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1.
J Surg Educ ; 79(2): 426-430, 2022.
Article in English | MEDLINE | ID: covidwho-1747725

ABSTRACT

OBJECTIVE: Prior to 2015 residents in our Accreditation Council for Graduation Medical Education (ACGME) colon and rectal surgery training program were in charge of managing, with faculty oversight, the outpatient anorectal clinic at our institution. Starting in 2015 advanced practice providers (APPs) working in the division assumed management of the clinic. The effect of APPs on ACGME resident index diagnostic case volumes has not been explored. Herein we examine ACGME case log graduate statistics to determine if the inclusion of APPs into our anorectal clinic practice has negatively affected resident index diagnostic anorectal case volumes. DESIGN: ACGME year-end program reports were obtained for the years 2011 to 2019. Program anorectal diagnostic index volumes were recorded and compared to division volumes. Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) tests were conducted to assess whether the number of cases per year (for each respective case type) prior to the introduction of APPs into the anorectal clinic (2011-2014) differed from the number of cases per year with the APP clinic in place (2015-2018). A p-value <0.05 was considered statistically significant. SETTING: Mayo Clinic, Rochester, Minnesota (quaternary referral center). PARTICIPANTS: Colon and rectal surgery resident year-end ACGME reports (2011-2019). RESULTS: ANOVAs revealed a marginally significant (p = 0.007) downtrend for hemorrhoid diagnostic codes, and a significant uptrend (p = 0.000) for fistula cases. Controlling for overall division volume, ANCOVA only reveled significance for fistula cases (p = 0.004) with the involvement of APPs. CONCLUSIONS: At our institution we found the inclusion of APPs into our anorectal clinic practice did not negatively affect colon and rectal surgery resident ACGME index diagnostic anorectal case volumes. Inclusion of APPs into a multidisciplinary practice can promote resident education by allowing trainees to pursue other educational opportunities without hindering ACGME index case volumes.


Subject(s)
Education, Medical , General Surgery , Internship and Residency , Accreditation , Clinical Competence , Colon , Education, Medical, Graduate , General Surgery/education , Humans
2.
3.
J Surg Res ; 270: 261-265, 2022 02.
Article in English | MEDLINE | ID: covidwho-1604802

ABSTRACT

BACKGROUND: The social distancing recommendations from the WHO during the pandemic has resulted in a pivot point in the delivery of medical education. With the medical student clinical experience constantly under threat; novel methods to maintain adequate surgical patient exposure and student interaction on a platform amenable to the interactive format required were devised using a virtual platform to compliment current pedagogical approaches. METHODS: A parallel randomized controlled trial evaluated the perceived use of remote learning in place of bedside teaching. Participants were randomized to undergo surgical bedside teaching in person or virtually. Feedback questionnaires and exit interviews carried out following each session. Content analysis of transcripts was performed to evaluate the presence and quality of perceived learning, benefits and limitations to each modality. RESULTS: Feedback demonstrated greater engagement, satisfaction, involvement and learning (P < 0.001) in the bedside teaching group. Content analysis yielded three main themes; Technological, Interpersonal Component, Provision of Content. Participants in the virtual group reported a limited ability to elicit clinically relevant findings in surgical patients. Students however reported the virtual teaching was an acceptable method of learning with 90% satisfaction reported for learning via the virtual platform. DISCUSSION: The pandemic posed challenges to adequate student-patient exposure. Delivering surgical bedside teaching remotely is a method amenable to learning for students, with advantages including convenience, fewer reports of information fatigue, and decreased perceived pressure identified with this learning modality.


