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Noodlemania! : 50 playful pasta recipes
A collection of recipes featuring pasta, intended for children.
Book
Confidence in Adherence to Antidepressant Prescribing Guidelines Among Liaison Psychiatrists
AimsThis project aims to increase confidence among Liaison Psychiatrists (LPs) in North East London Foundation Trust (NELFT) regarding their adherence to the prescribing guidelines for antidepressants by 25% in accordance with the standard set by Psychiatric Liaison Accreditation Network (PLAN).Background The prescribing guidelines in this project are based on Standard 21 from 7th Edition Standards as devised by PLAN which states:“When medication is prescribed, specific treatment goals are set with the patient, the risks (including interactions) and benefits are discussed, a timescale for response is set and patient consent is recorded.”This project focuses on antidepressants because they are one of the widely used medications in psychiatry that doctors of all grades working in Liaison Psychiatry will be familiar with to some extent. Adhering to this validated guideline would promote gaining informed consent and patients’ involvement in their care, which studies have shown can increase adherence to treatment.MethodsCirculated an eight-question survey by email based on Standard 21 of 7th Edition Standards document by PLAN to LPs in NELFT. Conducted two Plan-Do-Study-Act (PDSA) cycles. The first PDSA uses a teaching session as the intervention and explained the importance of antidepressant guidelines and what areas LPs need to address with patients. The second intervention uses a poster to reinforce the key points. After each intervention a reissued survey assesses the change in responses.ResultsThe baseline survey response rate was 10 out of 15 LPs, made up of seven consultants, two registrars and one foundation year doctor. The lowest levels of confidence were reported around providing patients with printed information on their prescribed antidepressant with the majority of consultants reporting the lowest level of confidence. The highest levels of confidence across all medical grades were reported around discussing a specific treatment goal and explaining the benefits of treatment with antidepressant medication.ConclusionFrom the baseline data, it can be concluded that providing patients with printed information on newly prescribed antidepressants is the area that LPs, particularly consultants, are the least confident about regarding their adherence to prescribing guidelines. Future cycles of this quality improvement project can assess how incorporating teaching on antidepressant prescribing guidelines into trust induction sessions impacts LPs confidence in their adherence.
Journal Article
Collaborative development of course feedback with students for psyched up. Put more in, get more out
IntroductionPsychED Up is an extra-curricular course for 3rd year medical students at King’s College London delivered by psychiatry trainees, senior students and actors. It focuses on the hidden medical curriculum, exploration of holistic care and communication skills.ObjectivesDevelop a responsive and sustainable template for course evaluation Obtain rich and specific feedback across multiple domains which can be translated into course improvements Work collaboratively with former students Empower current students with the knowledge that their input is valuableMethodsEmbedded evaluation in start of term course development sessions to engage faculty in evaluation processes Faculty survey to determine what student feedback would be most useful Questionnaire finalised Collaborative design and refinement of questions, confirmed sub-sections and scopeResultsRevised questionnaire: - Included rationale at the start - Questions tailored to faculty development needs - Greater quantity of prompted questions - Specific questions for large group presentation, small group teaching, actors’ performances and students’ reflections - Quantitative ratings and open-space questions thoughtfully paired Reduced time between sessions and obtainment of feedback Quality and quantity of feedback: - High response rates: 32/30 (2 duplicates) mid-term, 29/30 end-of-term - High-quality filling of open-space feedback allowed consolidation of themes to improve the courseConclusionsCo-designed questionnaire brought focus and organisation to questions leading to richer, more personalised responses for faculty More detailed reflections were attributed to better student understanding of the questionnaire rationale, and knowledge that they would aid course improvement Created a robust system for collecting long-term feedback for PsychED Up and will continue making iterative amendments
Journal Article
Collaborative development of course feedback with students for Psyched Up. Put more in, get more out
AimsTo develop a responsive and sustainable template for long-term course evaluation for PsychED UpTo obtain rich, meaningful and specific feedback across multiple domains which can be translated into course improvementsTo work collaboratively with students interested in medical education having previously participated in the courseTo empower current students with the knowledge that their input is valuableBackgroundPsychED Up is an innovative extra-curricular course for 3rd year medical students at King's College London delivered by psychiatry trainees, senior students and actors. It is in its second year of running and focuses on the hidden curriculum in medicine, exploration of holistic care and communication skills at the mind-body interface. Input from people with lived experience is used to shape teaching.MethodEmbedded evaluation in course development sessions thus engaging the entire faculty in evaluation processes at the start of the new termDecided evaluation focusFace-to-face discussionsSurvey for faculty to determine what specific feedback content would be most usefulFinalised the questionnaireCollaborative design and refinement of questions, confirmed sub-sections and scope of questionnaireResultRevised questionnaire:Included rationale at the startTailored questions so faculty have more useful responsesGreater quantity of prompted questionsSpecific questions for large group presentation, small group teaching, actors’ performances and students’ reflectionsThoughtful combination of quantitative ratings and open-space questionsReduced time between course sessions and obtainment of feedbackQuality and quantity of feedbackHigh response rates: 32/30 (2 duplicates) mid-term, 29/30 end-of-termHigh-quality filling of open-space feedback allowed consolidation of themes to improve the courseConclusionCo-designing the feedback form with previous students from the course and faculty brought focus to the questions. They were more specific and were organised into sub-sections for different domains. This led to responses that were relevant, enriched with depth and breadth and provided faculty with richer, more personalised responses. More detailed reflections in feedback were thought to be due to better student understanding of the rationale for questions, and knowledge that their input would help improve the course. We have set up a robust system for collecting long-term feedback for PsychED Up. We will continue to make iterative amendments, and supplement questionnaire feedback with focus groups.
