Open reduction and internal fixation of posterior wall fractures of the acetabulum

The results of 94 patients with posterior wall fractures of the acetabulum associated with hip instability treated within 3 weeks of injury by open reduction and internal fixation were reviewed. Patients were followed up for an average of 3.5 years (range, 1-13 years). Fracture reductions were graded as anatomic (0-1 mm displacement) in 92 patients and imperfect (2-3 mm displacement) in two patients, as determined by plain radiography. However, postoperative computed tomography scans obtained in 59 patients revealed incongruency of more than 2 mm in six patients and fracture gaps of 2 mm or more in 44 patients. Complications included deep wound infection (one patient), deep vein thrombosis, (seven patients), and revision surgery to redirect an errant screw (one patient). Clinical outcome was graded as excellent in 34 patients (36%), good in 49 (52%), fair in two (2%), and poor in nine (10%). Radiographic results were excellent in 79 hips (84%), good in four (4%), fair in two (2%), and poor in nine (10%). There was a strong association between clinical outcome and radiographic grade. Variables identified as risk factors for an unsatisfactory result included age greater than 55 years, a delay greater than 24 hours from the time of injury for reduction of a hip dislocation, a residual fracture gap greater than 1 cm, and severe intraarticular comminution. The apparent disparity between the accuracy of surgical fracture reduction, as determined by plain radiographs obtained postoperatively, and clinical outcome is explained only partially by the limitations of plain radiography. Other variables are involved, many of which are under the surgeon's control but some are not. As is the case with other acetabular fracture types, the best results are predicated on anatomic fracture reduction.

Twelve tips for peer observation of teaching

This paper outlines twelve tips for undertaking peer observation of teaching in medical education, using the peer review model and the experiences of the authors. An accurate understanding of teaching effectiveness is required by individuals, medical schools, and universities to evaluate the learning environment and to substantiate academic and institutional performance. Peer Observation of Teaching is one tool that provides rich, qualitative evidence for teachers, quite different from closed-ended student evaluations. When Peer Observation of Teaching is incorporated into university practice and culture, and is conducted in a mutually respectful and supportive way, it has the potential to facilitate reflective change and growth for teachers.

Outcomes of teaching medical students core skills for women's health: the pelvic examination educational program

OBJECTIVE

The purpose of this study was to evaluate the outcomes of introducing an educational program that teaches medical students how to approach taking relevant and sensitive gynecologic histories and to perform pelvic examinations with the use of role-play with well women from the general community.

STUDY DESIGN

Medical students and the women recorded their perceptions of the program over a 2-year period. The outcomes of the program were evaluated by a comparison of medical student perceptions of confidence, competence, and anxiety; the mean number of pelvic examinations that were performed during their course both before and after the introduction of the program and results of students' continuous and summative assessment are given.

RESULTS

In the year before the introduction of the program, students performed a mean of 2.6 pelvic examinations (95% CI, 2.1, 3.0) compared with 4.1 pelvic examination (95% CI, 3.8, 4.4) in the first year of implementation and 4.0 (95% CI, 3.7, 4.3) in the second year of implementation (P <.05). Students reported improved competence and reduced anxiety to perform a pelvic examination without supervision (P <.05). All students passed their continuous assessment. Between 92% and 100% of students and women agreed that the program had clear learning objectives, was well organized, and was a useful and appropriate method of teaching that helped prepare them for the clinical setting.

CONCLUSION

This pelvic examination educational program has been evaluated positively by students and participant women and has resulted in a significant improvement in the amount of pelvic examination experience that medical undergraduates obtain.

Emotional intelligence in medical students: does it correlate with selection measures?

CONTEXT

Much attention and emphasis are placed on the selection of medical students. Although selection measures have been validated in the literature, it is not yet known whether high scores at selection are indicative of high levels of interpersonal aptitude. Emotional intelligence (EI) is reported to be a predictor of the interpersonal and communications skills medical schools are looking for in applicants.

OBJECTIVES

This study describes EI scores in medical students and explores correlations between EI and selection scores at the University of Western Australia.

METHODS

Senior medical students from a 6-year undergraduate curriculum completed the online MSCEIT (Mayer-Salovey-Caruso Emotional Intelligence Test) survey. Scores for EI were described and correlations between EI and Undergraduate Medicine and Health Sciences Admission Test (UMAT), Interview and Tertiary Entrance Rank (TER) scores were analysed.