Subject(s)
Education, Distance , General Surgery/education , Students, Medical , COVID-19 , Curriculum , Humans , Pandemics
5.
An. Facultad Med. (Univ. Repúb. Urug., En línea) ; 8(2): e601, dic. 2021. tab
Article in Spanish | WHO COVID, LILACS (Americas) | ID: covidwho-1543099

ABSTRACT

Introducción: Desde el inicio de la pandemia Covid-19 la enseñanza de clínica quirúrgica ha representado un gran desafío y motivó el desarrollo de encuentros clínicos virtuales. El objetivo del presente trabajo es comunicar una forma novedosa en Uruguay de docencia virtual de Clínica Quirúrgica y su evaluación de los estudiantes. Métodos: Los encuentros clínicos virtuales son una herramienta educativa basada en situaciones clínicas reales donde el estudiante fue protagonista de la actividad. Los encuentros se realizaron con frecuencia semanal y 2 horas de duración, utilizado la plataforma Zoom. Al finalizar la actividad se realizó una encuesta de satisfacción a los estudiantes y los resultados resumidos en porcentajes. Resultados: Participaron 90 estudiantes y 10 docentes. Se realizaron 12 encuentros clínicos virtuales. Esta actividad fue considerada importante por el 88,5% de los estudiantes en su proceso de aprendizaje. La dinámica con mayor aceptación fue las viñetas con preguntas en tiempo real (59,6%), seguido de bases teóricas con preguntas en tiempo real (17,3%) y el análisis de caso clínico por grupo (15,4%). La sugerencia más importante es que se mantenga esta actividad independientemente del reintegro a la presencialidad en el futuro. Conclusión: La utilización de los encuentros clínicos virtuales ha demostrado ser una herramienta alternativa a las actividades presenciales durante la pandemia Covid-19 y en el futuro se convertirá en un complemento significativo dada la alta aceptación tanto por parte de los estudiantes como docentes.


Introduction: Since the beginning of the covid-19 pandemic, teaching surgical clinics has represented a great challenge and this motivated the development of virtual clinical meetings. The objective of this work is to communicate a new way in Uruguay of approaching the virtual teaching of Surgical Clinics and its evaluation by students. Methods: Virtual clinical encounters is an educational tool based on real clinical situations where the student was the protagonist of the activity. With a weekly frequency and 2 hours of duration, using the Zoom platform. At the end of the activity, a student satisfaction survey was carried out and the results summarized in percentages. Results: 90 students and 10 teachers participated.12 virtual clinical meetings were held. This activity was considered important by 88.5% of the students in their learning process. The dynamics with the highest acceptance were the vignettes with questions in real time (59.6%), followed by theoretical bases with questions in real time (17.3%) and the analysis of clinical case by group (15.4%). The most important suggestion is that this activity be maintained regardless of the reinstatement to the presence in the future. Conclusion: The use of virtual clinical meetings has proven to be an alternative tool to face-to-face activities during the covid-19 pandemic and in the future it will become a significant complement given the high acceptance by both students and teachers.


Introdução: Desde o início da pandemia covid-19, ensinar clínica cirúrgica tem representado um grande desafio e isso motivou o desenvolvimento de reuniões clínicas virtuais. O objetivo deste trabalho é comunicar uma nova forma no Uruguai de abordar o ensino virtual de Clínicas Cirúrgicas e sua avaliação pelos alunos. Métodos: O Encontro Clínico Virtual é uma ferramenta educacional baseada em situações clínicas reais onde o aluno foi o protagonista da atividade. Com frequência semanal e 2 horas de duração, utilizando a plataforma Zoom. No final da atividade, foi realizado um inquérito de satisfação dos alunos e os resultados resumidos em percentagens. Resultados: Participaram 90 alunos e 10 professores.12 reuniões clínicas virtuais foram realizadas. Essa atividade foi considerada importante por 88,5% dos alunos em seu processo de aprendizagem. As dinâmicas com maior aceitação foram as vinhetas com questões em tempo real (59,6%), seguidas das bases teóricas com questões em tempo real (17,3%) e a análise do caso clínico por grupo (15,4%). A sugestão mais importante é que essa atividade seja mantida independentemente de um retorno à presença no futuro. Conclusão: O uso de reuniões clínicas virtuais provou ser uma ferramenta alternativa às atividades presenciais durante a pandemia covid-19 e, no futuro, se tornará um complemento significativo, dada a alta aceitação por alunos e professores.


