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Session Outline ● Introduction ● Personal/motivation- tips ● Interview structure ● Personal/motivation- ● Clinical station overview examples ● Academic station overview ● Common questions ● Medical Education / ● Useful resources Leadership overview ● Q&A = 20m ● Personal/motivation - ● Summary structuring answersWho we are Apply2SFP is a FREE national initiative to support applicants for the specialised foundation Our events map with the 2024 application timeline to programme, led by current SFP support you along the journey appropriately doctors across the UK in all tracks. We will be providing informative webinars as well as We will also do an offers & final Q&A to end the personalised application support. series in the new year!Your speakers for this session… Dr Ellen Dr Moksh Dr Julia Nelson-Rowe Sharma Turner SFP Track: SFP Track: SFP Track: Medical Research Research Education East Midlands East Midlands East MidlandsInterview Structure Overview of key contentInterview Structure Clinical Station: A-E scenarios + Ethics (Note some medical education/leadership interviews may not include this) Academic Station: Critical Appraisal of abstract or paper + Data Interpretation + Ethics Teaching methods/ MedEd concepts Personal/Motivation Station: Similar to White Space Questions Panel Interview: 2-3 clinical and academic doctors Time: 15-30 minutes Where: Online (book early to get the slot you want → done via Oriel) Interview dates Know your expected dates! - put in calendars ● It comes round quicker than you think and need to balance preparation on top of usual studies & placement ● Beware can be sudden notice - need to be ready!Clinical Station: A-E Prioritisation of tasks: Varying clinical urgency. Patient 1: 81 year old patient admitted with cough and SOB, becoming increasingly confused. Temp - 37.8, HR - 110, BP 100/65. Patient 2: 28 year old patient admitted with hives following a bee sting, starts becoming dizzy, short of breath and wheezy. Patient 3: Phone call from angry family member demanding to receive an update about the patient’s care.Clinical Station: A-E Gather more information: notes, drug chart, fluid chart Symptoms SBAR from nurse. Give nurse instructions on when to elevate/investigations Allergies to perform while you manage unwell patient. Medications Know common reference ranges for blood results, ABGs, ECGs Past medical history Last Oral intake Events leading up to the problemClinical Station: A-E Airway - Differentials Breathing Look - Escalate - Medical emergency/Cardiac Feel Arrest/ senior reg Circulation Listen - Document Measure - Follow Trust Guidelines bedside, Disability - Inform theatre bloods, imaging - Refer to specialty Treat Everything elseClinical Station: A-E ● ACS ● Haematemesis ● Acute abdomen ● Hypoglycaemia ● Alcohol Withdrawal ● Hyperkalaemia ● Anaphylaxis ● Overdose ● Acute Heart Failure ● PE ● Asthma ● Pulmonary oedema ● COPD ● Pneumothorax ● Delirium ● Seizures ● DKA ● Sepsis ● Falls ● Stroke ● Upper GI bleedClinical Station: A-E 2/11/23, 9/11/23Clinical Station: Ethics ● Four pillars of medical ethics ● Gillick’s competence ● Mental capacity act ● Lasting power of attorney, best capacity decision ● Advance decision, advance statements ● DNACPR ● DOLSAcademic Station: Critical Appraisal ● 5-10 minutes to read and critically appraise abstract ● Critically appraise a paper prior to interview ● Summarise abstract/paper (PICO) ● Define statistical terms ● Strength and weaknesses, internal validity ● Interpretation of graphs and diagrams ● Application to the real world, external validityAcademic Station: Summarising Journal, Impact factor Population Intervention Comparison Outcomes -Primary -SecondaryAcademic Station: Critical AppraisalAcademic Station: Critical Appraisal Internal validity: Do the results represent External validity: Can the the truth in the study population? results of the study be applied to the real world? Recruitment Population, Resources Allocation Ethics: Funding, conflicts of Maintenance interest Blinding Outcome StatisticsAcademic Station: Critical Appraisal 12/10/23, 19/10/23, 26/10/23Medical Education/Leadership ● Focus on personal/motivational questions ● May not include clinical scenarios or critical appraisal - subject to location! Common themes: Medical Education ( +may also include leadership topics → ) Leadership DEFINITIONS: DEFINITIONS: ● Learning Theories - e.g. cognitive, behaviorism ● Leadership vs management ● Other core concepts: e.g. Miller’s pyramid, technology ● Leadership styles & qualities enhanced learning, role of feedback, lesson planning, PBL, ● Clinical governance - 7 pillars teaching methods & tools e.g. SNAPPS ● Understanding of NHS structures & policies eg. ICBs/CCGs, long term plan YOUR EXPERIENCE - AS A TEACHER: teaching programmes, skills, achievements YOUR EXPERIENCE - AS A STUDENT: showcase good/bad examples - link to - Quality improvement e.g. audit/QIP experience what you know about ideal standards/qualities - Leadership experience + teamwork experience SCENARIOS: ← Can also include scenarios as MedEd - Balancing academic/clinical responsibilities - Approach to setting up a