Combining Osimertinib With Chemotherapy in EGFR-Mutant NSCLC at Progression.

BACKGROUND: Osimertinib is a third-generation EGFR tyrosine kinase inhibitor that has improved survival and central nervous system (CNS) outcomes in patients with non-small cell lung cancer (NSCLC) with activating EGFR mutations. However, little is known about the efficacy and safety of combining osimertinib with chemotherapy. METHODS: This was a retrospective study performed at 3 institutions. Patients with advanced EGFR-mutated NSCLC who received concurrent osimertinib with chemotherapy in the third-line or beyond were identified by chart review. Efficacy outcomes including duration on treatment (DOT), overall survival (OS), and CNS outcomes were assessed. Safety outcomes were also evaluated. RESULTS: A total of 44 patients met inclusion criteria. Median DOT with osimertinib plus platinum doublet (n = 28) was 6.1 months (95% CI 4.1 months-not reached), and with osimertinib plus single-agent chemotherapy (n = 29) was 2.6 months (95% CI 1.8-4.8 months). Median OS from the start of osimertinib plus chemotherapy was 10.4 months (95% CI 7.0-13.2 months). At initiation of osimertinib plus chemotherapy, 37 patients (84%) had CNS metastases; 9 of these (24%) had CNS disease progression on osimertinib plus chemotherapy. Chemotherapy was delayed or dose reduced due to toxicity in 8 patients (18%); osimertinib was discontinued in 1 patient (2%) for reduced cardiac ejection fraction, and dose reduced in 2 patients (5%). CONCLUSIONS: The combination of osimertinib plus chemotherapy appeared safe and showed favorable control of CNS disease in this cohort of patients who had progressed systemically with multiple prior lines of therapy, with DOT and survival outcomes similar to historical chemotherapy controls.

The value of mentorship in medical education.

BACKGROUND: The transition from senior medical student to working safely and effectively as a new junior doctor is one of the biggest challenges that a new graduate will face. In 2014 the General Medical Council published The state of medical education and practice in the UK, reporting that some new doctors continue to struggle with increased responsibilities. We classify these instances as a 'performance gap', describing occasions in clinical practice where an individual exceeds their performance capacity. The Medical Mentorship Programme addressed identified performance gaps through a structured curriculum of simulation-based education and facilitated clinical practice. METHODS: Programme content was based on the experiences of the authors and their peers in graduating from their undergraduate training programme and becoming junior doctors. A questionnaire was disseminated to junior doctors in their first clinical rotation. The questionnaire asked doctors to describe instances where they experienced a performance gap. These data informed the development of the Medical Mentorship Programme. The effect of this programme was then evaluated via focus group discussion. RESULTS: The Medical Mentorship Programme has been shown to be an effective conduit for supporting the transfer of learning needed to address performance gaps in students. The programme increased the confidence of students in preparation for clinical practice and allowed junior doctors to reflect on their professional development. The programme combined complementary teaching techniques - mentorship, simulation and direct clinical experience - to aid the professional development of both students and mentors. Some new doctors continue to struggle with increased responsibilities.

The value of SPaCE in delivering patient feedback.

BACKGROUND: The use of simulated patients (SPs) within undergraduate medical curricula is an established and valued learning opportunity. Within the context of simulation, it is imperative to capture feedback from all participants within the simulation activity. The Simulated Patient Candidate Evaluation (SPaCE) tool was developed to deliver SP feedback following a simulation activity. SpaCE is a closed feedback tool that allows SPs to rate a student's performance, using a five-point Likert scale, in three domains: attitude; interaction skills; and management. This research study examined the value of the SPaCE tool and how it contributes to the overall feedback that a student receives. METHODS: Classical test theory was used to determine the reliability of the SPaCE tool. An evaluation of all SP responses was conducted to observe trends in scoring patterns for each question. Qualitative data were collected via a free-text questionnaire and subsequent focus group discussion. It is imperative to capture feedback from all participants within the simulation activity RESULTS: Classical test theory determined that the SPaCE tool had a reliability co-efficient of 0.89. A total of 13 SPs replied to the questionnaire. A thematic analysis of all questionnaire data identified that the SPaCE tool provides a structure that allows patient feedback to be given effectively following a simulation activity. These themes were discussed further with six SPs who attended the subsequent focus group session. DISCUSSION: The SPaCE tool has been shown to be a reliable closed feedback tool that allows SPs to discriminate between students, based on their performance. The next stage in the development of the SPaCE tool is to test the wider applicability of this feedback tool.

Constructing and evaluating a validity argument for the final-year ward simulation exercise.