Subject(s)
Humans , General Surgery/education , Education, Medical/trends , Uruguay , Surveys and Questionnaires , Education, Distance , Evaluation Study , COVID-19/epidemiology
6.
Minerva Pediatr (Torino) ; 73(5): 460-466, 2021 Oct.
Article in English | MEDLINE | ID: covidwho-1513377

ABSTRACT

Inevitably, along with other healthcare specializations, pediatric surgery was affected by the Coronavirus disease-19 (COVID-19) pandemic. Children were reported to manifest mild to moderate symptoms and mortality was primarily observed in patients aged <1 year and having underlying comorbidities. Most of the cases were asymptomatic in children, hence, posing a challenge for pediatric surgery centers to take drastic measures to reduce the virus transmission. Telemedicine was introduced and out-patient consultations were conducted online as out-patient clinics were closed. Elective surgeries were postponed with delayed appointments while the healthcare sector was diverted towards tackling COVID-19. Case urgency was classified and triaged, leading to limited surgeries being performed only in COVID-19 negative patients following an extensive screening process. The screening process consisted of online history taking and RT-PCR tests. Newer practices such as mouth rinse, video laryngoscopy, and anesthesia were introduced to restrict patients from crying, coughing, and sneezing, as an attempt to avoid aerosolization of viral particles and safely conduct pediatric surgeries during the pandemic. Surgical trainees were also affected as the smaller number of surgeries conducted reduced the clinical experience available to medical enthusiasts. There is still room for advanced practices to be introduced in pediatric surgery and restore all kinds of surgeries to improve the quality of life of the patient.


Subject(s)
COVID-19/epidemiology , COVID-19/prevention & control , Pandemics , Pediatrics , Surgical Procedures, Operative , Asymptomatic Infections/epidemiology , COVID-19/diagnosis , COVID-19 Nucleic Acid Testing/methods , Child , Child, Preschool , Elective Surgical Procedures , General Surgery/education , Humans , Incidence , Infant , Patient Selection , Pediatrics/education , Preoperative Care/methods , Surgical Procedures, Operative/education , Telemedicine/organization & administration , Triage
7.
Can J Surg ; 64(6): E613-E614, 2021.
Article in English | MEDLINE | ID: covidwho-1511844

ABSTRACT

Most institutions have mitigated the impact of the COVID-19 pandemic on residency education by transitioning to web-based educational platforms and using innovative solutions, such as surgical video libraries, telehealth clinics, online question banks via social media platforms, and procedural simulations. Here, we assess the perceived impact of COVID-19 on Canadian surgical residency education and discuss the unique challenges in adapting to a virtual format and how novel training methods implemented during the pandemic may be useful in the future of surgical education.


Subject(s)
COVID-19 , Education, Distance , General Surgery/education , Internship and Residency , Pandemics , Canada , Education, Distance/methods , Education, Distance/trends , Forecasting , Humans , Internship and Residency/methods , Internship and Residency/trends , SARS-CoV-2 , Surveys and Questionnaires
8.
Can J Surg ; 64(5): E543-E549, 2021.
Article in English | MEDLINE | ID: covidwho-1496556