programme, simulation + your other plans for the postPersonal/Motivation Station Key answer structures WorkTop TipslesStructuring Answers S- Situation B- Background C- Clinical T- Task A- Action A- Academic A- Action R- Reasoning M- Management R- Result E- End Result P- Personal R- Reflection R- Reflection Background and Motivation Competency Based QuestionsCAMP ● Tell me about yourself? Why do you want to do the SFP? Why do you want to apply to X Deanery? Clinical Clinical specialty and subspecialty interests Conferences, Courses Academic Research achievements: posters, oral presentations, publications, prizes. Medical Education, teaching roles Management Leadership roles, Service Improvement (Audit/QIP), Societies (local/national/international) Personal Hobbies, Interests, RegionMedEd- example why SFP east midlands? Specific links to SFP/ East Mids Clinical offers 2 surgery rotations to increase exposure and good breadth career goal: surgery -combine with meded in portfolio; also early experience integrating clinical/ academic work (set up of academic block 1 day clinical 4 days academic Excerpt from my notes! Academic Choice of PGCert, links with 2 local medical schools - teaching experience - bedside/ curriculum, anatomy, EDI work, OSCE examiner; simulation fellow Management More time to continue investing in networks/organisations e.g. HLA, more opportunity to do additional quality improvement projects outside of core responsibilities, med school roles- involved in EDI, mentoring, assessments, supporting societies Personal Home - Midlands, diverse areaSTARR ● Give an example of: teamwork, leadership, working under pressure etc. Situation Introduce the scenario/ give context (very brief) Task Brief details of the problem or situation Action Explain what YOU did to resolve the problem. Give evidence of desirable personal attributes and initiative. Result Describe the outcome of your action or contribution. Reflection What did you learn from this experience? How skills did you develop? How will you apply this to the SFP?Med/Ed Leadership- example Q+A 1 Give an example where you worked successfully in a team? Situation: In 2021, as president of Cardiff’s African Caribbean Medical Association, I founded a student-staff race equality task group, where we developed and implemented solutions to tackle curriculum decolonisation. Task: This influenced me to update our society’s teaching and worked with a team of four, including Swansea medical students, to organise a successful online teaching series called “The Cultural Curriculum”. The sessions included case-based scenarios and consolidatory questions which highlighted healthcare inequalities and cultural clinical relevance. Action: I contributed to preparation by chairing planning meetings which utilised effective communication due to the timetable challenge of infrequent meetings, task delegation and hosting. Result: We had 100 attendees overall from Cardiff, Swansea and other UK medical schools and presented a poster based on event feedback at an international medical education conference. Reflection: This experience signifies my ability to work collaboratively with colleagues, structure programme design and dedication to equality and diversity, which are important for SFP. Used WSQ teamwork answer ! - don’t assume interviewers have read your questions reuse your content!Top tips ● Tell your story ● Use 10 -> 5 -> 2 structure ● When describing your research, teaching or QIP experience link them together in a coherent story about how this has prepared you for SFP. ● Ensure you have a realistic idea of what is achievable and deliverable within a 2 year programme. ● Recognise the challenges of undertaking an SFP ● Think about why you have applied to these deaneries and what makes them different. E.g bursary to go and present research, funded PGCert, funded MSc, SFP teaching. ● Know your WSQs inside out ● Understand the training structure after FY1/2 ● Always try and link your answer to patient care/patient safety e“I hope to develop my critical appraisal skills further so I can better appraise evidence and communicate research clearer with colleagues and patients so I can also become a better clinical doctor practising evidence based medicine.”Research- example Q+A 2 What challenges do you foresee when undertaking an SFP? From speaking to current academic trainees, it is clear that one of the major challenges of undertaking an SFP is the juggling of academic and clinical responsibilities. Time constraints will make it challenging to keep clinical knowledge and obtain all basic competencies however I feel prepared for this challenge as I have honed my time management skills through holding down a part time job during medical school and even played sport competitively whilst maintaining high academic standards and engaging in research projects. I think another challenge would be coping with the pressure/expectation of producing a research output from SFP as 4 months or day release in the research world is not a huge amount of time to complete a project from planning to delivery. However, because I recognise this as a challenge I would look to approach potential supervisors early, apply for