RESULTS

Mean scores of the 177 respondents (58%) reflected the normal distribution of scores (mean 98, standard deviation [SD] 15.0) in the general population. Males had higher EI scores than females and Asian students demonstrated higher EI Total and branch scores than White students. The highest and lowest EI scores were obtained for the branches Understanding Emotions (mean 110, SD 19.0) and Perceiving Emotions (mean 94, SD 15.6), respectively. No significant correlations were found between EI Total or EI branch scores and any of the selection scores (UMAT, TER and Interview).

DISCUSSION

This study offers information that can be used to compare the EI scores of medical students with those of other health professionals. No relationship was identified between cognition (measured by the UMAT) and skill (measured by the MSCEIT) in the interpersonal domain and EI. Further studies are required to explore whether UMAT Section 2 is measuring EI, if there are associations between EI and academic performance and if EI can be used to predict the performance of junior doctors.

Relationships between academic performance of medical students and their workplace performance as junior doctors

BACKGROUND

Little recent published evidence explores the relationship between academic performance in medical school and performance as a junior doctor. Although many forms of assessment are used to demonstrate a medical student's knowledge or competence, these measures may not reliably predict performance in clinical practice following graduation.

METHODS

This descriptive cohort study explores the relationship between academic performance of medical students and workplace performance as junior doctors, including the influence of age, gender, ethnicity, clinical attachment, assessment type and summary score measures (grade point average) on performance in the workplace as measured by the Junior Doctor Assessment Tool.

RESULTS

There were two hundred participants. There were significant correlations between performance as a Junior Doctor (combined overall score) and the grade point average (r = 0.229, P = 0.002), the score from the Year 6 Emergency Medicine attachment (r = 0.361, P < 0.001) and the Written Examination in Year 6 (r = 0.178, P = 0.014). There was no significant effect of any individual method of assessment in medical school, gender or ethnicity on the overall combined score of performance of the junior doctor.

CONCLUSION

Performance on integrated assessments from medical school is correlated to performance as a practicing physician as measured by the Junior Doctor Assessment Tool. These findings support the value of combining undergraduate assessment scores to assess competence and predict future performance.

Potential influence of selection criteria on the demographic composition of students in an Australian medical school

BACKGROUND

Prior to 1999 students entering our MBBS course were selected on academic performance alone. We have now evaluated the impact on the demographics of subsequent cohorts of our standard entry students (those entering directly from high school) of the addition to the selection process of an aptitude test (UMAT), a highly structured interview and a rural incentive program.

METHODS

Students entering from 1985 to 1998, selected on academic performance alone (N = 1402), were compared to those from 1999 to 2011, selected on the basis of a combination of academic performance, interview score, and UMAT score together with the progressive introduction of a rural special entry pathway (N = 1437).

RESULTS

Males decreased from 57% to 45% of the cohort, students of NE or SE Asian origin decreased from 30% to 13%, students born in Oceania increased from 52% to 69%, students of rural origin from 5% to 21% and those from independent high schools from 56% to 66%. The proportion of students from high schools with relative socio-educational disadvantage remained unchanged at approximately 10%. The changes reflect in part increasing numbers of female and independent high school applicants and the increasing rural quota. However, they were also associated with higher interview scores in females vs males and lower interview scores in those of NE and SE Asian origin compared to those born in Oceania or the UK. Total UMAT scores were unrelated to gender or region of origin.

CONCLUSIONS

The revised selection processes had no impact on student representation from schools with relative socio-educational disadvantage. However, the introduction of special entry quotas for students of rural origin and a structured interview, but not an aptitude test, were associated with a change in gender balance and ethnicity of students in an Australian undergraduate MBBS course.

Student motivation to learn: is self-belief the key to transition and first year performance in an undergraduate health professions program?

BACKGROUND

Student motivation to learn has been undervalued to date though has been identified as an area influencing student success and retention at university. The transition into university has been highlighted as a key period affecting student outcomes as well as well-being. Early identification of those students at risk may assist the transition for many students moving into higher education. Previous research has identified the Motivation and Engagement Scale - University/College (MES-UC) as a valid instrument for measuring motivation to learn in physiotherapy students. The aim of this study was to determine the relationship between a student's motivation to learn on entry into an undergraduate physiotherapy program and their performance through first year. The relationship of admissions scores, to motivation to learn on entry, were also considered, to determine any link between these measures.