ABSTRACT

BACKGROUND: The COVID-19 pandemic led to many new provincial public health measures to reallocate resources in response to an impending surge of cases. These necessary decisions had several downstream effects on general surgery training. We surveyed the actions taken by Canadian general surgery training programs in response to the COVID-19 pandemic. METHOD: A mixed-methods survey was sent to all general surgery program directors to assess various domains in surgical education and modifications made because of the pandemic. Responses were quantified as proportions or qualitative narratives describing those changes. RESULTS: Most programs (13/15) recalled residents from planned rotations and redistributed them to rotations considered as core required services, including acute care surgery, trauma surgery and intensive care. Many programs also restructured their acute care surgery models to allow for a group of "reserve" residents to replace trainees who became infected with SARS-CoV-2. In terms of clinical experience, there was a reduction in both clinical and operative exposure among trainees. The reduction in clinical exposure disproportionately affected junior residents, whose involvement in COVID-19 cases was restricted. Formal educational sessions were maintained, but delivered virtually. Many programs instituted a program of increased frequency of communication with trainees. CONCLUSION: Many programs embraced using virtual platforms for teaching. The demonstrated utility of virtual teaching may lead to rethinking how training programs deliver didactic teaching and expand teaching opportunities. However, many programs also perceived a decrease in clinical and procedural exposure, primarily affecting junior residents. More information is needed to quantify the deficit in learning incurred as a result of the pandemic as well as its long-term effects on resident competency.


Subject(s)
General Surgery/education , Internship and Residency/organization & administration , COVID-19 , Canada , Education, Distance , Humans , Pandemics , Surveys and Questionnaires
9.
J Surg Res ; 270: 187-194, 2022 02.
Article in English | MEDLINE | ID: covidwho-1482758

ABSTRACT

BACKGROUND: A core tenet of medical education is the expectation that senior residents will teach junior residents and medical students. However, many general surgery residency programs lack a formalized curriculum to equip trainees with necessary teaching skills. We evaluated the impact of resident-led residents-as-teachers (RAT) workshops (RATW) and assessed adaptability from in-person to virtual delivery. We hypothesized these courses would improve trainees' confidence in their roles as resident-teachers. METHODS: Pre-COVID-19, an in-person workshop for residents (PGY1-5) was conducted over two days. During the COVID-19 pandemic, a virtual RATW for incoming interns (PGY1) was conducted during intern boot camp. Topic fidelity was preserved between the two RATWs. Resident-educators were responsible for content and delivery; the program director and associate program directors served as facilitators only. Surveys were used to evaluate residents' confidence in four core topics. A Wilcoxon test was used to compare quantitative data. RESULTS: There was significant improvement in confidence in all areas following RATW attendance, except for "Teaching in the OR". In sub-analysis, there was a significant improvement in this category among incoming interns post-RATW (P < 0.001). The majority of interns agreed that the RATW helped them transition into their new teaching role and agreed that the resident-led RATW was effective. CONCLUSIONS: A resident-designed and resident-led RAT curriculum in general surgery effectively improves residents' confidence in teaching and is well received by residents. We recommend the implementation of a RAT curriculum in general surgery residency and intern boot camp. The RATW was well adapted to distance-learning format.


Subject(s)
Education, Medical, Graduate , General Surgery , Internship and Residency , COVID-19 , Clinical Competence , Curriculum , General Surgery/education , Humans , Pandemics
10.
J Surg Res ; 270: 208-213, 2022 02.
Article in English | MEDLINE | ID: covidwho-1474776

ABSTRACT

BACKGROUND: MATCH 2021 was short of the classic "in-person" component. Herein, we assess the impact of virtual interviews (VIs) on resident selection, from the perspectives of program directors (PDs) across all surgical specialties. MATERIALS AND METHODS: We conducted a cross-sectional survey-based study of ACGME-accredited US residency program directors (PDs) of all surgical specialties. The survey was designed based on a review of relevant literature and inquired about the strengths, limitations, and overall utility of VIs. RESULTS: A total of 365 PDs responded to our survey. Almost all respondents (90%) found VIs to be less expensive than in-person interviews, while only 34% agree that VIs were less time-consuming. Only a median of 5% of interviews was complicated by technical difficulties. Most PDs found it more challenging to assess applicants' fit (75%), personality and communication skills (71%), and commitment to specialty (60%). Only 14% found VIs to be overall better for assessing residency applicants. In future cycles, most PDs are planning to host both virtual and in-person interviews (57%), while 35% and 8% will host exclusive in-person and virtual interviews, respectively. CONCLUSIONS: VIs are a novel way of dealing with the restrictions imposed by COVID-19. Despite their cost and time benefit, they present particular challenges in evaluating residency applicants. A combination of both virtual and in-person interviews will likely be implemented in the coming cycles.


