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Why did you do this work?ChatGPT is an Artificial Intelligence Large Language Model which has a developing role within medical education and training. We aimed to explore the perceptions of Paediatric trainees regarding ChatGPT focusing on their opinions, concerns and current usage within training. This data, alongside data we aim to collect from the Paediatric supervisors, will help guide us in creating optional training for Paediatric trainees and supervisors on how to mindfully and effectively use ChatGPT as a training resource.What did you do?Ethical approval was obtained locally.An online, anonymous questionnaire was sent to all Paediatric trainees within a region through email and reminders at regional teaching. 5-point Likert scale questions identified if trainees were already using ChatGPT within training and whether they wanted guidance on using it. Adapted from Alkhaaldi et al, tick-box questions identified how trainees were currently using ChatGPT.1 Finally, short-answer questions asked trainees to express their opinions on the benefits and risks of using ChatGPT within training. Thematic analysis was undertaken by two independent authors to identify themes with discrepancies agreed via collaborative discussion. Results between trainees from different training levels were compared and overall results reviewed.What did you find?50 of approximately 140 trainees responded to the questionnaire. Four trainees (8%) had used ChatGPT as a resource throughout their medical and/or Paediatric training, with only one trainee feeling confident in using ChatGPT. 36 trainees (72%) either strongly agreed or agreed that they would like training in using ChatGPT. The tick-box questions showed that trainees were most commonly using ChatGPT to aid with writing reflections (n=8), writing research papers (n=5), creating teaching resources (n=4), suggesting research topics (n=4) and writing case reports (n=4). Figure 1 additionally compares how trainees from different trainee levels are currently using ChatGPT. Thematic analysis identified a range of perceived benefits including information gathering, time efficiency, generation of resources and assisting with research. Common themes around the risks of using ChatGPT included plagiarism, concerns about the reliability and validity of information, replacing the human element of education, negatively impacting learning processes and the necessity of training to use ChatGPT effectively.What does it mean?Within this region ChatGPT is not yet being widely utilised by Paediatric trainees. Thematic analysis around the risks of using ChatGPT reflect those seen in wider literature, with an emphasis on the validity of the information and negative impact on human learning. However, most trainees (72%) wanted guidance on how to use ChatGPT, which highlights a potential window for training on using ChatGPT effectively while recognising the potential pitfalls and limitations.Abstract 7987 Figure 1Usage of ChatGPT by paediatric trainees[Image Omitted. See PDF.]ReferenceAlkhaaldi, et al. Medical student experiences and perceptions of ChatGPT and artificial intelligence: cross-sectional study. JMIR Med Educ. 2023;9:e51302.

ObjectivesAt University Hospital of Coventry and Warwickshire (UHCW), paediatric registrars have a teaching session every Wednesday afternoon. It was recognised that attendance at these sessions was poor, and we set about to investigate why this was happening and if a more flexible approach could be adopted to improve accessibility.MethodA survey was circulated to all the paediatric registrars at UHCW, asking for information regarding their attendance at teaching, views about teaching topics and on different teaching approaches. The results were analysed and used to inspire the creation of a new podcast initiative. To date, 3 podcast episodes have been created, with more currently being recorded. The podcast analytics were then reviewed, and feedback was obtained from the listeners.ResultsSurvey on teaching: We had a response rate of 77% (n = 7). There had been 13 available face-to-face teaching sessions to attend during the survey period, but an average attendance rate of only 19% (n = 2.5 sessions per person, total potential individual teaching sessions = 91). When asked to rank the teaching sessions that had been attended out of 10 for usefulness, the lowest score the sessions obtained was a 7, but 60% of people cited frustration at not being able to attend many sessions (n = 4)Feedback on podcast: Following the publishing of just three episodes to date, the uptake has been positive and sustained. (See figure 1). There have been 63 separate plays of the 3 episodes, an increase reach of 65% compared to maximum possible attendance at the previous style of teaching sessions. All qualitative feedback regarding the episodes has been positive.Abstract 809 Figure 1[Image Omitted. See PDF.]ConclusionsWith increasing clinical pressures and more of our post graduate doctors in training going part time, there is a pressing need to find teaching avenues that are sustainable and easily accessible. This project has shown the accessibility of a podcast enables a much wider audience to engage. It also enables the audience to have a much wider scope than just the paediatric registrars, allowing the whole department to benefit from the teaching (See figure 2). Further surveys to allow listeners to voice opinions and respond to their learning needs will be important to sustain this engagement.

