Publications
62 results found
Ashrafian H, Patel VM, Skapinakis P, et al., 2011, Nobel Prizes in Medicine: are clinicians out of fashion?, JOURNAL OF THE ROYAL SOCIETY OF MEDICINE, Vol: 104, Pages: 387-389, ISSN: 0141-0768
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- Citations: 5
Kirresh A, Patel VM, Warren OJ, et al., 2011, A framework to establish a mentoring programme in surgery, LANGENBECKS ARCHIVES OF SURGERY, Vol: 396, Pages: 811-817, ISSN: 1435-2443
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- Citations: 5
Patel VM, Ashrafian H, Ahmed K, et al., 2011, How has healthcare research performance been assessed? A systematic review, J R Soc Med1, Vol: 104, Pages: 251-261
Patel VM, Warren O, Ahmed K, et al., 2011, How can we build mentorship in surgeons of the future?, ANZ J Surg
Anderson O, Ahmed K, Patel V, et al., 2011, Deconstructing the colorectal enhanced recovery programme: what is the evidence for each component? A systematic review (oral presentation), London Deanery South-East Thames Surgical Research Symposium
Mukherjee D, Ahmed K, Baig K, et al., 2011, Conversion and Safety in Off-Pump Coronary Artery Bypass: A System Failure That Needs Re-Emphasis, Ann Thorac Surg, Vol: 91, Pages: 630-639
Wang TT, Ahmed K, Patel VM, et al., 2011, A competency framework in cardiothoracic surgery for training and revalidation - an international comparison., Eur J Cardiothorac Surg
Mukherjee D, Ahmed K, Baig K, et al., 2011, Conversion and Safety in Off-Pump Coronary Artery Bypass: A System Failure That Needs Re-Emphasis, ANNALS OF THORACIC SURGERY, Vol: 91, Pages: 630-639, ISSN: 0003-4975
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- Citations: 33
Ahmed K, Ibrahim A, Anderson O, et al., 2011, Development of a Surgical Educational Research Program—Fundamental Principles and Challenges, J Surg Res
BackgroundSurgical educational research is the scientific investigation of any aspect of surgical learning, teaching, training, and assessment. The research into development and validation of educational tools is vital to optimize patient care. This can be accomplished by establishing high quality educational research programs within academic surgical departments. This article aims to identify the components involved in educational research and describes the challenges as well as solutions to establishing a high quality surgical educational research program.MethodsA variety of sources including journal articles, books, and online literature were reviewed in order to determine the pathways involved in conducting educational research and establishing a research program.ResultsIt is vital to ensure that educational research is acceptable, innovative, robust in design, funded correctly, and disseminated successfully. Challenges faced by the current surgical research programs include structural organization, academic support, credibility, time, funding, relevance, and growth. The solutions to these challenges have been discussed.ConclusionsTo ensure research in surgical education is of high quality and yields credible results, strong leadership in the organization of an educational research program is necessary.
Ahmed K, Rowland S, Patel VM, et al., 2011, Specialist anatomy: Is the structure of teaching adequate?, Surgeon, Vol: 9, Pages: 312-317, ISSN: 1479-666X
BACKGROUND: A knowledge and understanding of specialist anatomy, which includes radiological, laparoscopic, endoscopic and endovascular anatomy is essential for interpretation of imaging and development of procedural skills. METHODS AND MATERIALS: Medical students, specialist trainees and specialists from the London (England, UK) area were surveyed to investigate individual experiences and recommendations for: (1) timing of the introduction of specialist anatomy teaching, and (2) pedagogical methods used. Opinions relating to radiological, laparoscopic, endoscopic and endovascular anatomy were collected. Non-parametric tests were used to investigate differences in recommendations between specialist trainees and specialists. RESULTS: Two hundred and twenty-eight (53%) individuals responded to the survey. Imaging was most commonly used to learn radiological anatomy (94.5%). Procedural observation was most commonly used to learn laparoscopic (89.0%), endoscopic (87.3%) and endovascular anatomy (66.2%). Imaging was the most recommended method to learn radiological anatomy (92.1%). Procedural observation was the most recommended method for learning laparoscopic (80.0%), endoscopic (81.2%) and endovascular anatomy (42.5%). Specialist trainees and specialists recommended introduction of specialist anatomy during undergraduate training. CONCLUSION: Although the methods for specialist anatomy learning are in practice, there is no consensus on timing and structure within the anatomy curriculum. Recommendations from trainees and specialists should be considered so that the existing curriculum can be refined to maximise learning outcomes.
