Future hospital journal最新文献

This part of the Future Hospital Journal is where you will find regular overview updates on -progress made by the Future Hospital Programme of the Royal -College of Physicians, together with its -partners, in realising the vision of the Future -Hospital -Commission. We very much welcome your feedback. If you have any comments, or would like to be involved in the work of the Programme, please contact futurehospital@rcplondon.ac.uk.

The ability of our NHS to deliver world-class compassionate care is dependent on the quality of training and education of our staff. We know that the path of moving from novice to expert is far from linear. Instead, it is a complex journey that is domain specific with multiple variations reflecting the individuality of our learners. Within this complex journey, there is a need to train the doctors of tomorrow to be humanistic, competent, patient-centred, resilient beings who will thrive in a challenging environment, striving to advance medicine. We discuss two models of curricula, the longitudinal integrated programmes and the internal medicine curriculum, which are proposed to address the healthcare needs of the UK population. In this article, we look at the opportunities that exist, the future potentials for medical education, and the challenges to overcome as we endeavour to create the best education models for physicians in the 21st century.

Missed Parkinson's disease (PD) medications when patients are admitted to hospital are associated with increased -morbidity and mortality. Swallowing difficulties in hospitalised PD patients are common and should prompt clinicians to -consider conversion of a patient's PD medications to a non-oral form - this is, however, recognised as a challenging area with potential for error. Northumbria Healthcare NHS Foundation Trust's PD service set out to address this patient safety issue through the development of an innovative online medication -calculator (pdmedcalc.co.uk). This article summarises the development process underpinning the calculator, presents numerical data on the usage of the calculator and presents survey data -relating to user experiences of the calculator. Lastly, we highlight how user feedback has been used to refine subsequent iterations of the calculator and how use of the calculator has rapidly spread beyond our trust because of it being freely accessible online.

Doctors in training have the potential to make important contributions to improving healthcare services, at the same time as developing their own skills and knowledge about quality improvement (QI). However, meaningful improvements in healthcare quality and useful educational experiences for trainees are unlikely to occur unless employers and training organisations develop systematic approaches to involving trainees in QI. Organisations need to provide trainees with the time, resources, mentorship, educational supervision and training in QI methods required for them to carry out QI projects successfully. Focusing the efforts of trainees in tackling high value and strategically important problems, working together as teams rather than as individuals, and learning from and contributing to published QI reports will make it more likely that genuine improvements are achieved and sustained over time. Finally, career pathways should be developed to allow trainees to gain in-depth, specialist knowledge and experience of QI, and work towards becoming the improvement leaders of the future NHS.

Medical education fails to prepare young doctors for the nature of the work they will encounter. Doctors face a rapidly changing medical landscape, which relies more and more upon interprofessional collaboration to optimise patient outcomes and upon non-clinical skills to provide care efficiently and cost effectively. The current response to change is a reactive and resource-intensive effort, where established doctors are directed towards new ways of working. A better response would be interprofessional clinical and non-clinical training, incorporating a philosophy and style that accommodate innovation, communication and change. This preparative training should be overseen by a single educational enterprise that links undergraduate and postgraduate instruction. Improved training might enable better design of the healthcare system from within.

Near-peer teaching (NPT) has been shown to be useful in undergraduate and postgraduate medical teaching, but there is sparse knowledge of its applicability in clinical settings, such as the ward round. The current study assessed the suitability of NPT on a consultant ward round and ascertained its advantages and disadvantages as a teaching method in this setting. NPT was trialled on three consecutive consultant ward rounds on a palliative medicine inpatient unit in a cancer centre. Both learner (three junior doctors) and facilitator (one consultant) views were sought via questionnaires and interviews. Data were analysed using thematic content analysis. All participants felt that NPT gave a better educational experience compared with traditional ward rounds. Participants found NPT improved their own teaching ability, was quick and easy to use, and was tailored to the learner. More advantages were cited than disadvantages. Disadvantages were only mentioned by senior doctors and included time off the ward round and lack of teaching for the senior member of the near-peer pair. Thus, NPT could be a useful educational tool to provide differentiated learning in busy clinical settings. However, more research is needed to ensure that it can meet the learning needs of senior trainees.

The face of medical training has transformed over the last two decades. This has impacted education and training, work ethic and pride within the profession. There are serious concerns that rigid working hours, shift systems, erosion of team-working (with all of the implications this carries for the essential 'apprenticeship' of postgraduate medical training) and repeated political interference will transform the millennial doctor into a 'blue collar' worker. Morale is at an all-time low and more needs to be done to support and value junior doctors, raise awareness of work-life balance issues and improve working lives. Initiatives such as the Royal College of Physicians' Underfunded, underdoctored and overstretched report and the chief registrar project are crucial triggers to raise morale and restore pride in this most rewarding of professions.

General internal medicine (GIM) training, usually as part of a dual accreditation programme, is increasingly challenging to deliver as a result of increased numbers of acute admissions, changes to consultant input into medical 'on call' and the reduction in the numbers of units taking unselected medical patients. GIM has become synonymous with acute medical take, reducing the scope of programmes to deliver a true general medical experience. The role of the 'medical registrar' is reported to be increasingly unpopular with trainees. Differing models of the delivery of training are in place. We have carried out a two-stage questionnaire in order to determine the views of both trainees and trainers on different models of training and their deliverability. The first stage defined the key areas of concern for trainees and the second focused on these areas and the ability of local education providers to deliver an expanded GIM programme. Our data suggest that trainees would value a face-to-face annual review of competence progression (ARCP) for GIM, separate from their specialty ARCP, and would support more structured blocks of GIM training in order to allow later specialty-focused training. However, -significant concerns were raised about the ability of many units to deliver such training beyond the acute medical 'take'.