMI into an online format which had to be reliable and secure, as well as provide a rigorous assessment of the candidates, all within the confines of what was technically and practically possible. A huge amount of work went into ensuring that potential problems which could disrupt the assessment had minimum impact. The result was an online objective structured panel based interview that was successfully used to select students for 2021 entry to the University of Nottingham Medicine courses.

Aim: To investigate the insights and experiences of interviewers and current medical students involved in the online and in person interviews, and allow comparison between the two types of interviews in order to assess factors which were perceived to have impacted the fairness and reliability of the assessment, caused by the online format. This will enable changes to be considered to future online admissions assessments.

Method: Qualitative data was obtained from 10 participants through online semi-structured interviews. Purposive sampling was used to recruit participants from a range of backgrounds who were involved in both the in-person and online assessments. Thematic analysis was conducted.

Results: Themes identified showed that participants perceived potential advantages and disadvantages of the online format, including the impact of technical issues, lack of familiarity with the online platform, the potential for fewer variables to be controlled leading to an increased impact of unconscious bias, potential for less effective candidate recovery between scenarios, and assessors own confidence in providing a reliable assessment. Several participants commented on the increased convenience and accessibility for candidates as well as suggesting that face validity remained adequate.

Broadly, the themes identified 3 sources of potential differences in the assessment: those mainly affecting the candidate, those affecting the interviewer, and those intrinsic to the new assessment method.

Most participants felt that differences were unlikely to significantly affect the selection of the new medical student cohort, though may have had significant positive or adverse impacts for some individual candidates.

Conclusion: The online assessment method was perceived to provide an adequate assessment of candidates to allow for selection for entry to the University of Nottingham Medicine courses. The experiences of the participants can be used to inform the development of future admissions assessments to maximise the fairness and reliability of the assessment for future cohorts.

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Presenter: Lydia Carmel Hudson- Lincoln Medical School

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Background: General practitioners are well placed to support the oral health of their patients. There is evidence for links between several systemic and oral diseases and the population is requiring more preventive dental treatment rather than mechanical work. The knowledge of oral health and the competency of health care workers are two barriers that are commonly reported in the integration of oral health into medical practice. This study’s aims were to explore whether the knowledge and confidence that medical students have of oral health has an impact on their opinion about doctors and dentists collaborating or affects their intent to integrate oral health into their own medical practice once qualified. It also aimed to analyse if the year of or any previous health qualifications that the students may have, impact their oral health knowledge and confidence.

Methods: Ethics approval was gained, and a survey was sent to first- and third- year medical students. Analysis was descriptive and non-parametric tests (Mann-Whitney U, Kruskal-Wallis and Chi Squared tests) as well as independent samples T tests were used to explore associations.

Results: The response rate was 37.5%. The results supported the null hypothesis that knowledge or confidence in oral health were not associated with intent to integrate oral health into medical practice. For some statements, those with a previous qualification were more confident in their background knowledge of oral health than those without (p<0.05). Those in their third year were more likely to report higher confidence levels for some assessments for oral health than those in their first year (p<0.05). Those without a previous qualification appears more likely to integrate oral health into their medical practice once qualified (p<0.05).

Conclusions: Knowledge nor confidence in oral health is not associated with the intent to integrate oral health into medical practice once qualified

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Presenter(s) Opusdei Aghanenu, Aminah Ahmed, André Tulloch

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Midlands MedEd Conference First Cut Poster + QR

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Brief Biography: The presenters named above are final year medical students at the University of Nottingham with a keen interest in Widening Participation in medical education. They are also the student committee members of the ‘First Cut’ programme – a student-staff initiative developed to address myths surrounding the pursuit of a career in surgery through one to one mentorship of medical students from consultant surgeons from underrepresented backgrounds in surgery. The initiative was founded under the leadership of Professor Pamela Hagan (Professor in Medical Education) and Mr Dhanny Gomez (Consultant HPB Surgeon) with additional project support from Dean Lymath, an educational enhancement officer at the university.

Brief Description of Content
The First Cut programme was developed in 2020 as part of a student-staff initiative in an effort to address the underrepresentation seen among surgeons in the NHS – most notably women, persons from a BME background and those with visible and hidden disabilities. The pilot project took the form of a 6-month one-to-one mentorship scheme offered to 30 students from a BME background with an interest in pursuing surgery. Each student was paired with a consultant surgeon from a similar background to their own, undertaking a range of clinical, academic and educational activities tailored to their mutual interests while receiving career support and guidance from their assigned mentors. Feedback regarding the programme was sought from mentors and mentees at the mid-point and close of the mentorship period to evaluate the effect of participation in the programme on mentors and mentees. The poster submitted will summarise the process involved and lessons learned by the mentors, mentees and committee members who oversaw the project.

