Improving diabetes and endocrinology specialty training with modest resources: the Health Education West Midlands model
File(s)
Published version
Author(s)
Type
Journal Article
Abstract
Introduction
In the current pandemic, there is a significant disruption for medical training. It is essential that clinicians can access high-quality, targeted educational content to support their clinical working and training development. This content must be delivered on a background of increasing clinical pressures and budgetary restrictions.
Methods
Educational innovations and supplementary educational content (such as digitisation, simulation, curriculum mapping, trainee representative role definition, research and innovation training) were implemented. We measured the impact of these interventions on cost reductions and changes in trainees’ self-reported confidence levels to manage various clinical scenarios post-interventions.
Results
Using digital technologies reduced both costs and administrative burdens. Simulation-based learning helped improve trainees’ self-reported confidence levels.
Conclusion
Collaborative working across training programme directors, specialist training committee members, educational supervisors, trainee representatives and trainees themselves can develop high-quality educational programmes that support clinical exposure. We propose that elements of the model described here can be replicated across regions and different specialties to support the highest quality of education for UK trainees.
In the current pandemic, there is a significant disruption for medical training. It is essential that clinicians can access high-quality, targeted educational content to support their clinical working and training development. This content must be delivered on a background of increasing clinical pressures and budgetary restrictions.
Methods
Educational innovations and supplementary educational content (such as digitisation, simulation, curriculum mapping, trainee representative role definition, research and innovation training) were implemented. We measured the impact of these interventions on cost reductions and changes in trainees’ self-reported confidence levels to manage various clinical scenarios post-interventions.
Results
Using digital technologies reduced both costs and administrative burdens. Simulation-based learning helped improve trainees’ self-reported confidence levels.
Conclusion
Collaborative working across training programme directors, specialist training committee members, educational supervisors, trainee representatives and trainees themselves can develop high-quality educational programmes that support clinical exposure. We propose that elements of the model described here can be replicated across regions and different specialties to support the highest quality of education for UK trainees.
Date Issued
2021-11-01
Date Acceptance
2021-11-01
Citation
Future Healthcare Journal, 2021, 8 (3), pp.e644-e647
ISSN
2514-6645
Publisher
Elsevier BV
Start Page
e644
End Page
e647
Journal / Book Title
Future Healthcare Journal
Volume
8
Issue
3
Copyright Statement
© Royal College of Physicians 2021. All rights reserved.
Identifier
https://www.ncbi.nlm.nih.gov/pubmed/34888458
PII: S2514-6645(24)00121-8
Subjects
diabetes
digitisation
endocrinology
medical education
simulation
Publication Status
Published
Coverage Spatial
England
Date Publish Online
2021-11-30