Cutting edge: a further response Lopa Patel1 and Sarah Al-Himdani2 1
Department of Plastic and Reconstructive Surgery, Leicester Royal Infirmary, UK Department of Plastic and Burns Surgery, Morriston Hospital, Swansea, UK
2
W
e were delighted to receive a response regarding our article ‘Cutting Edge: teaching future surgeons’,1 and thank the authors for their feedback.2 We write to further elaborate on the project.
An independent evaluation of local pilot projects,3 initiated by Health Education England (HEE) to address the training deficits highlighted in Temple’s report,4 has shown that training objectives have been met. HEE now aims to adopt such training initiatives nationally to improve the educational curriculum. The University Hospitals of South Manchester (UHSM) trust approved the initiative and appointed a head clinician to oversee the project. An administrative staff position was funded; however, the project relied on the unpaid services of the head clinician’s successful negotiation
with service managers to ensure that training lists were planned and volunteer consultant supervisors were recruited to observe trainees. Formal recognition of the educational involvement of consultants was made to incentivise the retention of their voluntary services. Local data regarding the effects of training lists on theatre use showed that training lists lasted only a few minutes longer than usual, which equated to approximately the same number of cases being operated on as normal service lists, and that the in–patient stay was reduced as a result of improved continuity of care.5 Therefore, minimal costs were incurred, highlighting the project’s sustainability. In summary, the hospital aims to continue the pilot project within an established working framework. Local trainees now
steer the project, allowing them to demonstrate leadership and management skills. We hope that others have the opportunity to reap the benefits nationally. REFERENCES 1.
Al-Himdani S, Patel L. Cutting edge: teaching future surgeons. Clin Teach 2014;11:397–398.
2.
Tomlinson J, Yiasemidou M. Teaching future surgeons: a step towards better training? Clin Teach 2015.
3.
Temple J. Time for training: a review of the impact of the European Working Time Directive on the quality of training. Available at: http:// www.mee.nhs.uk/PDF/14274%20 Bookmark%20Web%20Version.pdf. Accessed on 9 November 2014.
4.
Heath Education England. BTBC Interim Report. Available at http://hee.nhs.uk/2014/06/10/ btbc-interim-report/. Accessed on 9 November 2014.
5.
Zeiton M, Siddiqi A, Jones D. ASIT/ Ethicon surgical education prize winner. Better training better care: core surgical trainee led operating lists. Int J Surg 2013;11:594.
Corresponding author’s contact details: Lopa Patel, Department of Plastic and Reconstructive Surgery, Leicester Royal Infirmary, Leicester, UK. E-mail: [email protected] doi: 10.1111/tct.12365
144 © 2015 John Wiley & Sons Ltd. THE CLINICAL TEACHER 2015; 12: 143–145
tct_12338.indd 144
3/12/2015 10:57:05 AM
Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
Department of Plastic and Reconstructive Surgery, Leicester Royal Infirmary, UK Department of Plastic and Burns Surgery, Morriston Hospital, Swansea, UK
2
W
e were delighted to receive a response regarding our article ‘Cutting Edge: teaching future surgeons’,1 and thank the authors for their feedback.2 We write to further elaborate on the project.
An independent evaluation of local pilot projects,3 initiated by Health Education England (HEE) to address the training deficits highlighted in Temple’s report,4 has shown that training objectives have been met. HEE now aims to adopt such training initiatives nationally to improve the educational curriculum. The University Hospitals of South Manchester (UHSM) trust approved the initiative and appointed a head clinician to oversee the project. An administrative staff position was funded; however, the project relied on the unpaid services of the head clinician’s successful negotiation
with service managers to ensure that training lists were planned and volunteer consultant supervisors were recruited to observe trainees. Formal recognition of the educational involvement of consultants was made to incentivise the retention of their voluntary services. Local data regarding the effects of training lists on theatre use showed that training lists lasted only a few minutes longer than usual, which equated to approximately the same number of cases being operated on as normal service lists, and that the in–patient stay was reduced as a result of improved continuity of care.5 Therefore, minimal costs were incurred, highlighting the project’s sustainability. In summary, the hospital aims to continue the pilot project within an established working framework. Local trainees now
steer the project, allowing them to demonstrate leadership and management skills. We hope that others have the opportunity to reap the benefits nationally. REFERENCES 1.
Al-Himdani S, Patel L. Cutting edge: teaching future surgeons. Clin Teach 2014;11:397–398.
2.
Tomlinson J, Yiasemidou M. Teaching future surgeons: a step towards better training? Clin Teach 2015.
3.
Temple J. Time for training: a review of the impact of the European Working Time Directive on the quality of training. Available at: http:// www.mee.nhs.uk/PDF/14274%20 Bookmark%20Web%20Version.pdf. Accessed on 9 November 2014.
4.
Heath Education England. BTBC Interim Report. Available at http://hee.nhs.uk/2014/06/10/ btbc-interim-report/. Accessed on 9 November 2014.
5.
Zeiton M, Siddiqi A, Jones D. ASIT/ Ethicon surgical education prize winner. Better training better care: core surgical trainee led operating lists. Int J Surg 2013;11:594.
Corresponding author’s contact details: Lopa Patel, Department of Plastic and Reconstructive Surgery, Leicester Royal Infirmary, Leicester, UK. E-mail: [email protected] doi: 10.1111/tct.12365
144 © 2015 John Wiley & Sons Ltd. THE CLINICAL TEACHER 2015; 12: 143–145
tct_12338.indd 144
3/12/2015 10:57:05 AM
Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