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Background: The teaching of anatomy is an integral part of medical education and has been for a long time. Use of cadaveric material, either prosected or dissected, has been proven to be one of the most effective methods for teaching anatomy. However, there have been many social and practical concerns surrounding the acquisition and usage of cadaveric materials. A new potential modality of teaching anatomy are three-dimensional printed models of anatomical structures.

Objectives: The aims of this study were to compare how effective a three-dimensional printed model of the head and neck is in improving a medical student’s knowledge, compared to a cadaveric prosection of the head and neck.

Methods: A three-dimensional model of the head and neck displaying the external carotid artery and its branches was designed and printed from computed tomography images. A prosection of the head and neck was prepared, displaying the external carotid arteries and its branches. Two methods were used to evaluate the effectiveness of the two modalities of learning. A quantitative pre/post-test to assess changes in students’ knowledge after usage of the learning modalities in a self-study session. A survey containing quantitative and qualitative elements to assess student attitudes to the two learning modalities.

Results: Pre-test scores were not significantly different (p = 0.692), nor were post-test scores (p = 0.895). 3D printed model users showed a significant increase in score (p = 0.003) as did prosection users (p = 0.008). Multiple prosection users stated that “they would prefer to use the 3D printed model to learn and then apply that knowledge to the prosection”.

Conclusion: The 3D printed model of an anatomical structure was statistically significantly as effective as the prosection of the same structure in improving a student’s knowledge. While it was not more effective than the prosection, the 3D printed model has benefits that the prosection does not and could potentially be an efficient supplement to cadaveric prosections in the teaching of anatomy.

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Background

Anatomy, in medicine, is the study of the form and gross structure of the human body. Historically, it has involved face-to-face teaching sessions and cadaveric exposure. The COVID-19 pandemic has profoundly affected the delivery of medical education worldwide. Lincoln Medical School (LMS), like most institutions globally, was compelled to adapt promptly in response to the pandemic, forcing them to adapt their existent teaching style (pre-COVID) to adhere to government and university guidelines. This resulted in the development of a new teaching style (COVID-safe).

Aim

To evaluate the impacts of COVID-19 on anatomy education at LMS in the academic years 2019/20 and 2020/21.

Method

This mixed-methods study employed concurrent-triangulation design to simultaneously collect quantitate and qualitative data from students and staff at LMS.

104 Year 2 and 3 medical students completed the surveys provided via Microsoft Forms; the data was analysed by creating graphs and using non-parametric tests. Out of 104, 25 students volunteered to be part of focus groups. Of the 7 lecturers who taught at LMS, before and during the COVID-19 pandemic, 4 lecturers were available to take part in semi-structured interviews. The focus groups and interviews were conducted on Microsoft Teams and analysed by thematic analysis.

Results

All students and staff were satisfied with the COVID-safe teaching style in 2020/21. However, staff members claimed that the lack of non-verbal communication due to the personal protective equipment (PPE) worn in anatomy lab sessions hindered their teaching. Having experienced both the pre-COVID and COVID-safe teaching styles, 77% of the third-year survey respondents preferred the pre-COVID style. When posed with a hypothetical question on how they would deliver anatomy in an era where there are no COVID-19 restrictions to consider, third-year students expressed an interest in reverting to a system resembling the pre-COVID style. Contrastingly, second-year students who have never experienced the pre-COVID teaching style favoured the retention of the COVID-safe style with minor amendments.

Conclusion

Overall, the results show a net-negative impact on the anatomy learning and teaching at LMS.

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Presenter(s) Dr Imogen Heaton, Dr Anjali Kamath, Dr Ahoane Qureshi, Dr Ahmed Al- Hayalee

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Brief Biography
We are a group of clinical teaching fellows based at the Queen Elizabeth Hospital in Birmingham. We teach medical students of all years on placement at the QE from university of Birmingham and Aston University. This project was aimed at our final year students on their “Acutely Ill Patient” Block.