Journal Article
Can You Teach Clinical Communication Virtually?
AimsAn extracurricular clinical communication course called PsychED Up, with a focus on Psychiatry, met with challenges during the COVID-19 pandemic and the associated social distancing requirements. The course is usually delivered face-to-face by a small team of doctors, medical students, actors and lived-experience practitioners, and consists of large-group teaching on a weekly topic, followed by small group simulations. A small-scale study was performed to evaluate whether conducting clinical communication teaching and simulation online was acceptable, effective and feasible.MethodsTwelve students and ten faculty members participated in the online session, performing live clinical scenarios with simulated patients, over a two-hour period. Pre-and post-course questionnaires were designed with quantitative measures of confidence and qualitative questions about participants’ experience. Eight students completed both questionnaires. Questionnaire answers were analysed using a mixed-methods approach, with themes identified from the qualitative long answers, and statistical analysis of quantitative answers was also performed.ResultsStudents found the session beneficial, with all indicating that they would sign up for a full online course. Based on answers to the quantitative questions, 50% of students felt more prepared for their clinical examinations. (p = 0.046). However, all participants noted a reduction in their ability to read non-verbal cues and body language. Returning students found they were less attentive during the session compared with the original face-to-face teaching (p = 0.05). Actors and faculty members found that the online course was feasible, acceptable and effective. However, most agreed that it was not preferable to teaching clinical communication skills face to face. Technological issues were minimal.ConclusionThe majority of students and faculty found the session both beneficial and enjoyable, but felt face to face sessions would be more helpful in teaching clinical communication. Student attentiveness and awareness of non-verbal cues were highlighted as concerns. However, students generally responded positively to the online course, particularly the quality and diversity of peer feedback. Teaching clinical communication virtually has the potential to be successful, and has implications for future undergraduate medical teaching.
Journal Article
Supply chain security: An institutional approach to strategies and outcomes
In the aftermath of the terrorist attacks of September 11, 2001, it became apparent that the way organizations conduct business activities within and between themselves would be forever altered. Specifically, the way the firms share and distribute goods became an important area of interest to ensure the security of their supply chain partners and ultimately, society in general. Supply chain security (SCS) is defined as activities that protect supply chains from damage, terrorism, and contraband. This dissertation adds to an emerging knowledge base – SCS efforts. More specifically, this dissertation attempts to address three key areas concerning SCS: (1) understand what type of SCS activity taxonomy exists; (2) understand what is driving those taxonomy categories to exist; and (3) understand what, if any, relationship between the SCS taxonomy categories and organizational performance exists. To gain this knowledge, inductive and deductive techniques were utilized. First, in-depth semi-structured interviews with 19 executives across a variety of industries concerning SCS issues were conducted to help frame the research and develop research hypotheses. Through content analyzing the interview transcripts, it became salient that institutional environmental pressures were what respondents indicated were the causes of security activities. As such, Institutional Theory was used as a theoretical framework for the dissertation. Second, a survey method was used to collect data concerning supply chain security activities, pressures that cause them, and organizational performance. In the empirical examination of SCS, it was found that three categories of security exist. The taxonomy that emerged had three categories that were named Security Pros, Follow-the-Leaders, and Necessary Evils. The next part of the empirical examination was to determine which, if any, of the identified drivers impact the SCS categories. Using multiple discriminant analysis, it was determined that customers and societal pressures are significant in impacting the SCS categories. Finally, a multiple analysis of variance was conducted to determine if different types of SCS categories were associated with different types of organizational performance. The results indicated that different groups were not related to different levels of firm, customer, market, and supply chain performance.
Dissertation
Climbing the Mountain
From the time most of you take your first job, you're told to climb the ladder of success if you want to get to the top. In most professions, there is a well-defined set of career rungs that lead to the top. That's not the case for supply chain professionals, where the path to the top is more like climbing a mountain. There is typically no single straight route to the peak. Instead, a climber can pick their way up any number of routes, with the speed and path of ascent based on the climber's skills, interests, and tolerance for risk. A supply chain specialist (SCS) career path focuses on a primary process or function such as procurement, transportation, or fulfillment. Like the sport climber who follows a permanent path of anchors affixed to the mountain, the SCS ascends a relatively vertical career path that was created by their predecessors. A supply chain generalist career path focuses on gaining a wide variety of experiences by moving between functional areas and role types.
Trade Publication Article