ABSTRACT
The Independent and Supplementary Prescribing programme has been offered by the University of Leeds since 2002. Upon completion of the programme pharmacists, nurses, midwives, physiotherapists, and paramedics register as prescribers with their professional regulator. Trainees attend teaching sessions over a 3-month period followed by a period of supervision in practice. All trainees undertook an objective structured clinical examination (OSCE) at the end of the 3-month period. Usually, the OSCE takes place on the university campus over one day. With the onset of the COVID-19 pandemic, the OSCE had to be restructured so that it could take place virtually, while maintaining the validity and reliability of the assessment. Microsoft Teams(R) was identified as the most appropriate platform for conducting the Virtual-OSCE (V-OSCE). Overall, the V-OSCEs we ran were a success;trainees, assessors and simulated patients reported that the assessment was seamless. However, further improvements could be made to improve the efficiency of the process if this approach were to become commonplace within the programme.
ABSTRACT
Learning Objectives:Our goal was to create a Quality and Patient Safety Curriculum for EM Residents that included interactive lectures, resident projects, infographic emails, and simulations. This curriculum was developed during COVID-19 and therefore was adapted for virtual and in-person socially distant education. : Introduction/Background: The American College of Graduate Medical Education (ACGME) requires residents develop skills to analyze quality assessment methods;identify system errors;and participate in quality improvement projects. When surveyed, 52% of EM residencies had <4 hours/year of quality education and 62% had <4 hours/year of risk education. Educational Objectives: Our goal was to create a Quality and Patient Safety Curriculum for EM Residents that included interactive lectures, resident projects, infographic emails, and simulations. This curriculum was developed during COVID-19 and adapted for virtual and socially distant education. Curricular Design: We created our Quality and Patient Safety curriculum based on initiatives important to our ED, such as sepsis care. We designed 4 main educational programs: 1) Quality Corner: Weekly, a colorful infographic on quality metrics, new patient safety initiatives, or EMR tips was emailed (Image 1: Example Quality Corners). 2) Monthly Lectures: A 45-minute interactive quality lecture was given monthly at conference. Residents were given case-based scenarios followed by an online poll;realtime results were displayed. This was followed by a 1-hour deep-dive on a patient case. 3) Resident Projects: Each resident was assigned to a group and focused on a quality metric. The groups were taught how to do a literature review;write an IRB;create a datasheet;and implement a project. 4) Quality Simulations: During resident shifts, a chief resident ran quality group and individual case simulations. Impact/Effectiveness: Residents completed anonymous surveys. For the residency lectures, 39 of 48 (81%) residents responded-82% stated they were helpful;84.6% learned something new;and 84.6% recommended they be continued. For the Quality Simulations, 28 of 30 (93%) residents responded-100% said they were helpful;93% learned something new;and 100% recommended they be continued.