METHODS

An observational longitudinal study was conducted on one cohort of undergraduate physiotherapy students commencing their studies in 2015 with a response rate of 67%. Correlations were performed between admission variables and Year 1 MES-UC scoring; and between Year 1 MES-UC scoring and subsequent academic performance across first year, taking into consideration gender and age.

RESULTS

Self-belief was identified as the key dimension of motivation influencing student success in the transition into university. Results identified the link between self-belief scores on entry and academic performance in first year, including grade point average and performance in six of nine courses. Courses where there was no significant relationship were identified as curriculum areas where students may be less motivated. There was a relationship between the admissions interview and MES-UC scoring, demonstrating a link between non-cognitive selection measures and student motivation to learn on entry into the program.

CONCLUSION

Motivation to learn and specifically self-belief with learning, may be influential in the transition into higher education. Undertaking measures of academic motivation may be useful to determine student engagement with curriculum, through identifying any link between student self-belief and performance in specific courses. Changes to curriculum based on student motivation as well as targeting early those students with reduced self-belief may improve student success, psychosocial wellbeing and retention.

Health Humanities curriculum and evaluation in health professions education: a scoping review

BACKGROUND

The articulation of learning goals, processes and outcomes related to health humanities teaching currently lacks comparability of curricula and outcomes, and requires synthesis to provide a basis for developing a curriculum and evaluation framework for health humanities teaching and learning. This scoping review sought to answer how and why the health humanities are used in health professions education. It also sought to explore how health humanities curricula are evaluated and whether the programme evaluation aligns with the desired learning outcomes.

METHODS

A focused scoping review of qualitative and mixed-methods studies that included the influence of integrated health humanities curricula in pre-registration health professions education with programme evaluate of outcomes was completed. Studies of students not enrolled in a pre-registration course, with only ad-hoc health humanities learning experiences that were not assessed or evaluated were excluded. Four databases were searched (CINAHL), (ERIC), PubMed, and Medline.

RESULTS

The search over a 5 year period, identified 8621 publications. Title and abstract screening, followed by full-text screening, resulted in 24 articles selected for inclusion. Learning outcomes, learning activities and evaluation data were extracted from each included publication.

DISCUSSION

Reported health humanities curricula focused on developing students' capacity for perspective, reflexivity, self- reflection and person-centred approaches to communication. However, the learning outcomes were not consistently described, identifying a limited capacity to compare health humanities curricula across programmes. A set of clearly stated generic capabilities or outcomes from learning in health humanities would be a helpful next step for benchmarking, clarification and comparison of evaluation strategy.

Predicting performance of junior doctors: Association of workplace based assessment with demographic characteristics, emotional intelligence, selection scores, and undergraduate academic performance

INTRODUCTION

Predicting workplace performance of junior doctors from before entry or during medical school is difficult and has limited available evidence. This study explored the association between selected predictor variables and workplace based performance in junior doctors during their first postgraduate year.

METHODS

Two cohorts of medical students (n = 200) from one university in Western Australia participated in the longitudinal study. Pearson correlation coefficients and multivariate analyses utilizing linear regression were used to assess the relationships between performance on the Junior Doctor Assessment Tool (JDAT) and its sub-components with demographic characteristics, selection scores for medical school entry, emotional intelligence, and undergraduate academic performance.

RESULTS

Grade Point Average (GPA) at the completion of undergraduate studies had the most significant association with better performance on the overall JDAT and each subscale. Increased age was a negative predictor for junior doctor performance on the Clinical management subscale and understanding emotion was a predictor for the JDAT Communication subscale. Secondary school performance measured by Tertiary Entry Rank on entry to medical school score predicted GPA but not junior doctor performance.

DISCUSSION

The GPA as a composite measure of ability and performance in medical school is associated with junior doctor assessment scores. Using this variable to identify students at risk of difficulty could assist planning for appropriate supervision, support, and training for medical graduates transitioning to the workplace.