Subject(s)
Internship and Residency , Interviews as Topic , Videoconferencing , COVID-19 , Cross-Sectional Studies , General Surgery/education , Humans , Surveys and Questionnaires
11.
J Surg Res ; 270: 145-150, 2022 02.
Article in English | MEDLINE | ID: covidwho-1474775

ABSTRACT

BACKGROUND: On March 17, 2020 the Association of American Medical Colleges recommended dismissal of medical students from clinical settings due to the COVID-19 pandemic. Third-year (M3) and fourth-year (M4) medical students were at home, M4s were interested in teaching, and residents and faculty had fewer clinical responsibilities due to elective surgery cancellations. To continue M3 access to education, we created a virtual surgery elective (VSE) that aimed to broaden students' exposure to, and elicit interest in, general surgery (GS). METHODS: Faculty, surgical residents, and M4s collaborated to create a 2-wk VSE focusing on self-directed learning and direct interactions with surgery faculty. Each day was dedicated to a specific pathology commonly encountered in GS. A variety of teaching methods were employed including self-directed readings and videos, M4 peer lectures, case-based learning and operative video review with surgery faculty, and weekly surgical conferences. A VSE skills lab was also conducted to teach basic suturing and knot-tying. All lectures and skills labs were via Zoom videoconference (Zoom Video Communications Inc). A post-course anonymous survey sent to all participants assessed changes in their understanding of GS and their interest in GS and surgery overall. RESULTS: Fourteen M3s participated in this elective over two consecutive iterations. The survey response rate was 79%. Ninety-one percent of students believed the course met its learning objectives "well" or "very well." Prior to the course, 27% reported a "good understanding" and 0% a "very good" understanding of GS. Post-course, 100% reported a "good" or "very good" understanding of GS, a statistically significant increase (P = 0.0003). Eighty-two percent reported increased interest in GS and 64% reported an increase in pursuing GS as a career. CONCLUSIONS: As proof of concept, this online course successfully demonstrated virtual medical student education can increase student understanding of GS topics, increase interest in GS, and increase interest in careers in surgery. To broaden student exposure to GS, we plan to integrate archived portions of this course into the regular third-year surgery clerkship and these can also be used to introduce GS in the preclinical years.


Subject(s)
Education, Distance , Education, Medical, Undergraduate , General Surgery/education , Students, Medical , COVID-19 , Curriculum , Humans , Operating Rooms , Pandemics , Videoconferencing
12.
Ann Surg ; 274(5): e381-e382, 2021 11 01.
Article in English | MEDLINE | ID: covidwho-1455427

ABSTRACT

Virtual recruitment of candidates applying into General Surgery residency during the COVID-19 pandemic presented a number of benefits and challenges. Notable benefits for candidates included financial and resource cost savings, the ability to conduct multiple interviews within short time frame, and the ability to meet more faculty members on virtual interview day. Challenges included technological difficulties, difficulty assessing culture and authenticity of in-program relationships, zoom fatigue, and inability to form relationships with co-applicants. After assessing our experiences with these benefits and challenges, the authors recommend that future recruitment cycles maintain virtual interview days with optional, nonevaluative open house days for revisit and second look opportunities.


