Evaluability Assessment - Sustrans I Bike Communities Programme

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PANC Study (Pancreatitis: A National Cohort Study): national cohort study examining the first 30 days from presentation of acute pancreatitis in the UK

Abstract Background Acute pancreatitis is a common, yet complex, emergency surgical presentation. Multiple guidelines exist and management can vary significantly. The aim of this first UK, multicentre, prospective cohort study was to assess the variation in management of acute pancreatitis to guide resource planning and optimize treatment. Methods All patients aged greater than or equal to 18 years presenting with acute pancreatitis, as per the Atlanta criteria, from March to April 2021 were eligible for inclusion and followed up for 30 days. Anonymized data were uploaded to a secure electronic database in line with local governance approvals. Results A total of 113 hospitals contributed data on 2580 patients, with an equal sex distribution and a mean age of 57 years. The aetiology was gallstones in 50.6 per cent, with idiopathic the next most common (22.4 per cent). In addition to the 7.6 per cent with a diagnosis of chronic pancreatitis, 20.1 per cent of patients had a previous episode of acute pancreatitis. One in 20 patients were classed as having severe pancreatitis, as per the Atlanta criteria. The overall mortality rate was 2.3 per cent at 30 days, but rose to one in three in the severe group. Predictors of death included male sex, increased age, and frailty; previous acute pancreatitis and gallstones as aetiologies were protective. Smoking status and body mass index did not affect death. Conclusion Most patients presenting with acute pancreatitis have a mild, self-limiting disease. Rates of patients with idiopathic pancreatitis are high. Recurrent attacks of pancreatitis are common, but are likely to have reduced risk of death on subsequent admissions. </jats:sec

Cargo Bike Library Evaluability Assessment

This report presents the evaluability assessment (EA) of Sustrans’ Cargo Bike Library (CBL). The CBL is a programme offering small businesses and organisations a no-cost opportunity to borrow an e-cargo bike as part of their logistical operations, and was piloted in Edinburgh, Scotland in 2017 and continued with capital funding provided by Transport Scotland in 2018/19. In March 2020, the COVID-19 pandemic created an unprecedented opportunity for the CBL to meet a new but rapidly changing demand; one that offered scope for supporting future learning, funding, and wider implementation. Sustrans is committed to embed evaluative thinking to optimise the delivery of the programme and evidence its impact; and would like to integrate flexible evaluation approaches to capture and action learning in a rapidly changing and responsive economic, policy, and legislative context

Reflexión Crítica Sobre las Propias Creencias en Relación a la Competencia Cultural en la Educación Médica: un Análisis de las Narraciones Reflexivas de los Tutores

Critical reflection on own beliefs, within the context of cultural competence, has been acknowledged as an important skill doctors and medical students should have in order to enhance the quality of health care regardless of patients’ social and cultural background. Yet the guidelines for teaching students critical reflection on their own cultural beliefs are lacking. Based on the method of investigating short reflective narratives and Gibbs’ reflective cycle for development, this paper explores the experience of clinical communication tutors’ in examining cultural competence in OSCEs, how they felt, analyzed and concluded, and examines their account on how to construct a training model for dealing with such challenge in medical education.Se ha reconocido que la reflexión crítica sobre las propias creencias, en el contexto de la competencia cultural, es una habilidad importante que deben tener los médicos y los estudiantes de medicina para mejorar la calidad de la atención de la salud, independientemente de los antecedentes sociales y culturales de los pacientes. Sin embargo, faltan las directrices para enseñar a los estudiantes la reflexión crítica sobre sus propias creencias culturales. Basándose en el método de investigación de las narraciones reflexivas cortas y el ciclo de reflexión de Gibbs para el desarrollo, este documento explora la experiencia de los tutores de comunicación clínica en el examen de la competencia cultural en las OSCEs, cómo se sintieron, analizaron y concluyeron, y examina su relato sobre cómo construir un modelo de formación para hacer frente a ese desafío en la educación médica

Global sharing, local innovation: Four schools, four countries, one curriculum

Background: Many internal and external obstacles, must be overcome when establishing a new medical school, or when radically revising an existing medical curriculum.Aims: Twenty-five years after the Flinders University curriculum was introduced as the first graduate-entry medical programme (GEMP) in Australia, we aim at describing how it has been adopted and adapted by several other schools, in Australia and in Europe (UK, Ireland, and Portugal).Method/Results: This paper reports on the experience of four schools establishing a new medical school or new curriculum at different times and in different settings.Conclusions: We believe that these experiences might be of interest to others contemplating a similar development