Anderson O, Ahmed K, Patel V, et al., 2011, Deconstructing the colorectal enhanced recovery programme: what is the evidence for each component? A systematic review (abstract), Br J Surg, Vol: 98 (Suppl. 3), ISSN: 0007-1323
Rowland S, Ahmed K, Davies DC, et al., 2011, Assessment of anatomical knowledge for clinical practice: perceptions of clinicians and students, Surg Radiol Anat, Vol: 33, Pages: 263-269, ISSN: 0930-1038
PURPOSE: In anatomy education, assessment may be done by written, practical or oral methods. These are used to varying degrees in UK medical schools with no consensus on the preferred approach. The purpose of this article is to highlight changes to methods of anatomical knowledge assessment utilised in medical schools since the early 1990s and to present recommended methods of assessment according to the level of medical training. METHODS: Medical students, trainees and specialists in the London (UK) area were surveyed to: (1) identify methods experienced in anatomy education at medical school and (2) gather recommendations. Medical student, trainee and specialist responses were compared using non-parametric tests. RESULTS: Two hundred and twenty-eight individuals responded to the survey giving a response rate of 53%. Subjects who graduated before 2005 were assessed significantly more frequently by practical (94.2 vs. 33.3%) and oral (84.5 vs. 13.1%) methods than those whose graduation year was 2005 or later. Subjects whose graduation year was 2005 or later were assessed significantly more frequently by written methods, such as EMQs than those whose graduation was before 2005 (68.7 vs. 25.2%). Practical examination was identified as the most recommended method of assessment in anatomy education by medical students (59.1%), trainees (all stages combined; 54.2%) and specialists (51.7%). CONCLUSION: Practical assessment is recommended over written and oral methods for the assessment of anatomical knowledge. A formal evaluation of the relative benefits and limitations of available assessment tools is required.
Ashrafian H, Ahmed K, Rowland S, et al., 2011, Metabolic surgery and cancer: The protective effects of bariatric procedures., Cancer, Vol: 117, Pages: 1788-1799, ISSN: 0008-543X
The worldwide epidemic of obesity and the global incidence of cancer are both increasing. There is now epidemiological evidence to support a correlation between obesity, weight gain, and some cancers. Metabolic or bariatric surgery can provide sustained weight loss and reduced obesity-related mortality. These procedures can also improve the metabolic profile to decrease cardiovascular risk and resolve diabetes in morbidly obese patients. The operations offer several physiological steps, the so-called BRAVE effects: 1) bile flow alteration, 2) reduction of gastric size, 3) anatomical gut rearrangement and altered flow of nutrients, 4) vagal manipulation and 5) enteric gut hormone modulation. Metabolic operations are also associated with a significant reduction of cancer incidence and mortality. The cancer-protective role of metabolic surgery is strongest for female obesity-related tumors; however, the underlying mechanisms may involve both weight-dependent and weight-independent effects. These include the improvement of insulin resistance with attenuation of the metabolic syndrome as well as decreased oxidative stress and inflammation in addition to the beneficial modulation of sex steroids, gut hormones, cellular energetics, immune system, and adipokines. Elucidating the precise metabolic mechanisms of cancer prevention by metabolic surgery can increase our understanding of how obesity, diabetes, and metabolic syndrome are associated with cancer. It may also offer novel treatment strategies in the management of tumor generation and growth.
Patel VM, Warren O, Humphris P, et al., 2010, What does leadership in surgery entail?, ANZ J Surg
Rao C, Patel V, Ibrahim M, et al., 2010, Leadership in cardiac surgery, Eur J Cardiothorac Surg
Ahmed K, Wang TT, Patel VM, et al., 2010, The role of single-incision laparoscopic surgery in abdominal and pelvic surgery: a systematic review, Surg Endosc
Ahmed K, Rowland S, Patel V, et al., 2010, Is the structure of anatomy curriculum adequate for safe medical practice?, Surgeon, Vol: 8, Pages: 318-324, ISSN: 1479-666X
INTRODUCTION: Anatomy has been considered a core subject within the medical education curriculum. In the current setting of ever-changing diagnostic and treatment modalities, the opinion of both students and trainers is crucial for the design of an anatomy curriculum which fulfils the criteria required for safe medical practice. METHODS: Medical students, trainees and specialist trainee doctors and specialists from the London (England) area were surveyed to investigate the how curriculum changes have affected the relevance of anatomical knowledge to clinical practice and to identify recommendations for optimum teaching methods. The survey employed 5-point Likert scales and multiple-choice questions. Where the effect of training level was statistically significant (p < 0.05), post-hoc analysis was carried out using Mann-Whitney U tests. Significance levels were modified according to the Bonferroni method. RESULTS: Two hundred and twenty-eight individuals completed the survey giving a response rate of 53%. Medical students, trainees and specialists all agreed (mean Likert score 4.51, 4.79, 4.69 respectively) that knowledge of anatomy is important for medical practice. Most of the trainees (88.4%) and specialists (81.3%) used dissection to learn anatomy, but only 61.4% of medical students used this approach. Dissection was the most commonly recommended approach for learning anatomy across all the groups (41.7%-69.3%). CONCLUSIONS: Knowledge of anatomy is perceived to be important for safe clinical practice. Anatomy should be taught with other relevant system or clinical modules. Newer tools for anatomy teaching need further validation before incorporation into the curriculum.