Does self reflection and insight correlate with academic performance in medical students?

BACKGROUND

Medical students in academic difficulty are often described as lacking insight. The Self Reflection and Insight Scale (SRIS) is a tool for measuring insight which has been validated in medical students. We investigated whether self reflection and insight scores correlate with academic performance in Year 4 medical students from a six year undergraduate medical degree, and whether self reflection and insight changes after one year of clinical training.

METHODS

Self reflection and insight scores were measured in 162 students at the start of Year 4 at the University of Western Australia. Performance in end of year written and clinical exams was monitored and correlated with SRIS. Seventy of the students were surveyed again at the start of Year 5 to see if scores changed or were stable after one year of full time clinical training.

RESULTS

We found no correlation between self reflection or insight and academic performance in written and clinical exams. There was a significant increase in recognition of the need for self reflection in Year 5 compared with Year 4.

CONCLUSIONS

While no correlation was found between this measure of self reflection and insight with academic performance, there was an increase in students' recognition of the need for reflection after one year of clinical studies. This study is a valuable first step towards a potentially exciting research domain and warrants further longitudinal evaluation with larger cohorts of students using additional measures of achievement.

Measuring impostor phenomenon in healthcare simulation educators: a validation of the clance impostor phenomenon scale and leary impostorism scale

BACKGROUND

Impostor phenomenon is a term used to describe feelings of intellectual and professional fraudulence. The Clance Impostor Phenomenon Scale and the Leary Impostorism Scale are two self-report measures used to determine whether an individual experiences impostor phenomenon. This study examined the psychometric properties of both measures in healthcare simulation educators.

METHODS

The study sample comprised 148 educators, 114 (77%) females, 34 (23%) males, who completed an online version of each instrument. Exploratory factor analysis was used to examine the factor structure of the Clance Impostor Phenomenon Scale and the Leary Impostorism Scale.

RESULTS

Exploratory factor analysis revealed that for both instruments a one-factor solution best fit the data, suggesting all items in both measures fit onto a single theoretical construct. Both instruments demonstrated high internal reliability, with the Cronbach's alpha for the Clance Impostor Phenomenon Scale being α = .96 and the Leary Impostorism Scale α = .95.

CONCLUSIONS

This study suggests that impostor phenomenon as measured by the Clance Impostor Phenomenon Scale and the Leary Impostorism Scale is a unidimensional construct among healthcare simulation educators. With a growing interest in impostor phenomenon, the present findings will assist researchers to evaluate the phenomenon in healthcare settings.

"Helping someone with a skill sharpens it in your own mind": a mixed method study exploring health professions students experiences of Peer Assisted Learning (PAL)

BACKGROUND

Peer assisted learning (PAL) has been described as "the development of knowledge and skill through active help and support among status equals or matched companions". To enhance the learning experience of health professions students and improve collaborative and collegial learning, six pilot Peer Assisted Learning (PAL) projects were conducted across a health science faculty.

METHODS

A responsive mixed method evaluation design was applied to explore the adequacy of the preparation for PAL, the impact PAL had on student attainment of examination, consultation, communication and feedback skills and to explore students' learning experiences through PAL.

RESULTS

The 149 participants agreed the training programme was well organised, offered a safe learning environment and prepared the participant for the PAL activity. The impact of PAL included improvements in students' confidence and ability to give feedback and developed students' teaching, clinical and communication skills. Qualitative analysis revealed participants experienced deeper learning through teaching and learning from their peers, became more open to giving and receiving feedback and valued the comfortable/safe learning environment offered through PAL.

CONCLUSION

Providing appropriate training in peer teaching and feedback and the schools engagement and openness to peer learning in the classroom and clinical setting enhances students' peer assisted learning experience.

Do photographs, older adults' narratives and collaborative dialogue foster anticipatory reflection ("preflection") in medical students?

BACKGROUND

In changing higher education environments, medical educators are increasingly challenged to prepare new doctors to care for ageing populations. The Depth of Field: Exploring Ageing resource (DOF) uses photographs, reflective questioning prompts, older adults' narratives and collaborative dialogue to foster anticipatory reflection or 'preflection' in medical students prior to their first geriatric medicine clinical placement. The aim of this research is to explore whether photographs, narratives and small group collaborative dialogue fosters reflective learning, enhances reflective capacity and has the potential to shift medical students' attitudes towards caring for older adults.

