Parallel Sessions and Workshops

Please be in the room where your presentation is scheduled to take place at least five minutes before the time the session is due to begin and introduce yourself to your session Chair, and prepare your presentation on the AV equipment if necessary. 

We have allowed a 15-minute slot for each presentation. This allows the presenter to speak for ten minutes and then up to 5 minutes for questions and discussion. It is important that your presentation does not overrun.

 Session chairs have been asked to keep strictly to time to allow participants to move between parallel sessions if they wish to. They will show you a yellow warning card to indicate that you have two minutes left, and a red card when time is up and you need to conclude your presentation. 

For any problems with presentations during the conference, please speak to the conference team at the SAPC registration desk.

Struggling for Sanctuary: Unveiling the hurdles of asylum seekers in the UK's social fabric - Naomi Doye

Bowel Cancer Screening Project - Naimah Rashid

Seasons in Motion - Poorvi Srivastava

The Future of General Practice - Sophie Picton

The 'CREATE' Card: Transforming patient interactions through reflection - Ayesha Unadkat

A Journey with Autism - Maya Jani

Reflections of each piece can be read here

SAPC SE 2025 Workshops 

Room: Stuart 

Time: 15:30 

Title: Time to diversify written assessments? 

Authors: Dr Laila Abdullah, Dr Adam Shepherd 

Aims 

Assessments are an integral part of the undergraduate medical curriculum. The aim of this workshop is to discuss the importance of writing single best answer (SBA) questions in primary care contexts that are representative of diverse patient groups. The GMC’s outcomes for graduates state that doctors must appreciate the “importance of the links between pathophysiological, psychological, spiritual, religious, social and cultural factors” when making clinical decisions [1]. Increasing endeavours to incorporate cultural competency teaching into medical school curricula arose from growing concerns about health inequalities experienced by marginalised patient groups, however, how to best assess cultural competency remains an unanswered question. Written assessments in their current format are not fully representative of diverse patient groups encountered clinically. Normalising the presence of diversity by integrating more protected characteristics in assessments is crucial for medical education to remain contemporary in preparing future clinicians to interact with these patients [2]. The need for representation also extends into the medical student body. Medical schools tend to have greater ethnic diversity than many disciplines. Yet awarding gaps exist for some ethnic minority medical student groups which persists when doctors proceed to specialty training [3]. This emphasises that assessments need to be representative of diverse student groups, as well as patient groups. However, diversity representation should not come at the risk of disadvantaging neurodivergent students through increased cognitive load of SBA questions, and authors must be cognisant of this [2].Objectives: To outline how to formulate SBA questions. To illustrate what diverse, inclusive questions might look like through examples. To construct primary care related SBA questions that are culturally competent. To recognise some of the challenges of writing diverse, inclusive SBAs. Consider how these principles can be applied to scenario writing and OSCE assessments.  

References:  [1]  promoting-excellence-equality-and-diversity-considerations_pdf-72709944.pdf (gmc-uk.org) [2] Shepherd A, Bott S, Abdullah L, Hearn R. Time to normalise protected characteristics in written assessments: A mixed methods study. MedEdPublish. 2024 Mar 8;14(10):10. [3] Woolf K, Potts HW, McManus IC. Ethnicity and academic performance in UK trained doctors and medical students: systematic review and meta-analysis. Bmj. 2011 Mar 8;342. 

Format 

This workshop includes a short presentation, large group discussions and small group work   

Content 

Overview (top tips and common pitfalls) of how to write undergraduate SBA questions. Discuss the benefits and potential challenges of writing culturally competent and diverse/representative SBA questions for primary care. Consider ways in which SBAs can be diversified within the Medical Schools Assessment Alliance framework and ‘house style’ 

 -----------------------------

Room: Stuart 

Time: 15:30 

Title: How can engagement with the arts be used by practitioners and medical students in primary care?   

Authors: Poorvi Srivastava 

Aims 

The aim of the workshop is to consider the role that engagement with the arts can play in helping current and future primary care practitioners provide better person-centred care.  We will consider how the arts may enhance participants’ ability to consider different perspectives, foster deeper personal insight, and strengthen their commitment to social advocacy (Moniz et al., 2021) (Younie, 2021) The workshop will: Offer participants a personal opportunity to engage with the arts for their own growth, development and wellbeing.    Offer participants, who are educators, tools to introduce arts engagement in their educational practice.  

Format 

This will be a 90-minute workshop with 2 facilitators who are GP educators who utilise creative enquiry in their practice. There will be a short introduction to the evidence base behind the role of the arts in medical education followed by an opportunity for participants to create and reflect on using the arts.  Participants will work in small groups to discuss these experiences and consider the role that the arts may play in their future practice.  

Content 

Participants will be invited to engage with short creative activities e.g., viewing photographs with reflection, writing short poems, drawing, painting or crafting.   The facilitators will also share examples of active arts engagement activities that they have incorporated in undergraduate medical education and participants will be encouraged to explore opportunities for application within their own settings.   

