Mentorship in health professions education - an AMEE guide for mentors and mentees: AMEE Guide No. 167.

This AMEE guide discusses theoretical principles and practical strategies for health professions educators to promote impactful mentoring relationships. Traditional definitions are challenged, distinctions are made between roles such as mentor, advisor, coach and sponsor. As educational environments change and options for professional development expand, we argue that the traditional dyadic format of mentoring alone will not help mentees to maximise their professional growth.

An evaluation of the virtual simulated surgery assessment for the induction and return to practice scheme.

This paper reports on the development of the virtual Simulated Surgery assessment for the Induction and Return to practice (I&R) scheme and how it was used in the assessment of clinical and consultation skills. The evaluation examines the reliability and consistency of the virtual Simulated Surgery with the face-to-face assessment and reports feedback from the participants (candidates, administrators, marshals, examiners and role-players), highlighting what is lost and/or gained by the difference in format. Finally, the paper discusses the benefits and problems of remote assessment generally and looks at how this mode of assessment may be used in the future.

GP Trainees experience of learning opportunities and support mechanisms on the GP training programme: a qualitative study.

This article was migrated. The article was marked as recommended. General Practice (GP) is the cornerstone of the NHS and has faced workload and workforce issues for many years.

Tranexamic acid is safe to use following mild-to-moderate traumatic brain injury.

The studyThe CRASH-3 Trial Collaborators 2019;394:1713-23.This trial was funded by NIHR Health Technology Assessment Programme (project number 14/190/01), JP Moulton Charitable Trust, Department of Health and Social Care, Department for International Development, Global Challenges Research Fund, Medical Research Council, and the Wellcome Trust (Joint Global Health Trials scheme).To read the full NIHR Signal, go to: https://discover.

Planned earlier delivery for late pre-eclampsia may be better for mothers.

The studyChappell LC, Brocklehurst P, Green ME, et al. Planned early delivery or expectant management for late preterm pre-eclampsia (PHOENIX): a randomised controlled trial. 2019;394:1181-90.

Keyhole hysterectomy is effective for women with heavy menstrual bleeding.

The studyCooper K, Breeman S, Scott NW, et al. Laparoscopic supracervical hysterectomy versus endometrial ablation for women with heavy menstrual bleeding (HEALTH): a parallel-group, open-label, randomised controlled trial. 2019;394:1425-36.

C reactive protein testing in general practice safely reduces antibiotic use for flare-ups of COPD.

The studyButler CC, Gillespie D, White P, et al. C-reactive protein testing to guide antibiotic prescribing for COPD exacerbations. 2019;381:111-20.

A review of the usefulness of clinical supervisor reports when writing educational supervisor reports.

In GP training, educational supervisors are responsible for collating evidence of a trainee's performance and progress to allow them to progress to the next stage of training. In hospital posts, they rely upon a clinical supervisor's report to help assess progress. Clinical supervisors are clinicians from various specialties who may not have an in-depth knowledge of the GP training programme, and anecdotally, our impression was that clinical supervisor reports were impersonal and not helpful in assessing a trainee's performance.

Does experience in general practice influence the clinical thinking of foundation trainees?

The aim of this exploratory study was to capture and identify changes in clinical thinking amongst foundation trainees after a four-month attachment in general practice, and to develop a means of analysing the data collected to inform understanding about how clinical thinking develops and changes for a trainee - the learner - in the context of clinical experience. We use the term 'clinical thinking' consistently throughout our paper to refer to the trainees' general thinking about a case, and do so in the same way as other academics. Through the innovative use of Mind Maps, we have sought to demonstrate whether there was a significant change in the themes and key features contained in maps drawn by foundation year 2 trainees before and after an attachment in general practice, and to locate the nature of the change if present.

Procedures and processes of accreditation for GP trainers: similarities and differences.

A survey of all UK deaneries was carried out to identify the processes and procedures associated with the approval of GP clinical and educational supervisors and to document the current similarities and difference between deaneries. The results of the survey were placed in the context of recent literature. Results showed notable variation in some areas as well as relatively recent developments becoming established practice, such as the requirement for a certificate of medical education.

High fidelity trainee simulation to improve trainer performance.

Background: Using trained actors to simulate trainee doctors in difficulty is a cost-effective communication skills teaching tool that can be enhanced by techniques that are familiar to hi-fidelity electronic simulation. Simulation has two broad strands: the first exchanges the patient for an actor in the clinical encounter, and the second introduces some form of technology to the encounter. The strand concerning actors is well developed, and generally focuses on 'the consultation'.

Using actors to simulate doctors in the continuing professional development of GP trainers and appraisers.

Simulation has radically changed medical training and is set to continue to do so in the future. The branch of simulation that sees actors playing a role in training and assessment is long-established and well-developed. Typically actors have been used to play the role of patient.

The application process for general practitioner trainers in United Kingdom deaneries: similarities and differences.

A survey was undertaken of the application and reapplication forms used by all the UK deaneries for general practice (GP) specialty training. The aim of the survey was to identify similarities and differences between deaneries in terms of the content and nature of the information requested, and the relationship of that information to the Postgraduate Medical Education and Training Board's (PMETB) Quality Assurance Framework (QAF). The details requested on the application forms were compared to the guidance set out in Generic Standards for Training, in order to see if they reflected the areas and standards required by the PMETB for the quality assurance of medical education and training.