METHODS

This study used a mixed method evaluation design, measuring attitudes using pre and post questionnaire responses and individual written reflections drawn from 128 second year medical students, exploring their perceptions toward older adults.

RESULTS

Quantitative and qualitative data indicated that the DOF session generated reflective learning that resulted in positive shifts in medical students' perceptions towards older adults. The qualitative reflections were captured in four main themes: the opportunity provided to Envision working with older adults; the Tension created to challenge learners' misinformed assumptions, and the work of Dismantling those assumptions, leading to Seeing older people as individuals.

CONCLUSIONS

These findings highlight how visual and narrative methodologies can be used as an effective reflective learning tool to challenge medical students' assumptions around ageing and how these may influence their care of older adults.

Cardiac-locomotor coupling while finger tapping

Coupling between cardiac and locomotor rhythms has been identified while people walk, run, hop and cycle at cadences natural to them. To test the hypothesis that cardiac-locomotor coupling occurs during finger tapping, we studied 20 normal subjects tapping a telegraph key at a comfortable rate for 10 min. 15 subjects (75%) coupled significantly at one or more single-digit integer ratio (heart/tapping rate), the most common of which was 1:2. Such coupling should be considered a potentially confounding variable when studying finger tapping in subjects with disease or medication affecting heart rate. Also, the identification of coupling during the repetitive activity of small upper-extremity muscles suggests that neither increases in cardiac load nor impact-loading, two suggested explanations for why coupling occurs, are necessary for the phenomenon.

Neuroanatomy Teaching in Australian and New Zealand Medical Schools

BACKGROUND

Graduate doctors' knowledge of central and peripheral nervous system anatomy is below an acceptable level. New technologies have been introduced to enhance education in the context of integrated curricula and reduced anatomy teaching hours in medical schools. However, it is unknown how varied this instruction has become between universities. This mixed methods study aimed to describe neuroanatomy teaching in medicine across Australia and New Zealand.

METHODS

An electronic survey was sent to Australian (n = 22) and New Zealand (n = 2) medical schools, endorsed by the Royal Australasian College of Surgeons. Academics were asked to comment on the course, content, instruction, and assessment of neuroanatomy for the 2019 academic year.

RESULTS

Ninety-two percent (22/24) of medical schools responded. Neuroanatomy content and instructional methodology was highly variable between institutions. The average time dedicated to teaching neuroanatomy was 46.0 hours (±38.1) with a range of 12-160 hours. Prosections (77%) and models (77%) were used at most universities. Dissection was utilized at 13 of 22 (59%) universities. Incorporation of new technologies was highly variable, the most common being 3-dimensional software (59%) and eBook (55%). Adoption of any virtual reality technologies was low (36%). Seven universities used an established curriculum (29%), whereas most did not (61%). Academics indicated anxiety and motivation were key elements of student engagement.

CONCLUSIONS

Results demonstrate widespread heterogeneity in the way neuroanatomy is taught to medical students. A standardized curriculum may improve collaboration between universities and facilitate translation of future research in the area into practice.

Relative progress and academic performance of graduate vs undergraduate entrants to an Australian medical school

BACKGROUND

Whether graduate entrants to medical school perform better academically than undergraduate entrants remains controversial. Differences in the discipline backgrounds of graduates may, at least in part, have accounted for differences in the results of comparative studies reported to date. This study aimed to address the dual issues of whether academic performance and progression rates were different between GE and UG students and the extent to which the discipline background of GE students may underpin any differences observed.

METHODS

Relative academic performance as well as indicators of student progression (supplementary examinations, repeat years, leave of absence, withdrawal from the programme) were compared between graduate entrants (GE) (N = 410) and both school leaver entrants (SLE) (N = 865) and non-standard entrants (some prior tertiary education) (NSE) (N = 148) who combined for the final 4 yr. of a 6 yr. MBBS undergraduate programme in 8 consecutive cohorts from 2006 to 2013 in Western Australia.