Brief Description
We created a revision Board Game, called Differentiate, for use by final year medical students to improve recognition of differential diagnosis. This was a team-based board game where students worked in their firms of 3-4 students to race around a board. We created a set of 80 cards with each card having conditions from our 5 categories. Categories were different specialities and the conditions ranged from very common to rare. On their go they landed on a colour which dictated which speciality they would be describing. They would take the cards and describe as many conditions from their category as possible in 30 seconds. This game served as a revision tool to remind the students of conditions they haven’t come across in a while, and by making them think quickly about how to describe the condition they needed to have a good understanding of the key features of that condition. We found the students engaged very well in this activity and were intrinsically motivated to participate and learn.

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Presenter(s) Dr Anjali Kamath, Dr Imogen Heaton, Dr Ahoane Qureshi, Dr Ahmed Al-Hayalee

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Brief Biography
All presenters are Clinical Teaching Fellows at Queen Elizabeth Hospital Birmingham. We work closely with University of Birmingham and Aston University clinical medical students, developing innovative ways to teach the curriculum of both medical schools. We are all Foundation Year 3 doctors with a variety of clinical and teaching experience amongst us.

Brief Description
We developed WISE as a tool to aid final year medical students in the preparation of life as a new Foundation Year 1 doctor. The specific aspect of this we focus on is that of the independently led/supervised ward round. We felt that there is little in the way of preparation in a safe simulated environment for students to practice the intricacies of a ward round. It is usually a skill learnt on the job, which is an incredibly stressful experience on top of all the other new learning experiences happening simultaneously. Our WISE sessions encompassed a group of 4 final year medical students completing an independent ward round. They reviewed 4 patients and made their own management plans before presenting the patients they saw at the ward board round. In reviewing the four patients, they were required to do some of the following activities: - Assess an acutely unwell patient having an acute PE - Discuss DNAR discussion with a patient and their relative - Prescribe fluids for a patient post operatively - Prescribe antibiotics for a patient with likely sepsis The most valuable part of the session for most students was the practice of presenting patients at a board round and understanding their role

within the MDT. They also found the debrief afterwards invaluable as it helped them to have any questions and uncertainties addressed before taking a more active part in ward ro

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Presenter(s) Dr Allessia Cooper, Somya Sharma, Dr Hannah Mottershead

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Brief Biography
Dr Allessia Cooper - Medical SHO at SWBH NHS Trust, MBBCh (Hons), BSc (Hons) Somya Sharma – Final Year Medical Student, University of Birmingham Dr Hannah Mottershead – Deputy Year 3 Academic Lead – University of Birmingham College of Medical and Dental Sciences; Consultant Geriatrician, SWBH NHS Trust, MBBCh (Hons) MRCP Med FHEA

Brief Description
Trends of recruitment and retention suggest the medical registrar role is under threat; fewer foundation doctors are transitioning straight into further training and the competition ratio for internal medical training has declined. This project aimed to see if implementing brief motivational educational interventions to foundation doctors training within Sandwell and West Birmingham NHS Trust would change their opinions towards different aspects of the medical registrar role, thereby encouraging junior doctors to train in internal medicine. Two different interventions were undertaken on three occasions; titled ‘The Medical Emergency Debrief’ and ‘Heroes of Tomorrow’. Both interventions focused on motivational content to educate and empower junior doctors, providing skills to build resilience and establish coping mechanisms during difficult situations. Pre and post intervention questionnaires were undertaken and analysed. Results were encouraging and showed positive improvements in attitude towards working as a medical registrar, belief in good work-life balance, decreased perceived anxiety and understanding of the role and duty of medical registrar. Further use of this intervention is planned and further research is required to ascertain whether this change in opinion can be sustained over time or most importantly, whether when applied more consistently on a larger scale, whether this could translate into improved medical registrar staffing levels.

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Presenters: Cornelia Juengst, Nicholas Hopcroft

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Independent learning Cornelia Juengst 2022 (1)

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Prenters: Cornelia Juengst, Senior Clinical Teaching Fellow,

Karen Argyle, Coventry MultiDisciplinary Safeguarding Hub

Zoe O’Connor, Safeguarding Nurse at University Hospital Coventry and Warwickshire

Rachel Cooper, Designated Safeguarding Lead, Centre for Teacher Education, University of Warwick

Mark Axon, Consultant Social Worker, West Midlands Teaching Partnership

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Presenter: Jacob Piechota

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lthfinal0422Jacob Piechota Medical Education LTH poster

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Presenters: Taylor AWR & Anderson ES