The study aims to examine the effects of unclaimed dividends with in-house and non-in-house registrars in Nigeria. The study employed the use of sampled mean T-test and stochastic dominance to examine the effect of unclaimed dividends on in-house and non-in-house registrars from 2012-2019. The results revealed that in-house registrars set up by large companies in the Nigerian capital market have first-order stochastic dominance over the non-in-house registrars. This implies that in-house registrars can compromise the dividend policies of supervising authorities to create more unclaimed dividends in the system. The study recommends that the Securities and Exchange Commission should ensure stringent compliance with dividend-paying procedures by in-house registrars to reduce investors’ pains and ensure transparency and accountability in the market.

AimsObjectivetimely provision of an accessible virtual teaching programme for paediatric trainees to supplement their preparation for the new remote MRCPCH clinical exam format.Backgroundmembership to the Royal College of Paediatrics and Child Health (MRCPCH) is attained following successful completion of both theory and clinical components of the RCPCH-led examinations.Based on an OSCE-style structure, practical exam candidates rotate through various stations assessing different clinical and communication skills. During the COVID-19 pandemic the standard exam format was modified to facilitate ongoing trainee assessment remotely.Whilst working as Level 2 paediatric registrars, we organised small group bedside teaching locally within our West of Scotland deanery. This provided guidance on clinical exam technique (including general physical assessment and history-taking), alongside more subspecialised paediatric exposure.We rapidly adapted and expanded the existing teaching programme to support trainees with preparation for the new virtual MRCPCH clinical exam during the COVID-19 pandemic.MethodsPaediatric trainees faced lack of opportunity to practise clinical examination skills through traditional bedside teaching and face-to-face communication sessions. We identified all junior trainees (ST1 – ST3) within the West of Scotland deanery who were planning to sit either the upcoming or subsequent exam diet and created a virtual teaching programme commencing 6-weeks prior to the examination period.We contacted both general and subspeciality paediatric registrars/consultants requesting their participation in delivering virtual teaching sessions via our MS Teams channel.ResultsA range of subspecialties were covered throughout the teaching programme including: cardiology, respiratory, neurology, rheumatology, nephrology, endocrine and child development (incorporating the clinical examination curriculum). Simulated paediatric and neonatal communication sessions provided opportunity for trainees to practise alongside each other within exam timings, whilst receiving constructive feedback.In addition to our own West of Scotland trainee cohort, junior paediatricians from 3 other Scottish deaneries have also accessed the programme. Subspecialty registrars from other regions additionally offered sessions.Following completion of the first virtual teaching programme a standardised questionnaire with invitation for open comments was sent to each participant and returned anonymously. Review of feedback has enabled programme modification to benefit future trainees.100% of respondents would recommend the programme to other trainees, whilst 90% rated the standard as ‘excellent’ and 10% as ‘very good’ – descriptors used included: ‘incredible’, ‘invaluable’ and ‘genuinely fantastic’. Candidates were reassured by coordinators’ being ‘in constant communication’ with them and appreciated the ‘wide variety’ of subspecialties and ‘realistic scenarios’ covered by presenters.ConclusionLack of equality in opportunity to practise clinical examination skills or gain paediatric subspecialty exposure have been longstanding issues. Virtual teaching of clinical technique and communication skills is feasible; it also permits greater trainee attendance as compared to face-to-face sessions, whilst increasing exposure to specialist subjects (in particular for those on district general placements).Challenges encountered included candidates struggling to attend planned teaching sessions due to pre-existing clinical commitments and difficulty engaging busy subspecialty clinicians in the programme.Delivery of a virtual teaching programme was felt to be both accessible and beneficial for paediatric trainees remotely sitting the COVID-adapted MRCPCH clinical exam.