RESULTS

Examination scores were generally at or very close to a distinction grade or higher across all groups. Higher mean examination scores were seen for GE versus both SLE and NSE in the first 2 years with no significant differences in the final 2 years. GE from biological science / science backgrounds (N = 241) or physical science backgrounds (N = 26) performed the same as SLE and NSE throughout the programme. GE with a health / allied health background (N = 91), however, performed better throughout. They also performed better when compared to their GE counterparts from a humanities (N = 32) or a biological science / science background. GE had increased odds of withdrawing when compared to SLE (OR 2.50, 95% CI 1.30, 4.79, P = 0.006), but not compared to NSE. NSE had increased odds of repeating at least one level when compared to either GE (OR 2.74, 95% CI 1.21, 6.21, P = 0.016) or SLE (OR 4.10, 95% CI 1.93, 8.70, P < 0.001). There were no differences by entry category in the odds of sitting at least one supplementary examination during the programme. There was an increase in the odds of taking at least one leave of absence in both SLE (OR 2.55, 95% CI 1.79, 3.63, P < 0.001) and NSE (OR 2.47, 95% CI 1.50, 4.07, P < 0.001) compared to GE.

CONCLUSIONS

Better academic performance by GE compared to SLE and NSE was predominantly due to higher scores for GE with a health / allied health background. GE were also less likely to have impeded progress during the course.

Cardiac-locomotor coupling while finger tapping: Part II. A cross-over control study

Cardiac-locomotor coupling (CLC) has been reported by us while people finger tap at cadences natural to them. Since then, we have developed a simple cross-over control strategy in which the heart rate of one subject is related to the finger-tapping rate of another. Of the 20 normal subjects previously studied while tapping a telegraph key at a comfortable rate for 10 min., reevaluation of their data showed that 9 (45%) and 4 (20%) of them, under test and control conditions, respectively, appeared to couple at a single-digit integer ratio. Neither the incidence nor the intensity of apparent CLC under the two conditions was significantly different. Raster plots of the most tightly related rates gave no evidence of phase locking. These results have two implications. First, previously published reports on CLC (and other entrainment phenomena) should be interpreted with caution, and cross-over controls should be considered in future research. Second, the absence of CLC during finger tapping suggests that CLC may only be functionally significant during exercise of large muscle groups (e.g., by minimization of cardiac afterload) or when impact-loading occurs (e.g., by enhancing cardiac ventricular emptying.

Descriptive analysis of junior doctor assessment in the first postgraduate year

INTRODUCTION

Preparing graduates for the role of the junior doctor is the aim of all medical schools. There has been limited published description of junior doctor performance in the workplace within Australia.

METHODS

This cohort study describes junior doctors' performance in the first postgraduate year, the influence of gender, rotation type and amount of experience and explores the feedback process used for junior doctors across a two year period.

RESULTS

Participants obtained lower scores for performing procedures, managing emergencies and adverse event identification and highest scores for interpersonal skills, teamwork, written communication and professional behavior. There were no observed effects of the amount of experience but, were effects of the discipline in which the rotation occurred. Five juniors doctors, two female and three male, were classified as having overall borderline performance, 2.5% of the respondents. These findings were supported by content analysis of the written feedback. While feedback was documented in 94% of occasions, this was not given to the junior doctor 25% of the time.

CONCLUSIONS

The findings in this study support the claim that the tools and processes being used to monitor and assess junior doctor performance could be better. The Australian medical board appears to be looking for an assessment process that will both discriminate the poorly performing doctor and provide educational guidance for the training organization. These two intents of the assessment may be in opposition to each other.

Assessment of Junior Doctor performance: a validation study

BACKGROUND

In recent years, Australia has developed a National Junior Doctor Curriculum Framework that sets out the expected standards and describes areas of performance for junior doctors and through this has allowed a national approach to junior doctor assessment to develop. Given the significance of the judgments made, in terms of patient safety, development of junior doctors, and preventing progression of junior doctors moving to the next stage of training, it is essential to develop and validate assessment tools as rigorously as possible. This paper reports on a validation study of the Junior Doctor Assessment Tool as used for PGY1 doctors to evaluate the psychometric properties of the instrument and to explore the effect of length of experience as a PGY1 on assessment scores.

METHODS

This validation study of the Australian developed Junior Doctor Assessment Tool as it was used in three public and other associated hospitals in Western Australia for PGY1 across a two year period addressed two core aims, namely: (1) to evaluate the psychometric properties of the instrument; (2) to explore the effect of length of experience as a PGY1 on assessment scores.