----------------------------------

Room: Stuart 

Time: 15:30 

Title: Undergraduate Near Peer Teaching in Primary Care 

Authors: Vidya Mistry 

Aims 

• What is Near Peer Teaching? • Explore the Benefits and Challenges of Near Peer Teaching in Primary Care? • Introduce a practical framework on how to integrate Near Peer Teaching into the Primary Care Curriculum • Co-creation and collaboration to further develop the current framework for Undergraduate Near Peer teaching in Primary Care. 

Format 

• Brief Introduction (10min) • Facilitation of small groups discussing the benefits and challenges (30min) • Debrief – groups will share their ideas (20min) • Outline of framework of SSC (student selected component) running for last 3 years at QMUL (10min) • Further discussion on current framework and ideas for further development and integration into the primary care curriculum. (20min) • Feedback for session  • Resources – flip chart, markers, projector 

Content 

Near peer (NP) teaching can be defined as teaching delivered by senior students to younger year students. There are numerous examples in the literature of Peer Assisted Learning  projects in a non-clinical setting,  but little research in a clinical setting. even less in primary care.  Postgraduate literature suggests that potential benefits of NP teaching in primary care include promotion of General Practice careers as well as increasing teaching capacity. A successful pilot led to the development of a new undergraduate NP teaching SSC (Student Selected Component) in a primary care setting.  During a 4-week placement,  Year 5 “NP student teachers” assisted their GP tutor in delivering teaching to younger year students at the practice.  This included tutorials, clinical skills teaching, mock OSCEs and teaching with patients. Research conducted to evaluate this SSC suggests a positive impact on the professional identity formation of NP student teachers helping them to prepare to be future doctors.  The NP teaching fostered an environment of psychological safety for both student learners and teachers.  GP tutors valued the contribution and assistance of the NP student teachers although there was an additional element of risk management and supervision when teaching with patients. 

 ------------------------------

Room: Stuart 

Time: 15:30 

Title: “Writing Successful Disability Simulation Scenarios for Primary Care Medical Education” 

Authors: Marion Hill, Grace Spence Green 

Aims 

Aim: Participants will create a disability simulation scenario, or good draft, suitable for their programme or institution. Intended Learning Outcomes By the end of this session participants will 1. Utilise information about medical and social models of disability, key disability actions and suitable pedagogy to develop and write a Disability Simulation Scenario.   2. Evaluate their scenario for potential barriers to implementation, and plan how to overcome these. 

Format 

Workshop 

Content 

In this interactive workshop participants will develop their own disability simulation scenario. Grace and Marion explain their educational innovation creating simulations which have successfully expanded teaching of the Disability Curricum in Final Year MBBS at King’s College London. We discuss barriers to implementation and ways to overcome these. This approach can be applied to undergraduate and postgraduate teaching. Session Plan 1. Short teaching presentation about our theoretical approach to writing disability simulations. 2. From theory to education practice. 3. Group discussion: What pitfalls do I anticipate and how can I overcome these in my context? 3. Practical: writing!  4. Presenting your work with troubleshooting opportunity 5. Close  

---------------------------------

Room: Stuart 

Time: 15:30 

Title: Unlocking the potential of visual methodologies for education and research. 

Authors: Jacquline Driscoll  

Aims 

1. Discuss the potential of 'graphic medicine' for research. 2. Appraise three examples of graphic medicine in action across research, education and advocacy. 3. Practice using rich picture methodologies to refine a current educational dilemma or research question.  

Format 

Guided individual and small group work that empowers the participants to explore graphic medicine resources and the technique of rich pictures in a way that is relevant to their own practice. All materials provided and no drawing experience or expertise needed. Materials will include drawing materials but also peer reviewed publications, graphic novels and self published comics or zines.  

Content 

This workshop consists of 4 parts as follows: 1. Introductions via the medium of comics. 2. An overview of what is meant by graphic medicine and what it can achieve including examples of graphic pathographies (memoir), graphic medicine for medical education and graphics for advocacy with particular attention to the historical underpinnings of the field making it ideally placed for challenging unhelpful norms. 3. An exploration of resources including Roz Chast's award winning graphic memoir of caring for her elderly patients titled "Can't We Talk About Something More Pleasant?". A brief introduction to visual metaphor theory in illness narratives accompany the exploration to equip participants for one way they can engage more deeply with the materials. 4. A real time trial of using rich pictures to share with colleagues a reflection on a current education or research dilemma with the aim of "going deeper faster" through images.  

Professor Mark Ashworth was an SAPC Madingley veteran, a GP in London, and an academic at King’s College London. Well known for innovative ideas and his nurturing and caring approach to mentorship and support of his colleagues. Mark died of prostate cancer this year having lived with cancer for some time, openly sharing his experience as a patient for the education and learning of others.

Mark was a fan of a ‘dangerous idea’ – an innovative thought, plan or vision of the future that could improve healthcare, education or research in Primary Care. 

This interactive and engaging session is open to all to pitch an innovative or ‘dangerous’ idea which could help us innovate. Feel free to think wild and outside the box. The format will be a five-minute pitch with two minutes of questions and discussion from the thinktank panel and audience. Presenters can use up to five slides. The idea with the most potential will be presented with the Ashworth Dangerous Idea Award.

To sign up to present an idea submit your idea in less than 150 words with a title. Presentations do not need to be based on research but can be speculative whilst taking a scholarly approach to your potential ideas.