Publications
11 results found
Coster S, Dutta N, Forrest D, et al., 2023, Community action projects: community-engaged quality improvement for medical students, Education for Primary Care, Vol: 34, Pages: 184-191, ISSN: 1367-8523
BACKGROUND: Healthcare Quality Improvement (QI) is an essential skill for medical students to acquire, although there is insufficient empirical research which suggests the best educational methods to do this. This study explored the experiences of medical students participating in two versions of a Community Action Project (CAP) which gave medical students the opportunity to learn QI skills in a community setting. The first version (GPCAP) was pre-pandemic where students identified and delivered QI projects on placement in general practice to improve local population health. The second version (Digi-CAP) ran remotely where students worked on QI projects identified by local voluntary sector organisations focused on local community priorities during COVID-19. METHODS: Semi-structured interviews were conducted with volunteers from the two cohorts of students who had taken part in quality improvement initiatives. Transcriptions were independently coded by two researchers and analysed through thematic analysis. RESULTS: Sixteen students were interviewed. Whilst students had mixed experiences of completing their CAP, engagement and successful learning was associated with the following themes from the two versions of QI CAP projects: finding a sense of purpose and meaning in QI projects; preparedness for responsibility and service-driven learning; the importance of having supportive partnerships throughout the project duration and making a sustainable difference. CONCLUSIONS AND IMPLICATIONS: The study provides valuable insights into the design and implementation of these community-based QI projects, which enabled students to learn new and often hard to teach skills, whilst working on projects which have a sustainable impact on local community outcomes.
Harding D, Uppal S, Meiring S, et al., 2023, Community-engaged primary care medical education, The Clinical Teacher, Vol: 20, Pages: 1-5, ISSN: 1743-4971
BACKGROUND: Community-engaged medical education (CEME) requires medical schools to partner with local communities to help address community priorities, whilst enhancing the learning experiences of students. Current literature on CEME has focused on evaluating its effects on students; however, there remains a gap in exploring whether CEME initiatives can have a sustainable impact for communities. APPROACH: The Community Action Project (CAP) at Imperial College London, is an eight-week, community-engaged, quality improvement project for Year 3 medical students. Students initially consult with clinicians, patients and wider community stakeholders to understand local needs and assets, and identify a health priority to address. They then work with relevant stakeholders to design, implement and evaluate a project to help address their identified priority. EVALUATION: All CAPs (n = 264) completed in the 2019-2021 academic years were evaluated for evidence of several key areas, including community engagement and sustainability. 91% of projects evidenced a needs analysis, 71% demonstrated patient involvement in their development, and 64% demonstrated sustainable impacts from their projects. Analysis revealed the topics frequently addressed, and the formats used by students. Two CAPs are described in more detail to demonstrate their community impact. IMPLICATIONS: The CAP demonstrates how the principles of CEME (meaningful community engagement and social accountability) can lead to sustainable benefits for local communities through purposeful collaboration with patients and local communities. Strengths, limitations and future directions are highlighted.
Bharmal S, Dutta N, Engineer N, et al., 2022, Supporting medical students who experience discrimination: perspectives of General Practice tutors in primary care, EDUCATION FOR PRIMARY CARE, Vol: 33, Pages: 371-371, ISSN: 1473-9879
Forrest D, George S, Stewart V, et al., 2022, Cultural diversity and inclusion in UK medical schools, CLINICAL TEACHER, Vol: 19, Pages: 213-220, ISSN: 1743-4971
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Dutta N, Scott K, Horsburgh J, et al., 2022, WATCCH: a multiprofessional approach to widening participation in healthcare careers., Educ Prim Care, Vol: 33, Pages: 102-108
BACKGROUND: Students from lower socioeconomic backgrounds are underrepresented in higher education and healthcare careers. Whilst most healthcare-related widening participation schemes focus on one healthcare profession, the Widening Access to Careers in Community Healthcare (WATCCH) programme at Imperial College London supports participation in a range of community healthcare careers. We aim to evaluate the impact of WATCCH on students' perceptions and aspirations towards community healthcare careers. METHOD: WATCCH provides educational and application support to 16-18 year-old students interested in a variety of community healthcare careers via work experience, educational workshops and mentoring. The programme was evaluated by focus groups using semi-structured questions to explore the impact of WATCCH on students' healthcare career perceptions and aspirations. RESULTS: Five themes were identified from the focus groups: increased awareness and understanding of a range of community healthcare careers; improved insight into the realities of healthcare careers enabling reflection on career aspirations; altered perceptions of healthcare professionals and acquisition of new role models; increased confidence in achieving a career in healthcare; and valued access to previously inaccessible work experience. DISCUSSION: WATCCH is a multi-professional widening participation programme that has supported students from lower socioeconomic backgrounds interested in entering healthcare careers by increasing insights into varied healthcare careers, provision of role models, and increasing students' confidence of ability to enter healthcare careers. Similar programmes in other institutions could support large numbers of aspiring students to enter varied community healthcare careers in the future.
