University women: origins experiences and destinations at Glasgow University 1939-1987

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Transfer of training from an internal medicine boot camp to the workplace:enhancing and hindering factors

Background: The transfer of training to the workplace is the aim of training interventions. Three primary factors influence transfer: trainee characteristics, training design and work environment influences. Within medical education, the work environment factors influencing transfer of training remain underexplored. Burke and Hutchins’ review of training transfer outlined five work environment influences: opportunity to perform, supervisor/peer support, strategic link, transfer climate and accountability. This study aimed to explore the ways in which work environment factors influence the transfer of training for medical trainees. Methods: Internal Medicine Training in Scotland includes a three-day boot camp involving simulation-based mastery learning of procedural skills, immersive simulation scenarios and communication workshops. Following ethical approval, trainees were invited to take part in interviews at least three months after following their boot camp. Interviews were semi-structured, anonymised, transcribed verbatim and analysed using template analysis. Member checking interviews were performed to verify findings. Results: A total of 26 trainees took part in interviews between January 2020 and January 2021. Trainees reported a lack of opportunities to perform procedures in the workplace and challenges relating to the transfer climate, including a lack of appropriate equipment and resistance to change in the workplace. Trainees described a strong sense of personal responsibility to transfer and they felt empowered to change practice in response to the challenges faced. Conclusions: This study highlights barriers to transfer of training within the clinical workplace including procedural opportunities, a transfer climate with challenging equipment availability and, at times, an unsupportive workplace culture. Trainees are driven by their own sense of personal responsibility; medical educators and healthcare leaders must harness this enthusiasm and take heed of the barriers to assist in the development of strategies to overcome them.</p

The power of animation:encouraging doctors to access support for psychological wellbeing

The COVID-19 pandemic has exacerbated already high rates of poor psychological wellbeing in doctors. Many doctors perceive a stigma associated with acknowledging psychological wellbeing concerns, resulting in a reluctance to seek support for those concerns. The aim of this study was to develop a theoretically-informed and evidence-based composite narrative animation (CNA) to encourage doctors to access support for psychological wellbeing, and to evaluate the acceptability of the CNA.A composite narrative was developed from an evidence-base of interviews with 27 GP participants across Scotland (May–July 2020). The Behaviour Change Wheel was used to identify behaviour change techniques (BCTs) to be embedded within the CNA. The narrative was turned into a script in collaboration with an animation company. A brief animation ‘Jane the GP’ was developed reflecting specific BCTs.Scottish doctors (n = 83) were asked for their views on acceptability of the CNA concept, and subsequently asked to provide views on the acceptability of the CNA after viewing it. Participants thought the concept of a CNA was novel but may not appeal to all. After viewing the CNA, the widespread view was that it portrayed an authentic experience, could reduce stigma around seeking support for psychological wellbeing, and highlighted formal routes to access such support.CNAs are a novel and acceptable intervention method for encouraging doctors to access support for psychological wellbeing. The use of a theory driven intervention development framework to create the CNA facilitates the link between theory and practice

The power of animation:encouraging doctors to access support for psychological wellbeing

The COVID-19 pandemic has exacerbated already high rates of poor psychological wellbeing in doctors. Many doctors perceive a stigma associated with acknowledging psychological wellbeing concerns, resulting in a reluctance to seek support for those concerns. The aim of this study was to develop a theoretically-informed and evidence-based composite narrative animation (CNA) to encourage doctors to access support for psychological wellbeing, and to evaluate the acceptability of the CNA.A composite narrative was developed from an evidence-base of interviews with 27 GP participants across Scotland (May–July 2020). The Behaviour Change Wheel was used to identify behaviour change techniques (BCTs) to be embedded within the CNA. The narrative was turned into a script in collaboration with an animation company. A brief animation ‘Jane the GP’ was developed reflecting specific BCTs.Scottish doctors (n = 83) were asked for their views on acceptability of the CNA concept, and subsequently asked to provide views on the acceptability of the CNA after viewing it. Participants thought the concept of a CNA was novel but may not appeal to all. After viewing the CNA, the widespread view was that it portrayed an authentic experience, could reduce stigma around seeking support for psychological wellbeing, and highlighted formal routes to access such support.CNAs are a novel and acceptable intervention method for encouraging doctors to access support for psychological wellbeing. The use of a theory driven intervention development framework to create the CNA facilitates the link between theory and practice

Interventions for the well-being of healthcare workers during a pandemic or other crisis : scoping review

Funding This study was supported by Chief Scientist Office of Scotland, grant number COV/ABN/20/06. Acknowledgements The authors thank Vicki Cormie, librarian at University of St Andrews, for advice on conducting scoping reviews.Peer reviewedPublisher PD

Supporting doctors’ well-being and resilience during COVID-19 : a framework for rapid and rigorous intervention development

Authors thank the Chief Scientist Office, Scotland for supporting the research.This paper aims to outline the development of a theoretically informed and evidence-based intervention strategy to underpin interventions to support the well-being of doctors during COVID-19 and beyond; delineate new ways of working were employed to ensure a rapid and rigorous process of intervention development and present the resulting novel framework for intervention development. The research comprised four workstreams: literature review (WS1), qualitative study (WS2), intervention development and implementation (WS3) and evaluation (WS4). Due to time constraints, we employed a parallel design for WS1–3 with the findings of WS1–2 informing WS3 on a continual basis. WS3 was underpinned by the Behaviour Change Wheel. We recruited expert panels to assist with intervention development. We reflected on decisions taken to facilitate the rapid yet rigorous process of intervention development. The empirical output was a theoretically informed and evidence-based intervention strategy to underpin interventions to support doctors' well-being during COVID-19 and beyond. The methodological output was a novel framework that facilitates rapid and rigorous development of interventions. The intervention strategy provides a foundation for development and evaluation of tailored interventions to support doctors' well-being. The novel framework provides guidance for the development of interventions where the situation demands a rapid yet rigorous development process.Publisher PDFPeer reviewe

Heard, valued, supported? : Doctors' wellbeing during transitions triggered by COVID-19

Funding Information: The authors would like to thank all study participants who invested significant time and energy into participating in this study in exceptional circumstances. The authors would also like to thank study funders: Chief Scientist Office (Scotland) and Scottish Medical Education Research Consortium (SMERC). Publisher Copyright: © 2021 The Authors. Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.Peer reviewedPublisher PD

Composite narrative animations:A novel Method for encouraging doctors to access support for psychological wellbeing

Background The Covid-19 pandemic has exacerbated already high rates of psychological distress in doctors.1 Many doctors perceive a stigma associated with disclosing psychological concerns, which can result in a reluctance to seek support.2 This study aimed to develop and evaluate the acceptability of using composite narrative animations (CNAs) to encourage doctors to access support for psychological wellbeing. Methods A composite narrative was developed from interviews with 27 GP participants from across Scotland in May to July 2020. Behaviour change techniques (BCTs) were identified to be embedded within the CNA.3 An animation script was developed from the composite narrative with an animation company. The final animation included the BCTs of information provision, prompts and cues, demonstration of behaviours and instruction on how to perform behaviours, and a credible source was produced. Study participants were originally asked for their views on feasibility and acceptability of a CNA and followed up at a subsequent interview after they have viewed it. Data from 83 Scottish doctors was collected for that purpose. Results Prior to viewing the animation, participants thought it was novel but may not appeal to all. After viewing, the majority considered it portrayed an authentic experience, could reduce the stigma around seeking support for psychological well-being and highlighted formal routes to access support for psychological well-being