Mental health screening in facial cosmetic surgery: a narrative review of the literature.

The popularity of cosmetic surgery is on the increase with the face being one of the most common anatomical areas operated on. Pre-existing mental health conditions can be associated with adverse patient outcomes after cosmetic surgery and can result in deterioration of postoperative mental health and lack of patient satisfaction. Therefore, identifying the presence of psychiatric disorders through preoperative screening should be considered during consultation for facial cosmetic surgery. In this study, we reviewed the types of preoperative mental health screening tools used in cosmetic facial surgery and the prevalence of mental health conditions among patients undergoing cosmetic facial surgery. A literature search was conducted on Pubmed, Prospero, Dynamed, DARE, EMBASE, and COCHRANE databases. A total of 12 articles fulfilled the inclusion criteria. A total of 2194 participants were included in this review. Rhinoplasty (n=1154), blepharoplasty (n=138) and rhytidectomy (n=83) were the most performed facial cosmetic procedures, respectively. A total of 758 (34.1%) had a diagnosis of a potential mental health problem following the preoperative screening. With body dysmorphic disorder (BDD) being the most common (20.0%). The BDD questionnaire was the most used screening tool (n=4). Mental health diagnoses were more common in patients in low-income countries (48.4%) compared to patients from non-low-income countries (25.7%). Given our findings, we propose the routine use of mental health screening tools in all patients undergoing facial cosmetic surgery. This will improve satisfaction rates post-facial cosmetic surgery and may reduce the number of unnecessary procedures.

What are the concerns of second-degree medical students entering specialty OMFS training?

Oral and maxillofacial surgery (OMFS) applicants are faced with numerous challenges. Previous research has demonstrated that financial burden, length of OMFS training, and impact on personal life are cited as major drawbacks to pursuing the specialty, with trainees having concerns about the Membership of the Royal College of Surgeons (MRCS) examinations. The current study aimed to explore second-degree medical students' concerns about obtaining a specialty training post in OMFS. An online survey was distributed via social media to second-degree students across the United Kingdom and 106 responses were received. A lack of publications and lack of involvement in research (54%) as well as attaining accreditation with the Royal College of Surgeons (27%) were cited as the primary and secondary concerns in relation to securing a higher training post. Seventy-five per cent of respondents had no first-author publications, 93% expressed concerns about passing the MRCS examination, and 73% had more than 40 OMFS procedures within their logbook. Second-degree medical students reported having ample clinical and operative experience in OMFS. Their main concerns were about research and MRCS examinations. To alleviate these concerns, BAOMS could provide educational initiatives and dedicated mentorship programmes for second-degree students, and could adopt a collaborative approach with discussion with major postgraduate training stakeholders.

Are clinical medical students confident about their head and neck anatomy knowledge?

Anatomy is a pillar of medical knowledge and essential for safe medical and surgical practice. The literature highlights concerns regarding anatomy knowledge, and knowledge of the head and neck in particular, in medical students and newly qualified doctors. We investigated medical students' confidence to be assessed on head and neck anatomy, the amount of teaching they received, and its mode of delivery, through an online survey completed by 185 medical students across two English Universities (122 (66%) students from University A and 63 (34%) from University B). Students were in their third to fifth year of medical school. A total of 126 (68%) had received two to four sessions on head and neck anatomy, and 56 (30%) had received one or two sessions. A total of 113 (61%) had received prosection teaching, and 44 (24%) had received computer/virtual anatomy teaching. In total, 140 (76%) did not feel confident to be assessed on head and neck anatomy, and 137 (74%) did not feel they had received an adequate amount of head and neck anatomy teaching. Despite formal head and neck anatomy teaching most of our cohort did not feel confident to be assessed on the topic. Further work is required to integrate anatomy into the clinical years and to devise a national undergraduate curriculum to enhance an interest in head and surgery as a career.

Are medical students confident in assessing the patient presenting with a neck lump?

Neck lumps are a common clinical presentation in both primary care, the emergency department and in specialist clinics. Foundation doctors and final year medical students are often not confident in the assessment of patients presenting with head and neck symptoms. We evaluated medical students confidence in performing a systematic neck lump examination, formulation of differential diagnosis and presentation to senior colleagues. An online survey was completed by 185 medical students across two English Universities; 122 (66.0%) students were from University A and 63 (34.0%) students were from University B. Students were in their third-fifth year of medical school. 98.4% (n=182) of participants reported receiving formal teaching of neck lump examination during medical school for the 66.0% (n=122) of medical students were confident in examining a neck lump but 62.4% (n=115) were not confident in presenting examination findings to a senior colleague. Totals of 78.4% (n= 145) and 64.8% (n=120) did not feel confident in generating a list of differential diagnoses for a patient with an anterior or posterior neck lump, respectively. A total of Despite being able to examine neck lumps, medical students did not feel confident in presenting their examination findings or proposing differential diagnoses. This may be due to superficial understanding and poor knowledge translation into clinical practice. Use of a lymphadenopathy simulator, the teaching of common malignancies and corresponding head and neck lymph node drainage may improve diagnostic reasoning and aid early detection of cancer and other conditions.