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Dr Harry Kingsley-Smith HarS t M a r y ’ s S u r g i c a l Te a c h i n g F e l l o w M S c M e d i c a l E d u c a t i o n S t u d e n t SFP Applications A MedED LECTURESESSION STRUCTURE My Experience Some Stats Betting Considerations WSQ tips WSQ planning WSQ examples Unsolicited AdviceHow did I apply? London Oxford Manchester Interviewed Interviewed Offer* RankedLondon or Bust? You have 2 options. London is ‘academic’ only Others can be less competitive Entry criteria/Interview could suit you SFP blocks are paid less Specific rotation combinationImperial = Apply for SFP ? “Imperial gets more people into the SFP than any other institution” Sort of… 36 students got AFPs in 2021 ▪ But more apply! ▪ 2020: 47.46% received offers [Dundee had a 72.73% offer rate…] 2024:changes over time EPM White space inclusion White space limit 16 SUoAs Interview ▪ Yorkshire & Humber = No interview (portfolio based) ▪ Wales = Allocated after FP offers Application Timeline 20 Sept – 4 Oct Application Questions Window released Available Interviews 10 Nov – 7 Dec Oct - Nov Interview th + 10 Jan Invitation Result thscadeth 17 Jan – 9 Feb Type of SFP ▪ London = Most Academic ▪ East midlands = Most Leadership ▪ East of England = Most Education But… do your own research/ask around Deciding Where Qualifications University Facility Leading Major & Courses affiliation Access Centre Trauma Nice Good Excellent Close to Others had a Location Catering IT systems Friends/Family good time Not for Interview or White Space but still important for you! Hedging your bets Example: 2021 NWE Scoring CriteriaWhite Space Questions 200 Words CentralisedPlanning White Space Plan Review Re-read Draft Fine tuningTypical Themes Research Leadership Teamwork Teaching Non-academic Career goals Why here? Misc. ScienceThings to remember Clinician = #1 Answer their question – not yours You are probably inexperienced + Advice from my Mum…Check the Spec Planning a teaching Q “We recognise that applicants will have had varying levels of research and teaching experience. Please give one example in your medical student career to date of a research project or teaching experience and its significance to your application for an Academic foundation programme” ▪ Just One example? ▪ MedEd experience… rd ✓ 3 Year lecture series ✓ Poster presentation ✓ PodcastWhat I wrote This year I led my medical education society’s year 3 clinical lecture series. Organising the 31 lectures involved continual communication with the 10 lecturers and problem solving. For example, social distancing forced us to adapt from in-person to live online lectures with one week’s notice. I also delivered 3 lectures, received encouraging feedback and conducted a mock exam for 168 students. Despite the stress of organising the series during COVID-19, it was a pleasure to work with others passionate about teaching and to make a difference to the education of a large group of students.What I wrote This role has afforded me further opportunities. We delivered an oral presentation at the 2020 AMEE international conference based on the design of the series. Currently, I am producing an educational podcast entitled ‘A to Easy,’ where we conversationally discuss medical topics for students to listen to during commutes. These projects have taught me the merits of being proactive in seeking new opportunities, and of setting clear goals and deadlines. These skills would be critical in an environment like Oxford, where the academic clinicians have limited spare time. My experience has taught me to act pragmatically and I would take a realistic approach to the AFP, setting precise & obtainable aims. Being lecture lead has given me a flavour of academic education. I believe an AFP spent learning from Oxford educators would be a fantastic next step. Career Goals Excerpt “How would training on the Oxford Academic Foundation Programme contribute to your overall career goals? The Oxford AFP also offers exposure to my potential career paths. The John Radcliffe, as a major trauma centre would provide excellent experience in both Orthopaedic and Otolaryngological emergencies. Moreover, the region encapsulates highly specialist centres such as the Stoke Mandeville spinal unit and the Oxford cochlear implant programme. I would take advantage of any learning opportunities within these expert communities. Leading Major Centre Trauma Planning a teamwork Q “Academic medicine requires an individual to work successfully in a team. Describe a time that is relevant to your foundation training when you have worked as a successful member of a team and identify your role and contribution to this success” ▪ Relevant to foundation training? ▪ Light Opera… • Treasurer • PresidentWhat I wrote I was the Treasurer of my medical school’s musical theatre society in 2018, when it was in financial distress. The president tasked me with reducing expenditure. In response, I approached each show department and together we brainstormed cost-cutting ideas such as repurposing props and changing venues. I regularly updated budgets to keep us on track whilst we implemented these changes, through which we saved £2000. Listening to the committee highlighted how one individual did not need to have all the answers.What I wrote Another aspect of being Treasurer was assisting the President. Chairing meetings of our 30 committee members was difficult with disagreements common. I gave honest advice, however, the most useful role I performed was to listen and share the burden. To succeed in stressful situations, team members must communicate and support each other. In 2019, I was elected President. The role taught me to recognise my limits and the expertise of others. I wanted to apply for grant funding. Despite having been treasurer myself, it emerged the current treasurer was far more knowledgeable on grant applications than I was. As a team member you must appreciate when you are not the most suited person for a job. I followed my treasurer’s advice and together we won £1,700 of grant award to purchase equipment .A closing statement My society experience has taught me how to communicate effectively, recognise my limits and lead a large team when required. I believe these lessons are transferrable and would benefit me during academic and clinical practice. Leadership TeamworkFeedback on Qs *Too many cooks… Personal Tutor Friends doing AFP Clinicians Lecturers BSc supervisorsShould you apply? Can your ego take a hit? It is really not the be all and end all. You don’t need to prove anything. There are more important things in life It is just a good opportunity!THAT’S ALL FOLKS! More A to Easy to come if you are interested!Extra slidesExample of Science Question Planning “Describe how you would set out to answer a research question that has arisen from a specific clinical case that you have been involved in.” ▪ Outline specific case ▪ Defining the research question ▪ Suggesting methodology (realistic) ▪ What research can I talk about – BSc? • I did an ELISA assayExample of Science Writing In clinic I spoke to a woman diagnosed with rheumatoid arthritis (RA). RA is more prevalent in women, the reason for this is not fully understood. Differing levels of hormones such as oestrogens contribute to the gender predispositions encountered in other diseases. Tumour Necrosis Factor-Alpha (TNF-Alpha) is a pro-inflammatory cytokine classically upregulated in RA. One could question whether there is a link between oestrogen and TNF-Alpha. To begin answering this, I would conduct a literature review to evaluate the current evidence. I would next formulate a potential study methodology: In vitro study of articular human cell lines could assess oestrogen’s direct effect on TNF-alpha levels, measured using ELISA, a technique I utilised during my BSc.Example of Science Writing After positive results, an in vivo arm could begin, such as a single- centre, double-blinded, placebo-controlled crossover trial. An oestrogen receptor blocker or placebo could be administered to volunteers with RA and serial blood TNF-alpha levels then measured. The primary outcome measure would be to detect changes in TNF-alpha levels following blockade. Secondarily, symptomatic change over time could be measured using the DAS28 score. Discussion with patients and clinicians would refine this methodology. Afterwards, I would apply for ethical approval, register the study with the MHRA and apply for relevant grant funding. The therapeutic value of this research would be in identifying an exploitable biochemical pathway and potential novel drug targets. This would be a small, initial step in developing a new treatment aimed at reducing the joint destruction and suffering of patients with RA.