Background There is a lack of formal, published videofluoroscopic swallow study (VFSS) training targeting radiologists, yet radiology senior medical officers and resident medical officers (i.e., radiologists-in-training, known in Australia as “registrars”) are expected to be involved in VFSS interpretation of anatomical anomalies and reporting. This study investigated whether VFSS training is delivered to registrars during their specialist radiology training, whether it is a perceived need and, if so, to determine the desired content for inclusion in a targeted training package. Methods A cross-sectional, mixed methods study design was used. An internet-based survey was circulated via convenience and snowball sampling to radiologists (both senior medical officers and registrars) and speech-language pathologists across Australia in October-November 2017. Surveys also were distributed to practitioners based in New Zealand and the United Kingdom, as they practised within similar health systems, and it was anticipated they may have similar VFSS training practices. The radiology survey contained 36 questions and the speech-language pathology survey contained 44 questions. Participants were asked the following: (1) Report their current VFSS radiology registrar training environment; (2) Advise whether radiology registrars need VFSS training; (3) Recommend the content, format, training intensity, and evaluation methods for an effective radiology registrar training package. Demographic data were analysed descriptively, and open-ended responses were analysed using qualitative content analysis. Results 21 radiology senior medical officers and registrars and 150 speech-language pathologists predominantly based at Australian tertiary hospital settings completed the survey. Most respondents (90.6%) identified that VFSS training is needed for radiology registrars. Only one speech-language pathologist respondent reported that they deliver VFSS training for radiology registrars. Specific content and teaching modalities for a VFSS training package, including diagnosing anatomical anomalies associated with dysphagia were recommended. Conclusion While most of the radiologists and speech-language pathologists surveyed did not deliver VFSS training to radiology registrars, they identified that targeted training is needed to improve radiology registrars’ effectiveness and engagement in VFSS clinics. The training package content, format and evaluation methods recommended by participants will inform the development of a VFSS training package targeting radiology registrars to be piloted at an Australian tertiary hospital.

For many years there have been two parallel organisations, one being the federally registered AEU (NSW Branch) and the other the state registered NSW Teachers Federation. Because of the shift of some of the Federation's members into the federal jurisdiction, notably members working for TAFE, it was decided that there should be a single entity registered both federally and at the state level.

Background Multisource feedback is an evidence-based and validated tool used to provide clinicians, including those in training, feedback on their professional and interpersonal skills. Multisource feedback is mandatory for participants in the Royal Australian College of General Practitioners Practice Experience Program and for some Australian General Practice Training Registrars. Given the recency of the Practice Experience Program, there are currently no benchmarks available for comparison within the program and to other comparable cohorts including doctors in the Australian General Practice Training program. The aim of this study is to evaluate and compare colleague feedback within and across General Practice trainee cohorts. Methods Colleague feedback, from multisource feedback of Practice Experience Program participants and Australian General Practice Training Registrars, collected between January 2018 and April 2020, was compared to identify similarities and differences. Analyses entailed descriptive statistics, between and within groups rater consistency and agreement measures, principal component analysis, t-tests, analysis of variance, and psychometric network analysis. Results Colleague ratings of Practice Experience Program participants (overall average 88.58%) were lower than for Registrars (89.08%), although this difference was not significant. ‘Communication with patients’ was rated significantly lower for Practice Experience Program participants (2.13%) while this group was rated significantly better for their ‘Ability to say no’ (1.78%). Psychometric network analyses showed stronger linkages between items making up the behavioural component (compared to the items of the performance and self-management components, as found by principal component analysis) for Practice Experience Program participants as compared to Registrars. Practice Experience Program participants were stronger in clinical knowledge and skills as well as confidentiality, while Registrars were stronger in communicating with patients, managing their own stress, and in their management and leadership skills. Conclusions The multisource feedback scores of doctors undertaking the Practice Experience Program suggests that, while all mean values are ‘very good’ to ‘excellent’, there are areas for improvement. The linkages between skills suggests that Practice Experience Program doctors’ skills are somewhat isolated and have yet to fully synthesise. We now have a better understanding of how different groups of General Practitioners in training compare with respect to professional and interpersonal skills. Based on the demonstrated differences, the Practice Experience Program might benefit from the addition of educational activities to target the less developed skills.

