Research (Articles)

 

Recent Submissions

  • Health coaching to support patients with addiction
    Cardoso Pinto, Alexandra; Sriskandarajah, Ramya; Ikhlaq, Hamza; Ikhlaq, Hamza; Medical Education; Medical and Dental; University of Oxford; St George's University Hospitals NHS Foundation Trust; Sandwell and West Birmingham NHS Trust (BMJ Publishing Group, 2024-09-12)
    No abstract available.

  • Augmented reality in interventional radiology : transforming training paradigms
    Baker, James; Antypas, Antony; Aggarwal, Prashant; Elliott, Charlotte; Baxter, Robert; Singh, Shwetabh; Jayasinghe, Naduni; Reed, Daniel; Boden, Alexander; Evans, Imogen; et al. (Springer, 2024-02-25)
    The ascent of medical technology places augmented reality (AR) at the forefront of potential advancements in interventional radiology (IR) training. This review delves into the symbiotic relationship between AR and conventional IR training, casting light on the opportunities and hurdles intrinsic to this integration. A targeted literature review was conducted using the databases PubMed, Cochrane Library, and Embase. Search terms included ((("Augmented Reality" OR "Virtual Reality")) AND ((Education OR Training))) AND (("Interventional Radiology")). Ten studies identified using the comprehensive inclusion criteria helped scrutinize the use of AR in IR training. Key outcomes include improved procedural accuracy, reduced training duration, and heightened trainee confidence. However, it also identifies limitations such as small sample sizes, reliance on simulation environments, and technological constraints in AR implementation. Despite these challenges, the review underscored the transformative potential of AR in IR education, suggesting its capacity to revolutionize training methodologies. However, it also calls for continued technological development and empirical research to address current challenges and fully leverage AR's capabilities in medical education.

  • A systematic review of 'equity-focused' game-based learning in the teaching of health staff
    Allan, Robyn; McCann, Lucy; Johnson, Lucy; Dyson, Maya; Ford, John; Dyson, Maya; Medical Education; Medical and Dental; Queen Mary University of London; Sandwell and West Birmingham NHS Trust (Elsevier, 2023-12-27)
    Background: An unequal distribution of the social determinants of health drives health inequalities. Existing training fails to communicate the impossible circumstances that disadvantaged groups face. Game-based learning is increasingly used as an innovative method with the potential to enhance health staff's ability to address health inequalities, but its effectiveness is unknown. Therefore, the aim of this systematic review was to evaluate the effectiveness of 'equity-focused' game-based learning in training health staff. Study design: Systematic Review. Methods: Three databases (Ovid Medline, Embase, Web of Science) and a citation search were systematically searched for articles from January 2010 to July 2023, reporting on effectiveness of 'equity-focused' game-based learning. Titles and abstracts were screened using eligibility criteria to identify relevant studies. Data was extracted and the ROBINS-I tool was used to assess quality. Results: The search identified 7615 articles, of which thirteen were included involving 2412 healthcare workers. A variety of game-based learning tools were found to have an overall positive effect on motivation, knowledge, attitudes, and engagement of health staff. However, the significance of the results varied depending on specific game context. All included studies were judged to have serious to critical risk of bias. Conclusions: Game-based learning has the potential to improve the effectiveness of 'equity-focused' training for health staff. Educators and researchers should further collaborate to expand the tools available and evaluate their effectiveness on long-term clinical practice.

  • The evaluation of a period of extended shadowing for foundation year one doctors at induction and mentorship schemes at Sandwell and West Birmingham NHS Trust.
    Bliss, Emily; Naqvi, Huma; Bliss, Emily; Naqvi, Huma; Sandwell and West Birmingham NHS Trust; Medical and Dental; Sandwell and West Birmingham NHS Trust (Royal College of Physicians, 2022-07)
    Background The 2020/21 cohort of foundation year-1 (FY1) doctors were offered interim foundation year-1 (FiY1) placements due to the COVID-19 pandemic. These FiY1 doctors started in June 2020 (2 months ahead of their initial scheduled start date) and a buddy scheme pairing FiY1s and current FY1 doctors was established. FY1 doctors were paired up with FiY1s in the same specialty in which they were due to start in August or a closely allied specialty. Feedback from the scheme was overwhelmingly positive1 so we wanted to apply those modifications to the 2021/22 cohort. Methods This intake of prospective FY1 doctors starting in August 2021 were invited to start a week earlier than usual for a period of extended shadowing. As we did the previous year, we assigned individual FY1 buddies for the regular and extended shadowing periods. In addition to that, we assigned SHO mentors who would be on the same site or specialty as the new FY1s from August and a near peer group for the year, which was made up of the three FY1s and three FY2s on the same rotational tract as each other. Surveys were used to evaluate the benefit of shadowing and mentorship.