RESULTS

The highest mean scores were for professional behaviours, teamwork and interpersonal skills and the lowest were for procedures. Most junior doctors were assessed three or more times and scores were not different in the first rotation compared to subsequent rotations. While statistically significant, there appeared to be little practical influence on scores obtained by the number of times they were assessed. Principal component analysis identified two principal components of junior doctor performance are being assessed rather than the commonly reported three. A Cronbach Alpha of .883 was calculated for the 10 item scale.

CONCLUSIONS

Now that the components of the tool have been analysed it will be more meaningful and potentially more influential to consider these factors on the potential educational impact of this assessment process for monitoring junior doctor development and progression.

Designing and implementing a skills program using a clinically integrated, multi-professional approach: using evaluation to drive curriculum change

The essential procedural skills that newly graduated doctors require are rarely defined, do not take into account pre-vocational employer expectations, and differ between Universities. This paper describes how one Faculty used local evaluation data to drive curriculum change and implement a clinically integrated, multi-professional skills program. A curriculum restructure included a review of all undergraduate procedural skills training by academic staff and clinical departments, resulting in a curriculum skills map. Undergraduate training was then linked with postgraduate expectations using the Delphi process to identify the skills requiring structured standardised training. The skills program was designed and implemented without a dedicated simulation center. This paper shows the benefits of an alternate model in which clinical integration of training and multi-professional collaboration encouraged broad ownership of a program and, in turn, impacted the clinical experience obtained.

Likelihood of rural practice in medical school entrants with prior tertiary experience

Background: Workforce decisions of medical students with prior tertiary education, relative to those without, are not known. Methods: Rural workforce outcomes for three separate streams of medical students were compared: school leaver entry (SLE) entered medical school direct (N = 682), non-standard entry (NSE) had some prior tertiary education (N = 123), and graduate entry (GE) (N = 317), had a prior completed degree. All students were at least in postgraduate year 3 in 2018, when current urban or rural medical workforce participation was ascertained. Results: Multivariate logistic regression allowing for the influences of rural background, rural clinical school participation, gender, being born overseas, socioeconomic status, and being a bonded rural scholar, showed that NSE students and GE students had increased odds of being in rural practice relative to SLE students. This increase was more than three-fold for NSE students (OR = 3.41, 95% CI 1.94, 5.99, p < 0.001) and greater than two-fold for GE students (OR = 2.54, 95% CI 1.57, 4.10, p < 0.001). Conclusion: Graduates with prior tertiary education were more likely to enter the rural medical workforce than direct school entrants. This suggests that increasing graduate entry programs may augment the rural medical workforce and that undergraduate programs allowing non-standard entry may have the same benefit.

Establishing an integrated multiprofessional skills training programme

BACKGROUND

Opportunities to learn and practice skills are becoming less with changes in the health care environment. Responses to this have included curriculum change and the development of skills programmes. Although the skills programmes, often taught in simulated settings in skills Centres have been frequently described, such a model may not be appropriate for all Universities or have the best outcomes. Firstly access to a centre may not be available and secondly, the training may not alter students' behaviour in the workplace in terms of applying and practicing these skills.

AIM

This paper offers tips for developing a centrally coordinated, integrated, multidisciplinary skills training programme.

METHODS

These 12 tips are based upon current literature, discussion with other skills training providers and reflection on local experiences of establishing and maintaining a skills training programme.

RESULTS

The programme, outlined here, used a multidisciplinary, multiprofessional group to design and run a skills programme, which was clearly linked back to clinical attachments, emphasising ongoing practice with feedback.

CONCLUSIONS

The twelve tips highlight the importance of broad ownership of the programme; separate funding and good evaluation are essential if the programme is to be continued in the absence of a specific Centre or a School to run it.

Technology enhanced neuroanatomy teaching techniques: A focused BEME systematic review of current evidence: BEME Guide No. 75

BACKGROUND

In response to growing curriculum pressures and reduced time dedicated to teaching anatomy, research has been conducted into developing innovative teaching techniques. This raises important questions for neuroanatomy education regarding which teaching techniques are most beneficial for knowledge acquisition and long-term retention, and how they are best implemented. This focused systematic review aims to provide a review of technology-enhanced teaching methods available to neuroanatomy educators, particularly in knowledge acquisition and long-term retention, compared to traditional didactic techniques, and proposes reasons for why they work in some contexts.