Dutta N, Scott K, Horsburgh J, et al., 2021, WATCCH: a multiprofessional approach to widening participation in healthcare careers, Education for Primary Care, ISSN: 1367-8523
BackgroundStudents from lower socioeconomic backgrounds are underrepresented in higher education and healthcare careers. Whilst most healthcare-related widening participation schemes focus on one healthcare profession, the Widening Access to Careers in Community Healthcare (WATCCH) programme at Imperial College London supports participation in a range of community healthcare careers. We aim to evaluate the impact of WATCCH on students’ perceptions and aspirations towards community healthcare careers.MethodWATCCH provides educational and application support to 16–18 year-old students interested in a variety of community healthcare careers via work experience, educational workshops and mentoring. The programme was evaluated by focus groups using semi-structured questions to explore the impact of WATCCH on students’ healthcare career perceptions and aspirations.ResultsFive themes were identified from the focus groups: increased awareness and understanding of a range of community healthcare careers; improved insight into the realities of healthcare careers enabling reflection on career aspirations; altered perceptions of healthcare professionals and acquisition of new role models; increased confidence in achieving a career in healthcare; and valued access to previously inaccessible work experience.DiscussionWATCCH is a multi-professional widening participation programme that has supported students from lower socioeconomic backgrounds interested in entering healthcare careers by increasing insights into varied healthcare careers, provision of role models, and increasing students’ confidence of ability to enter healthcare careers. Similar programmes in other institutions could support large numbers of aspiring students to enter varied community healthcare careers in the future.
Agravat P, Ahmed T, Goudie E, et al., 2021, Medical applicant general practice experience and career aspirations: a questionnaire study., BJGP Open, Vol: 5
BACKGROUND: Increasing access to general practice work experience placements for school students is a strategy for improving general practice recruitment, despite limited evidence and concerns surrounding equity of access to general practice experiences. AIMS: To examine the association between undertaking general practice experience and the perceptions of general practice as an appealing future career among prospective medical applicants. To identify socioeconomic factors associated with obtaining general practice experience. DESIGN & SETTING: Cross-sectional questionnaire study in the UK. METHOD: Participants were UK residents aged ≥16 years and seriously considering applying to study medicine in 2019/2020. They were invited to take part via the University Clinical Aptitude Test (UCAT). Questionnaire data were analysed using a linear regression of general practice appeal on general practice experience, adjusting for career motivations and demographics, and a logistic regression of general practice experience on measures of social capital and demographics. RESULTS: Of 6391 responders, 4031 were in their last year of school. General practice experience predicted general practice appeal after adjusting for career motivation and demographics (b = 0.37, standard error [SE] = 0.06, P<0.00001). General practice experience was more common among students at private (odds ratio [OR] = 1.65, 95% confidence interval [CI] = 1.31 to 2.08, P<0.0001) or grammar schools (OR = 1.33, 95% CI = 1.02 to 1.72, P = 0.03) and in the highest socioeconomic group (OR = 1.62, 95% CI = 1.28 to 2.05, P<0.0001), and less likely among students of 'other' ethnicity (OR = 0.37, 95% CI = 0.20 to 0.67, P = 0.0011). CONCLUSION: Having general practice experience prior to medical school was associated with finding general practice appealing, which supports its utility in recruitment. Applicants from more deprived backgrounds were less likely to have had a general practice experience, po
Maini A, Pistoll C, Dutta N, et al., 2020, Digitally converting undergraduate primary care, The ClinicalTeacher
Till A, Dutta N, McKimm J, 2016, Vertical leadership in highly complex and unpredictable health systems., Br J Hosp Med (Lond), Vol: 77, Pages: 471-475, ISSN: 1750-8460
This article explores how the concept of vertical leadership development might help health organizations cope with and thrive within highly complex and unpredictable health systems, looking at concepts of VUCA (volatility, uncertainty, complexity and ambiguity) and RUPT (rapid, unpredictable, paradoxical and tangled).
McGovern AP, Dutta N, Munro N, et al., 2014, Dapagliflozin: Clinical practice compared with pre-registration trial data, British Journal of Diabetes and Vascular Disease, Vol: 14, Pages: 138-143, ISSN: 1474-6514
Background: Dapagliflozin is the first sodium-glucose cotransporter 2 (SGLT2) inhibitor to be approved in Europe and represents a new class of agents developed as oral diabetes medications. Improved glycaemic control and weight loss have been demonstrated in clinical trials but effectiveness outside of the trial environment has not yet been reported. Method: A systematic clinical case note audit of type 2 diabetes patients initiated on dapagliflozin in a diabetes specialist outpatient centre of a London teaching hospital. Results: Of the 96 people included, 42% had a reduction in glycated haemoglobin (HbA1c) of ≥1%, 29% had no reduction; 15% had weight loss ≥5kg, 3% had weight loss ≥10kg and 24% had no weight reduction. Improvements in HbA1c, weight, and blood pressure were consistent with those reported in clinical trials. The rate of discontinuation of dapagliflozin due to side effects (22%) was higher than reported in trials (3-4%), but 52% of people tolerating dapagliflozin were able to stop or reduce one or more other diabetes medications. Conclusions: Dapagliflozin is effective at improving glycaemic control. It also reduces blood pressure, results in weight loss, and reduces the need for concomitant diabetes medications. However, it is not as well tolerated in real-world patients as in participants of clinical trials.
Dutta N, Crossan D, Munro N, et al., 2014, Skin complication of insulin pump therapy - Contact dermatitis from patch pump adhesive, British Journal of Diabetes and Vascular Disease, Vol: 14, ISSN: 1474-6514
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