grants and ethics approval during FY1 so I could get the ground running during the academic block/dedicated research time. Another challenge, would also be not letting work invade personal time. I think it will be essential to maintain interests outside of Medicine in order to avoid burnout and maintain perspective during tough times as I recognise that an academic journey is not without its hurdles and obstacles.Research- example Q+A 3 How are you going to prepare for your foundation programme/SFP? By being prepared to start both my clinical and academic rotations, I will ensure that I make the most of opportunities available. Whilst on placement I have spoken to current SFP doctors who have given me an insight into some of the challenges of combining clinical and academic work, particularly around time. It helped me realise the importance of maintaining a work life balance to keep perspective when times get tough and avoid burnout. I would also look to book courses essential for my development early so I could start applying those skills to patients early on in foundation. Academically, I would look to contact potential academic supervisors early on. I would also look to get involved with projects early on during FY1. I have an awareness of the time it takes for project funding applications and ethics approval to come through so I would look to start this process early in FY1 so I can hit the ground running when the academic block comes around in FY2.Research- example Q+A 4 Where do you see yourself in 10 years time? What are your career goals? Why do you want to undertake an SFP? The SFP will provide the first step in my journey to becoming an academic cardiologist. I aim to complete an ACF post in the region following successful completion of SFP. Networking with other academic clinicians, ACFs, AFYs would give me a realistic insight into life as an academic clinician but also allow sharing of ideas and knowledge. I would really value having an academic supervisor as well as an educational supervisor for guidance. Having a dedicated 4m research block would enable me to pursue current research interests further. Last year I self-proposed and pitched a project idea to the dean of the medical school. Whilst it was considered an excellent idea and he was willing to supervise it, unfortunately it didn’t progress past the planning stage as it became apparent that the data was not held and it was going to become a much bigger project than anticipated. This gave a real insight into the time and planning involved to get a project idea off the ground and having a 4m research block might enable me to do this or explore existing projects/interests further. I also want to develop an expertise in a specific area of cardiology to explore in more depth in a NIHR research fellowship in the future and potentially a PhD. By completing research projects in this area in SFP I'll gain an understanding of evolving questions and concepts in this area. I would also wish to gain more formal teaching in research methods/stats to underpin my development as an academic clinician. I hope to develop my critical appraisal skills further so I can better appraise evidence and better communicate research with colleagues and patients so I can also become a better clinical doctor practising evidence based medicine.Common questions ● Why do you want to undertake an SFP? ● How would training in an academic programme contribute to your career goals? / Where do you see yourself in 10 years time? / What are your own career goals? ● What is your proudest research/teaching/leadership achievement so far? ● Give one example of a research/teaching/leadership experience ● What have you done outside your regular scheduled daily activities that demonstrates your interest in research? / Tell us about your research experience. ● What research skills would you like to take away from SFP? Briefly outline your strategies for attaining these. ● What skills have prepared you for SFP? / What skills or attributes do you possess that will make you a good SFP? ● What challenges do you foresee when undertaking an SFP? ● Why do you want to train in this deanery/region? ● What would you do if you weren’t successful in gaining an SFP post? ● How are you going to prepare for your foundation programme? ● Give an example of a recent situation where you played an important role in a team.Useful resources ● Medical Interviews (book) - Oliver Picard ● Mind the Bleep - Emergencies ● First choice AFP- ● Oxford Clinical/Foundation Handbook website/question bank ● Previous SFPs from the deaneries applying to! Q & A 20 minutes Please paste your questions in the chat - we will answer as much as we can and try to respond in the chat as wellToday we have covered: ● Interview structure ● Personal/motivation- tips ● Clinical station overview ● Personal/motivation- ● Academic station overview examples ● Medical Education / ● Common questions Leadership overview ● Useful resources ● Personal/motivation - structuring answersThank you for attending Our next event will be on: 12/10/23 Please fill in the feedback form to receive certificate of attendance and TopicAcademic station pt 1 access catch up content!