Youssef, S, Zaidi, S, Lambie, MR ORCID: https://orcid.org/0000-0002-6285-5368 and Ahmed, S (2021) 835 Evaluation of an International Virtual Teaching Series for UK Academic Foundation Programme Applications and Interviews: A Cross-Sectional Study. British Journal of Surgery, 108 (S1).

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Abstract

Background UK academic foundation programme (AFP) is an important steppingstone into academic surgical training, but there is paucity in undergraduate preparedness. We aimed to evaluate the effectiveness of a virtual webinar series to prepare students for applications and interviews. Method A cross-sectional study was conducted between 18/10/2020 – 19/12/2020. Ethical approval was not required as this was an evaluation of teaching interventions. Medical students interested in AFP were included. Three 1-hour presentations, delivered by two AFP doctors, focused on evidence-based frameworks to approach AFP applications, critical appraisal, personal and clinical interviews. Pre- and post-webinar electronic surveys compared preparedness in self-reported knowledge (SRK) and confidence (SRC) on a Likert scale (1: not knowledgeable/confident – 5: very knowledgeable/confident). SPSS v27.0 was used to perform Wilcoxon Signed-rank test; P-value<0.05 was considered statistically significant. Results Mean attendance per presentation was 136, with 93(68.4%) pre-webinar responses and 62(45.6%) post-webinar responses. Both SRK and SRC regarding AFP applications improved by the same value (median 3 versus 4; p < 0.0001). Both SRK and SRC in critical appraisal also improved by the same value (median 2 versus 4; p < 0.0001). SRK and SRC in using interview answer frameworks (SPIES, STARR and CAMP) improved from median 2 versus 4 (p < 0.0001) and median 1 versus 4 (p < 0.0001), respectively. Across all pre-surveys, 129(46.4%) had no preference regarding teaching platforms, 115(41.3%) preferred webinars and 34(12.2%) preferred face-to-face teaching. Conclusions Webinars, teaching evidence-based frameworks can improve preparedness for AFP applications and interviews. Medical schools should address students’ perceived lack of knowledge and confidence in critical appraisal.

Item Type: Article
Additional Information: The final version of this article and all relevant information related to it, including copyrights, can be found on the publisher website at; https://publications.keele.ac.uk/viewobject.html?id=175653&cid=1
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
R Medicine > R Medicine (General) > R735 Medical education. Medical schools. Research
Divisions: Faculty of Medicine and Health Sciences > School of Medicine
Depositing User: Symplectic
Date Deposited: 16 Nov 2021 12:41
Last Modified: 16 Nov 2021 12:41
URI: https://eprints.keele.ac.uk/id/eprint/10285

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