Patel VM, George M, 2010, Anal Cancer, The Pocket Guide to Neoplasm, Editors: Ahmed, Publisher: Imperial College Press
Mobasheri M, Patel VM, Atkinson S, 2010, Pancreatic Cancer, The Pocket Guide to Neoplasm, Editors: Ahmed, Publisher: Imperial College Press
Ahmed K, Khan MS, Vats A, et al., 2009, Current Status of Robotic Assisted Pelvic Surgery and Future Developements, Int J Surg [Epub ahead of print]
Patel V, Ahmed K, Ashrafian H, 2009, Letter 3: Randomized clinical trial of antibiotic therapy versus appendicectomy as primary treatment of acute appendicitis in unselected patients (Br J Surg 2009; 96: 473-481)., Br J Surg, Vol: 96
Davies AR, Forshaw MJ, Khan AA, et al., 2008, Transhiatal esophagectomy in a high volume institution, World Journal of Surgical Oncology, Vol: 6, ISSN: 1477-7819
BackgroundThe optimal operative approach for carcinoma at the lower esophagus and esophagogastric junction remains controversial. The aim of this study was to assess a single unit experience of transhiatal esophagectomy in an era when the use of systemic oncological therapies has increased dramatically.Study DesignBetween January 2000 and November 2006, 215 consecutive patients (182 males, 33 females, median age = 65 years) underwent transhiatal esophagectomy; invasive malignancy was detected preoperatively in 188 patients. 90 patients (42%) received neoadjuvant chemotherapy. Prospective data was obtained for these patients and cross-referenced with cancer registry survival data.ResultsThere were 2 in-hospital deaths (0.9%). Major complications included: respiratory complications in 65 patients (30%), cardiovascular complications in 31 patients (14%) and clinically apparent anastomotic leak in 12 patients (6%). Median length of hospital stay was 14 days. The radicality of resection was inversely related to T stage: an R0 resection was achieved in 98–100% of T0/1 tumors and only 14% of T4 tumors. With a median follow up of 26 months, one and five year survival rates were estimated at 81% and 48% respectively.ConclusionTranshiatal esophagectomy is an effective operative approach for tumors of the infracarinal esophagus and the esophagogastric junction. It is associated with low mortality and morbidity and a five survival rate of nearly 50% when combined with neoadjuvant chemotherapy.
Krysa J, Patel VM, Taylor J, et al., 2008, Outcome of patients on renal replacement therapy after colorectal surgery, Dis Col Rec 2008, Vol: 51, Pages: 961-965
Patel VM, Subramanian A, 2007, Ottawa ankle rules and the use of radiography in acute ankle injuries, CME Orthopaedics, Vol: 4, Pages: 65-67
Nikolopoulos I, Patel VM, Forshaw MJ, 2007, Haemorrhoids (internet viewing), Ann RCSEng 2007, Vol: 89, Pages: 328-328
Patel VM, kmiot W, 2007, Patel VM, Kmiot W. Rectus sheath closure after reversal of abdominal stomas, Ann RCSEng, Vol: 89, Pages: 178-178
Subramanian A, Patel VM, Jacob J, et al., 2007, Superficial venous pathology in the Asian population of South West London – a prospective study, Eur J Vasc Surg 2007, Vol: 33, Pages: 747-750
Shenker N, Nikolopoulos I, 2007, Crohn’s Disease (internet viewing), Ann RCSEng, Vol: 89, Pages: 445-445
Patel VM, Lee L, Chanouzas D, et al., 2007, Patel VM, Lee L, Chanouzas D, Moynihan A, Carapeti E. Localized pseudopolyposis in ulcerative colitis mimicking colonic carcinoma, CME Gastroenterology, Vol: 8, Pages: 15-18
Patel VM, Chandarana N, 2007, Renal failure post cardiac surgery, sBMJ, Vol: 15, Pages: 10-11
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