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Delivering surgical education: a specialist surgical society and undergraduate student collaboration
  1. Shashwat Singh1,
  2. Sai Viswan Thiagarajah1,
  3. Rishi Banerjee2,
  4. Kartik Iyengar3,
  5. Sunil Garg4,
  6. Bijayendra Singh5,
  7. Raju Ahluwalia6
  8. BIOS Collaborative
    1. 1The Medical School, The University of Edinburgh, Edinburgh, UK
    2. 2Faculty of Medicine, Imperial College of Science & Technology and Medicine, London, UK
    3. 3Faculty of Medicine, Orthopaedics, Southport and Ormskirk Hospital NHS Trust, Southport, Sefton, UK
    4. 4Orthopaedics, James Paget University Hospitals NHS Foundation Trust, Great Yarmouth, Norfolk, UK
    5. 5Orthopaedics, Medway Maritime Hospital, Gillingham, Kent, UK
    6. 6Orthopaedics, King's College Hospital NHS Foundation Trust, London, UK
    1. Correspondence to Raju Ahluwalia, Orthopeadics, King's College Hospital NHS Foundation Trust, London, UK; r.ahluwalia1{at}nhs.net

    Abstract

    Currently, the delivery of the undergraduate medical curriculum includes various teaching, learning and assessment strategies. Self-directed learning is an important aspect of this mix and includes the use of resources, sometimes not provided by the parent University, in the student’s own time to enhance the student’s knowledge, skills and professional practice. Societies aimed at a particular specialty contain a pool of professionals that can provide undergraduate students with opportunities for further self-directed learning, development of specialty-specific core skills and exploration of research interests. This may then enhance and enlighten the students’ approach to a particular orthopaedic problem and reinforce the curriculum they are studying while providing an understanding of current areas of debate that are not part of the curriculum at present. The collaboration of postgraduate societies with undergraduate students in developing and implementing undergraduate engagement strategies is of benefit to undergraduate education, the specialty society and the collaborating students. We explore the planning and implementation of an interactive webinar series run by the British Indian Orthopaedic Society in collaboration with undergraduate students. We provide a case study of a surgical specialty society engaging with undergraduate students with synergistic effect. We pay particular attention to the benefits accrued by the specialty society and the student collaborators by this joint effort.

    • medical education & training
    • education and training
    • orthopaedic & trauma surgery
    • trauma management
    • paediatric orthopaedics
    • adult orthopaedics

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    Footnotes

    • Correction notice Since this article was first published, the author surname has been updated to read Iyengar. The second author has also updated their first name to Sai Viswan and updated their affiliation to the University of Edinburgh.

    • Collaborators BIOS Collaborative: Nilesh Shah, Ravi Koka, Amit Sinha, Vikas Khanduja, Rahul Kotwal, Sanjeev Anand, Inder Gill, Amat Tolat, Aravind Desai.

    • Contributors SS, VT, RB, KI and RA involved in writing the original draft of manuscript, literature search, planning, conduct and editing. KI and RA involved in conceptualisation, literature search, review and editing. RA, KI, BS and SG supervised overall submission and approved final draft. All authors have read and agreed to the final draft submitted.The BIOS collaborative group contributed to data collection and delivery of educational content and manuscript planning. The guarantor for the publication is RA.

    • 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.

    • Supplemental material This content has been supplied by the author(s). It has not been vetted by BMJ Publishing Group Limited (BMJ) and may not have been peer-reviewed. Any opinions or recommendations discussed are solely those of the author(s) and are not endorsed by BMJ. BMJ disclaims all liability and responsibility arising from any reliance placed on the content. Where the content includes any translated material, BMJ does not warrant the accuracy and reliability of the translations (including but not limited to local regulations, clinical guidelines, terminology, drug names and drug dosages), and is not responsible for any error and/or omissions arising from translation and adaptation or otherwise.