METHODS

Electronic databases were searched from January 2015 to June 2020 with keywords that included combinations of 'neuroanatomy,' 'technology,' 'teaching,' and 'effectiveness' combined with Boolean phrases 'AND' and 'OR.' The contexts and outcomes for all studies were summarised while coding, and theories for why particular interventions worked were discussed.

RESULTS

There were 4287 articles identified for screening, with 13 studies included for final analysis. There were four technologies of interest: stereoscopic views of videos, stereoscopic views of images, augmented reality (AR), and virtual reality (VR). No recommendation for a particular teaching method was made in six studies (46%) while recommendations (from weak to moderate) were made in seven studies (54%). There was weak to moderate evidence for the efficacy of stereoscopic images and AR, and no difference in the use of stereoscopic videos or VR compared to controls.

CONCLUSIONS

To date, technology-enhanced teaching is not inferior to teaching by conventional didactic methods. There are promising results for these methods in complex spatial anatomy and reducing cognitive load. Possible reasons for why interventions worked were described including students' engagement with the object, cognitive load theory, complex spatial relationships, and the technology learning curve. Future research may build on the theorised explanations proposed here and develop and test innovative technologies that build on prior research.

Commitments, Conditions and Corruption: An Interpretative Phenomenological Analysis of Physician Recruitment and Retention Experiences in Indonesia

Complex factors influence physicians' decisions to remain in rural and remote (RR) practice. Indonesia, particularly, has various degrees of poor governance contributing to physicians' decisions to stay or leave RR practice. However, there is a paucity of literature exploring the phenomenon from the perspective of Indonesian RR physicians. This study explores physicians' lived experiences working and living in Indonesian RR areas and the motivations that underpin their decisions to remain in the RR settings. An interpretative phenomenological analysis was utilised to explore the experiences of 26 consenting voluntary participants currently working in the RR areas of Maluku Province. A focus group discussion was undertaken with post-interns (n = 7), and semi-structured interviews were undertaken with junior (n = 9) and senior physicians (n = 10) working in district hospitals and RR health centres. Corruption was identified as an overarching theme that was referred to in all of the derived themes. Corruption adversely affected physicians' lives, work and careers and influenced their motivation to remain working in Indonesia's RR districts. Addressing the RR workforce shortage requires political action to reduce corruptive practice in the districts' governance. Establishing a partnership with regional medical schools could assist in implementing evidence-based strategies to improve workforce recruitment, development, and retention of the RR medical workforce.

Impostor phenomenon in healthcare simulation educators

Impostor phenomenon is the overwhelming feeling of intellectual phoniness and has been linked to decreased job satisfaction and increased levels of stress, depression and burnout. As education and healthcare institutions rely on simulation to train the current and future healthcare workforce, there is a need to improve our understanding of impostor phenomenon in the healthcare simulation context. This study investigated the prevalence of impostor phenomenon in simulation educators and examined the effect of work-related characteristics on impostor phenomenon in the simulation educator community.

In total, 148 simulation educators from nine countries participated in an online survey. Along with questions related to demographic characteristics, impostor phenomenon was measured using two scales, the Clance Impostor Phenomenon Scale (CIPS) and the Leary Impostorism Scale (LIS). Independent variables included gender, time spent on simulation activities per week, years working in simulation and team size.

Impostorism was identified in 46.6% of simulation educators. A multivariate analysis of variance revealed no statistically significant interactions or main effects of gender, time spent on simulation activities per week, years working in simulation and team size on impostor phenomenon. Impostor phenomenon does not discriminate based on gender; it does not disappear with experience; and it is present regardless of the size of team.

Impostor phenomenon is prevalent across the healthcare simulation educator community. Given the negative impact impostor phenomenon has on well-being and career development, educators, employers and professional societies need to acknowledge the prevalence of impostor phenomenon and start a conversation to build awareness about impostor phenomenon in the healthcare simulation community. Bringing the conversation into the open is the first step to acknowledging feelings of impostorism and developing strategies to break the cycle.