National census of UK endoscopy services 2021.

Introduction: The Joint Advisory Group on Gastrointestinal (GI) Endoscopy (JAG) biennial census provides a unique view of UK endoscopy. The 2021 census was conducted to understand the impact of ongoing pressures, highlighted in the previous census, as well as COVID-19. Methods: The census was sent to all JAG-registered services in April 2021. Data were analysed across the domains of activity, waiting time targets, workforce, COVID-19, safety, GI bleeding, anaesthetic support, equipment and decontamination. Statistical methods were used to determine associations between domain-specific outcome variables and core demographic data. Results: 321 services completed the census (79.2% response rate). In the first 3 months of 2021, 57.9% of NHS services met urgent cancer waits, 17.9% met routine waits and 13.4% met surveillance waits. Workforce redeployment was the predominant reason cited for not meeting targets. There were significant regional differences in the proportion of patients waiting 6 or more weeks (p=0.001). During the pandemic, 64.8% of NHS services had staff redeployed and there was a mean sickness rate of 8.5%. Services were, on average, at 79.3% activity compared with 2 years ago. JAG-accredited services are more likely to meet urgent cancer waits, with a lower proportion of patient waiting 6 weeks or more (p=0.03). Over 10% of services stated that equipment shortage interfered with service delivery. Conclusions: Services are adapting to continued pressure and there are signs of a focused response to demand at a time of ongoing uncertainty. This census' findings will inform ongoing guidance from JAG and relevant stakeholders.

Teaching medical students remotely during a pandemic - what can psychiatry offer?

OBJECTIVE: The clinical teaching of psychiatry to medical students throughout the COVID-19 pandemic has presented opportunities for support, engagement and learning above and beyond usual practice. Like other teaching faculties, we needed to quickly adapt the course material to an online platform. However, for psychiatric teaching, it was also essential to find alternatives to patient interviewing, and to provide support and containment in uncertain times. We aim to describe our philosophical stance and framework for the delivery of our online course. CONCLUSIONS: Key components in the delivery of our modified course were the transition to online learning and assessment, developing a suite of surrogate clinical learning experiences, using simulated patients for online interviewing, and attention to student well-being whilst providing a supportive and contained environment for student learning. Supportive leadership and good communication assisted the teaching staff to deliver the course during COVID-19.