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Methods:? Year-12 participants (29�C74 annually) from schools in areas of deprivation were paired with e-mentors from the medical student population. Engagement with this programme was used as one criterion to select approximately 20 mentees per year for participation in a 1-week summer school. All participants were offered consultant-led work experience during their summer holiday and were guaranteed places at a student-led outreach conference, where they received specific help with Anticancer Compound Library clinical trial the writing of personal statements and interview skills. Summer school participants were followed-up by questionnaire to establish their career plans. Results:? We have delivered this programme annually for 3?years. All respondents to follow-up applied to study medicine, dentistry or a related bioscience, to degree level. The success rate of these disadvantaged students was similar to that of the general population of UK applicants who applied to study medicine at this medical school. Discussion:? By collaboratively linking multiple activities organised by the Outreach Office, academic staff and medical students, an annual cohort of approximately 20 participants from non-traditional backgrounds was provided with sustained support in preparing for applying to medical school. The limited data available from follow-up suggests that this approach may have helped overcome the social disadvantage facing these applicants. ""Background:? E-learning continues to proliferate as a method to deliver continuing medical education. The effectiveness of e-learning has been widely Alectinib price studied, showing that it is as effective as traditional forms of education. However, most reports focus on whether the e-learning is effective, Sitaxentan rather than discussing innovations to allow clinical educators to ask ��how�� and ��why�� it is effective, and to facilitate local reproduction. Context:? Previous work has set out a number of barriers to the introduction of e-learning interventions. Cost, the time to produce interventions, and the training requirements for educators and trainees have all been identified as barriers. We set out to design an e-learning intervention on paediatric prescribing that could address these issues using a low-fidelity approach, and report our methods so as to allow interested readers to use a similar approach. Innovation:? Using low-cost, readily accessible tools and applying appropriate educational theory, the intervention was produced in a short period of time. As part of a randomised controlled trial, long-term retention of prescribing skills was demonstrated, with significantly higher prescribing skill scores in the e-learning group at 4 and 12?weeks (p?