The authors report final-year ward simulation data from the University of Dundee Medical School. Faculty who designed this assessment intend for the final score to represent an individual senior medical student's level of clinical performance. The results are included in each student's portfolio as one source of evidence of the student's capability as a practitioner, professional, and scholar. Our purpose in conducting this study was to illustrate how assessment designers who are creating assessments to evaluate clinical performance might develop propositions and then collect and examine various sources of evidence to construct and evaluate a validity argument. The data were from all 154 medical students who were in their final year of study at the University of Dundee Medical School in the 2010-2011 academic year. To the best of our knowledge, this is the first report on an analysis of senior medical students' clinical performance while they were taking responsibility for the management of a simulated ward. Using multi-facet Rasch measurement and a generalizability theory approach, we examined various sources of validity evidence that the medical school faculty have gathered for a set of six propositions needed to support their use of scores as measures of students' clinical ability. Based on our analysis of the evidence, we would conclude that, by and large, the propositions appear to be sound, and the evidence seems to support their proposed score interpretation. Given the body of evidence collected thus far, their intended interpretation seems defensible.

Using simulation to support doctors in difficulty.

BACKGROUND: A small percentage of medical trainees will have performance concerns identified within their clinical practice. These trainees require specific interventions to address these concerns. The Postgraduate Ward Simulation Exercise (PgWSE) was developed as a joint collaboration between the University of Dundee and NHS Education for Scotland (NES). CONTEXT: The PgWSE takes around 90 minutes to complete. It allows assessors to directly observe the performance of trainees within a simulated ward environment. Trainees are assessed individually on their ability to prioritise competing demands, work as part of a team and make safe informed clinical decisions. INNOVATION: The PgWSE is the first specific national intervention to support the assessment and remediation of trainee doctors in difficulty. Nine PgWSE scenarios have been developed to reflect clinical practice: three in general surgery, four in general medicine and two in medicine for the elderly. To enhance realism, simulated patients (SPs) are recruited and trained for each exercise. Standardised assessment tools were developed and validated for assessors to make individual and consensus judgements regarding a trainee's performance. Self-assessment of performance is used to disengage trainees from the simulated activity and to prepare them for constructive feedback. IMPLICATIONS: The PgWSE has been shown to be a valuable tool for the management of trainee doctors in difficulty in Scotland. Although the PgWSE is time and resource intensive, it has been shown to have a positive impact on the remediation of trainees and in the provision of objective, detailed and comprehensive feedback to the referring deanery. Within NES there are four geographical centres led by a postgraduate dean with responsibility for supervision of postgraduate medical education.

Achieving 360° student feedback using SPaCE.

BACKGROUND: The use of simulated patients (SPs) in undergraduate medical curricula is now an accepted norm. SPs play an important role in the delivery of feedback to medical students. In Dundee, SPs are used in clinical skills teaching sessions from year 1 onwards. Currently SPs provide open feedback to students during communication skills sessions. Rather than giving balanced feedback, SPs can sometimes focus on the negative aspects of a student's performance. METHOD: This research study developed a closed-feedback tool to be used by SPs to provide constructive feedback to final-year medical students after they have undertaken the Final Year Ward Simulation Exercise (FYWSE). The Simulated Patient Candidate Evaluation (SPaCE) tool was evaluated using a convenience sample of SPs who rated the applicability of the tool by reviewing three previous FYWSE videos. RESULTS: The SPs were able to engage with the SPaCE tool, agreeing that it helped them to identify differences between student's performances. Correlations were shown between the SP's assessment and the marks awarded by the assessment panel. DISCUSSION: The SPaCE tool is a structured, standardised feedback tool that SPs can complete easily and quickly. The SpaCE tool encourages SPs to provide feedback from specific interactions they have had with students during the FYWSE. In the SP's opinion, good interaction and good interpersonal skills are the determinants of good performance.

The benefits of a ward simulation exercise as a learning experience.

This article describes the findings from a pilot study undertaken to identify the potential benefits of a ward simulation exercise in developing the capabilities of newly qualified nurses. Eight newly qualified nurses were recruited to participate in this pilot study which was based in the Clinical Skills Centre, Ninewells Hospital, Dundee. This pilot study was performed in conjunction with NHS Tayside Practice Education Facilitators and the University of Dundee. Data collection methods involved reflective learning logs which were reviewed independently by an expert group of teachers and practitioners. A focus group session was also undertaken to understand the lived experience of the newly qualified nurse during the ward simulation exercise. Core themes (listed in order of importance) related to the professional development of newly qualified nurses that were identified through this pilot study were: an increase in confidence, development of stress management skills, improved management of the acutely unwell patient, the transfer of skills learnt in simulation to the clinical setting, development of communication skills and reflection skills. Participants in this pilot study demonstrated increased levels of confidence in their communication skills, their ability to prioritize care and to engage in collaborative teamworking.