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Background: The situational judgment test (SJT) was introduced for all graduating United Kingdom medical students in 2013. Students have anxiety over time pressures and heavy weighting of a single examination. Aims: This study aimed to examine formal SJT preparation available, perceptions of a near peer‑delivered course, and to measure improvement in students’ confidence. Innovation: Foundation doctors (first 2 years of postgraduate training) produced a “Situational Judgment Test Preparation Course” in November 2015. Methods: Feedback was collected via Likert scores rating teaching, a mock examination, and pre‑ and post‑course confidence along with free‑text responses. Delayed feedback was collected via an online survey. Results: Forty‑four students completed the feedback. Seventy percent reported <2 h of university SJT preparation. There were significant post‑course improvements in familiarity with structure, scoring system, knowledge and content, and overall SJT confidence (P < 0.05). Delayed feedback showed sustained improvement in familiarity with knowledge and content (P < 0.05). Qualitative analysis revealed themes of improved confidence, approachable tutors, and identifying question strategies. Discussion: Students perceived a lack of formal SJT preparation which was reflected in low pre‑course confidence. Improvements in confidence may reflect a unique insight into how to approach the examination from those having recently undertaken it. [ABSTRACT FROM AUTHOR]

This review presents the background to the development of the anaesthetists' non-technical skills (ANTS) taxonomy and behaviour rating tool, which is the first non-technical skills framework specifically designed for anaesthetists. We share the experience of the anaesthetists who designed ANTS in relation to applying it in a department of anaesthesia, using it in a simulation centre, and the process of introducing it to the profession on a national basis. We also consider how ANTS is being applied in relation to training and research in other countries and finally, we discuss emerging issues in relation to the introduction of a non-technical skills approach in anaesthesia. [ABSTRACT FROM PUBLISHER]

Introduction: Publishing a case report demonstrates scholarly productivity for trainees and clinician-educators.Aim: To assess the learning outcomes from a case report writing workshop.Setting: Medical students, residents, fellows and clinician-educators attending a workshop.Program Description: Case report writing workshop conducted nine times at different venues.Program Evaluation: Before and after each workshop, participants self-rated their perceived competence to write a case report, likelihood of submitting a case report to a meeting or for publication in the next 6-12 months, and perceived career benefit of writing a case report (on a five-point Likert scale). The 214 participants were from 3 countries and 27 states or provinces; most participants were trainees (64.5 %). Self-rated competence for writing a case report improved from a mean of 2.5 to 3.5 (a 0.99 increase; 95% CI, 0.88-1.12, p < 0.001). The perceived likelihood of submitting a case report, and the perceived career benefit of writing one, also showed statistically significant improvements (p = 0.002, p = 0.001; respectively). Nine of 98 participants published a case report 16-41 months after workshop completion.Discussion: The workshop increased participants' perception that they could present or publish a case report. [ABSTRACT FROM AUTHOR]

Introduction/aims: Training is essential for future health care providers to effectively communicate with limited English proficient (LEP) patients during interpreted encounters. Our aim is to describe an innovative skill-based medical school linguistic competency curriculum and its impact on knowledge and skills.Setting: At Stanford University School of Medicine, we incorporated a linguistic competency curriculum into a 2-year Practice of Medicine preclinical doctoring course and pediatrics clerkship over three cohorts.Program Description: First year students participated in extensive interpreter-related training including: a knowledge-based online module, interactive role-play exercises, and didactic skill-building sessions. Students in the pediatrics clerkship participated in interpreted training exercises with facilitated feedback.Program Evaluation: Knowledge and skills were evaluated in the first and fourth years. First year students' knowledge scores increased (pre-test = 0.62, post-test = 0.89, P < 0.001), and they demonstrated good skill attainment during an end-year performance assessment. One cohort of students participated in the entire curriculum and maintained performance into the fourth year.Discussion: Our curriculum increased knowledge and led to skill attainment, each of which showed good durability for a cohort of students evaluated 3 years later. With a growing LEP population, these skills are essential to foster in future health care providers to effectively communicate with LEP patients and reduce health disparities. [ABSTRACT FROM AUTHOR]