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F1-taught orthopaedic teaching programme for students (FOTS)
  1. Prakrit Raj Kumar1,
  2. Yousuf Hashmi1,
  3. William Beedham1,
  4. Ranya Vardini Kumar2,
  5. Simon Fleming3
  1. 1University of Birmingham College of Medical and Dental Sciences, Birmingham, UK
  2. 2University of Cambridge School of Clinical Medicine, Cambridge, UK
  3. 3Institute of Health Sciences Education, London, UK
  1. Correspondence to Prakrit Raj Kumar, University of Birmingham College of Medical and Dental Sciences, Birmingham B15 2TT, UK; prk576{at}bham.ac.uk

Abstract

Introduction The COVID-19 pandemic has impacted students learning, with the time off resulting in students ‘de-skilling’, increasing concerns for upcoming observed structured clinical examinations. Foundation Year 1 (F1) doctors (F1s), despite being expected to teach, rarely receive formal preparation, with COVID-19 exacerbating opportunities to practice. As such, a national orthopaedic teaching programme was designed to provide F1s with opportunities to develop their teaching skills and to synergistically teach medical students how to perform clinical orthopaedic examinations.

Methods Six weekly sessions, each delivered by two newly qualified F1 tutors, on each joint examination were delivered online via Zoom Video Communications (USA). Presession and postsession multiple choice questions (MCQs) were provided to students to assess improvement in knowledge. Anonymous feedback forms were provided to both students and tutors.

Results Of the 341 students that attended, 87.1% provided feedback. 86.2% felt that they had de-skilled due to time off, with a mean 15 weeks off from placement. Based on a 5-point Likert scale, students displayed a mean improvement in confidence (1.9±1.1, p<0.001) and MCQ scores (1.4±1.3, p<0.001) before and after the sessions. 91.6% and 95.3% agreed that the use of online teaching increased attendance and laid the foundation for practice. Of the six tutors, all reported improvement in confidence to teach and teaching skills.

Conclusion We demonstrate that online delivery of clinical orthopaedic examinations is effective, increasing the knowledge and confidence of students, while providing opportunities for F1s to teach. We present our findings to encourage similar teaching programmes to be adopted at other locations and specialties, to synergistically benefit students, doctors and ultimately, patients.

  • medical education & training
  • orthopaedic & trauma surgery

Data availability statement

Data are available upon reasonable request. Please feel free to contact me or my coauthors by email at prk576@student.bham.ac.uk if you have any questions regarding this submission.

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Data availability statement

Data are available upon reasonable request. Please feel free to contact me or my coauthors by email at prk576@student.bham.ac.uk if you have any questions regarding this submission.

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Footnotes

  • PRK and YH are joint first authors.

  • Twitter @prakrit_kumar, @YousufMed, @WilliamBeedham, @orthopodreg

  • Contributors All the authors participated equally in the research of this paper, assisting in all of the following parts. Guarantor of integrity of the entire study: PRK, YH, WB, RVK and SF. Study concepts and design: PRK, YH, WB and RVK. Literature research: PRK, YH, WB and RVK. Clinical studies: PRK, YH, WB and RVK. Experimental studies/data analysis: PRK, YH, WB and RVK. Statistical analysis: PRK, YH, WB and RVK. Manuscript preparation: PRK, YH, WB, RVK and SSF. Manuscript editing: PRK, YH, WB, RVK and SSF. Manuscript revision: PRK, YH, WB, RVK and SSF.

  • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

  • Competing interests None declared.

  • Provenance and peer review Not commissioned; externally peer reviewed.

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