Subject(s)
COVID-19/epidemiology , Education, Medical, Graduate/methods , Faculty/organization & administration , General Surgery/education , Internship and Residency/organization & administration , Pandemics , Humans
14.
Am J Surg ; 222(6): 1044-1049, 2021 12.
Article in English | MEDLINE | ID: covidwho-1439836

ABSTRACT

BACKGROUND: The COVID-19 pandemic has necessitated virtual education, but effects on learner engagement are unknown. We developed a virtual in-class engagement measure (VIEM) to assess learner engagement in online surgical education events. METHODS: Using the STROBE, an observer collected tool to document student engagement, as a template an ASE committee workgroup developed the VIEM. The VIEM had two parts: observer assessment and learner self-assessment of engagement. Trained observers collected engagement data from two institutions using the VIEM. Surgical attendings, fellows and residents were observed during virtual learning events. Educator attitudes towards online teaching were also assessed via survey. RESULTS: 22 events with 839 learners were observed. VIEM distinguished between sessions with low and high engagement. 20% of learners pretended to participate. Half of instructors were comfortable with virtual teaching, but only 1/3 believed was as effective as in-person. 2/3 of teachers believed video learners were more engaged than audio learners. CONCLUSIONS: Virtual platforms do not automatically translate into increased engagement. Standard tools such as VIEM may help with assessment of engagement during virtual education.


Subject(s)
COVID-19/epidemiology , Education, Distance/methods , General Surgery/education , Learning , Virtual Reality , Educational Measurement , Humans , Students, Medical/psychology
15.
J Surg Educ ; 79(2): 330-341, 2022.
Article in English | MEDLINE | ID: covidwho-1415618

ABSTRACT

OBJECTIVE: The SARS-CoV-2 (COVID-19) pandemic has profoundly impacted healthcare delivery and strained medical training. This study explores resident and faculty perceptions regarding the impact of the COVID-19 crisis on technical skill decay of surgical and anesthesia residents. We hypothesized that many residents perceived that their technical abilities diminished due to a short period of interruption in their training. DESIGN: An IRB-exempt, web-based cross-sectional survey distributed to residents and faculty SETTING: Two large academic tertiary medical centers, North Shore University Hospital and Long Island Jewish Medical Center, of the Northwell Health System in New York. PARTICIPANTS: General surgery, anesthesiology, plastic surgery, cardiothoracic surgery, orthopedic surgery, oral maxillofacial surgery, urology, podiatry residents and faculty. RESULTS: All residents reported a significant impact on their training. Residents (82%) and faculty (94%) reported a significant reduction in case volumes due to the COVID-19 pandemic (p < 0.05). 64% of residents reported a reduction in technical skills, and 75% of faculty perceived a decrease in resident technical skills. Residents were concerned about fulfilling ACGME case requirements, however faculty were more optimistic that residents would achieve level-appropriate proficiency by the conclusion of their training. Both residents and faculty felt that resident critical care skills improved as a result of redeployment to COVID-19 intensive care units (66% and 94%). Additionally, residents reported increased confidence in their ability to care for critically ill patients and positive impact on professional competencies. CONCLUSIONS: Effects of the COVID-19 pandemic on residency training are multi-dimensional. The majority of surgical and anesthesia residents perceived that their technical ability diminished as a result of skill decay, whereas other skillsets improved. Longitudinal surveillance of trainees is warranted to evaluate the effect of reduced operative volume and redeployment on professional competency.


Subject(s)
Anesthesia , Anesthesiology , COVID-19 , General Surgery , Internship and Residency , Anesthesiology/education , Clinical Competence , Cross-Sectional Studies , General Surgery/education , Humans , Pandemics , SARS-CoV-2
17.
Ann Surg ; 274(2): 229-230, 2021 08 01.
Article in English | MEDLINE | ID: covidwho-1402756
19.
Medicine (Baltimore) ; 100(34): e27041, 2021 Aug 27.
Article in English | MEDLINE | ID: covidwho-1376352