ObjectivesWith the introduction of the RCPCH Progress+ Curriculum in August 2023, paediatric trainees now progress to registrar training a year earlier, at Speciality Trainee 3 (ST3) level. A registrar is the senior doctor training grade prior to consultant and is widely accepted as a challenging role.1 In our district general hospital, we recognised that there was no paediatric registrar-specific forum to discuss the unique challenges faced in this role. We therefore created a ‘Registrar Peer Support’ programme, enabling registrars to meet monthly and share experiences, aiming to improve registrar wellbeing and share learning. Strong professional peer support networks can be an effective burnout prevention strategy2 and it is recognised that peer support can alleviate negative impacts of challenging working conditions experienced by junior doctors.3 MethodsAn electronic survey was sent to paediatric registrars to assess their feelings towards a ‘Registrar Peer Support’ programme. The programme commenced in Summer 2023 with the introduction of monthly hybrid (in-person and virtual) registrar meetings to the departmental teaching rota. A repeat survey was sent in Autumn 2023 to gain feedback on the programme. Anonymised responses were analysed.Results45% (5/11) of registrars working in the department completed the initial questionnaire. 100% of respondents felt discussing issues with other registrars would be helpful for learning/information sharing/understanding systems/finding answers to issues. Additionally, 80% of respondents fe lt meeting with other registrars would be beneficial to wellbeing at work and helpful to facilitate departmental change. Qualitative feedback suggested the programme was a ‘great idea.’46% (6/13) of registrars working in the department completed the follow-up survey. 100% reported ‘Registrar Peer Support’ to be beneficial to their wellbeing at work, helpful for learning/information sharing/understanding systems/finding answers to issues and helpful in facilitating de partmental change. Qualitative feedback themes were positive, noting sessions were helpful for registrar morale, enabled informal support (with wisdom from senior registrars) and gave reassurance that other registrars often experience similar issues. One respondent noted: ‘Always helps to talk over challenges that are unique to working as a Paediatric registrar with others in the same boat!’ConclusionOverall, the ‘Registrar Peer Support’ programme was found to be beneficial for learning, wellbeing and facilitating departmental change. Feedback following programme initiation shows participants found the sessions highly valuable. The programme will remain embedded in departmental teaching. This is particularly important given the introduction of the RCPCH Progress+ Curriculum, whereby trainees become registrars at ST3.ReferencesFisher J, Garside M, Brock P, et al. Being the ‘Med Reg’: An exploration of junior doctors’ perceptions of the medical registrar role. Journal of the Royal College of Physicians of Edinburgh 2017 Mar.Prentice S, Elliott T, Dorstyn D, et al. A qualitative exploration of burnout prevention and reduction strategies for general practice registrars. Australian Journal of General Practice. 2022 Nov 1.Riley R, Kokab F, Buszewicz M, et al. Protective factors and sources of support in the workplace as experienced by UK foundation and junior doctors: a qualitative study. BMJ open 2021 Jun 1.

The series ‘Mastering your Fellowship’ provides examples of the question formats encountered in the written and clinical examinations, Part A of the FCFP (SA) examination. The series aims to help family medicine registrars (and supervisors) prepare for this examination. Model answers are available online.

How much can automatic voter registration (AVR) increase turnout? Unlike in many democracies, most American voters face the additional cost of registration, resulting in potential disenfranchisement. Automatic voter registration is naturally expected to promote turnout, but its causal effects have rarely been quantified due to violations of crucial assumptions. I show that a variation of AVR that targets existing registrants as opposed to eligible nonregistrants—termed automatic reregistration (ARR)—increases turnout by 5.8 percentage points. I exploit a natural experiment in a novel administrative dataset; election officials in Orange County, California, notified existing registrants who moved within-county that their residential addresses were automatically updated. The treatment alleviated registrants of reregistration burdens, but only for those who moved before the legal cutoff date, enabling a quasi-random treatment assignment. Contrary to the popular narrative, ARR had no significant effect on the turnout of registered Democrats, but Republicans’ and nonpartisans’ turnout increased by 8.1 and 7.4 percentage points, respectively.