ABSTRACT

ABSTRACT: To quantify the impact of coronavirus disease 19 (COVID-19) on the surgical volume of residents' medical practice in Costa Rica's General Surgery Residency Program.The COVID-19 pandemic has caused a significant disruption in people's lives. Health systems worldwide have been forced to adapt to the new normal, which has posed a challenge for medical residency programs, especially in the surgical field.This transversal study includes the surgical records of all residents of the General Surgery program who worked as main surgeons at the Mexico Hospital of the Costa Rican Social Security between December 23, 2019, and June 25, 2020.As main surgeons, a total of 10 residents performed 291 pre-pandemic surgeries and 241 pandemic surgeries.When comparing the distribution of procedures performed by residency levels, it is observed that the postgraduate year -2 increased the number of procedures performed during the pandemic period (pre-pandemic 19% vs pandemic 27%, P = .028). There was no statistically significant difference between the pre-pandemic and pandemic periods in the remaining levels.When comparing the procedures by unit, a statistically significant decrease was observed in the Endocrine-Abdominal Wall Unit (pre-pandemic 18.3% vs pandemic 5.4%, P < .001). Conversely, a statistically significant increase was identified in Surgical Emergencies Unit procedures (40.0% vs post 51.7%, P = .007). No statistically significant differences were observed in the remaining the Units.The COVID-19 pandemic had no statistically significant effect on surgeries performed by residents of the General Surgery Residency Program as main surgeons in a national training center in Costa Rica. The Department's timely measures and pro-resident attitude were the key reasons for the above results.


Subject(s)
COVID-19/epidemiology , General Surgery/education , Internship and Residency/organization & administration , Costa Rica , Cross-Sectional Studies , Humans , Pandemics , SARS-CoV-2
20.
BJS Open ; 5(4)2021 07 06.
Article in English | MEDLINE | ID: covidwho-1331540

ABSTRACT

INTRODUCTION: Core surgical training programmes are associated with a high risk of burnout. This study aimed to assess the influence of a novel enhanced stress-resilience training (ESRT) course delivered at the start of core surgical training in a single UK statutory education body. METHOD: All newly appointed core surgical trainees (CSTs) were invited to participate in a 5-week ESRT course teaching mindfulness-based exercises to develop tools to deal with stress at work and burnout. The primary aim was to assess the feasibility of this course; secondary outcomes were to assess degree of burnout measured using Maslach Burnout Inventory (MBI) scoring. RESULTS: Of 43 boot camp attendees, 38 trainees completed questionnaires, with 24 choosing to participate in ESRT (63.2 per cent; male 13, female 11, median age 28 years). Qualitative data reflected challenges delivering ESRT because of arduous and inflexible clinical on-call rotas, time pressures related to academic curriculum demands and the concurrent COVID-19 pandemic (10 of 24 drop-out). Despite these challenges, 22 (91.7 per cent) considered the course valuable and there was unanimous support for programme development. Of the 14 trainees who completed the ESRT course, nine (64.3 per cent) continued to use the techniques in daily clinical work. Burnout was identified in 23 trainees (60.5 per cent) with no evident difference in baseline MBI scores between participants (median 4 (range 0-11) versus 5 (1-11), P = 0.770). High stress states were significantly less likely, and mindfulness significantly higher in the intervention group (P < 0.010); MBI scores were comparable before and after ESRT in the intervention cohort (P = 0.630, median 4 (range 0-11) versus 4 (1-10)). DISCUSSION: Despite arduous emergency COVID rotas ESRT was feasible and, combined with protected time for trainees to engage, deserves further research to determine medium-term efficacy.


Subject(s)
Burnout, Professional/prevention & control , Curriculum , General Surgery/education , Resilience, Psychological , Stress, Psychological/prevention & control , Surgeons/psychology , Adult , Anxiety/prevention & control , COVID-19/epidemiology , Depression/prevention & control , Feasibility Studies , Female , Humans , Male , Mindfulness , Pandemics , Surveys and Questionnaires , United Kingdom , Work Schedule Tolerance
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