National Survey of Movement Disorders Training with Geriatric Medicine

Poster ID
1502
Authors' names
Jennifer Pigott1 on behalf of the BGS Movement Disorders Special Interest Group Committee
Author's provenances
1. Royal Free London NHS Foundation Trust & University College London

Abstract

Introduction

Training in the subspecialty of Movement Disorders (MD) has been previously identified to be lacking in geriatric medicine, through a survey in Northern and Yorkshire regions (2006). In anticipation of the new geriatric medicine curriculum, the MD Special Interest Group Committee of the British Geriatric Society (BGS) sought to evaluate current experiences of training and perspectives of trainees for their subspecialty training.

 

Method

An online survey was designed by trainees with input from supervisory clinicians. Alongside demographic details, a combination of multiple choice and open questions were included to explore experiences, barriers and ideas for improvement for MD training. The impact of the Covid-19 pandemic was included within response options. The survey was circulated by email to all trainees within the BGS September 2021, with a one-month response window.

 

Results

Number of respondents was low (n=25) but included all years of training and diverse regions. 12% intend to specialise in movement disorders and 24% were working in posts with a specific MD component. Satisfaction with movement disorders training was low with none reporting complete satisfaction and more than half being dissatisfied. Clinic experience varied greatly, but was frequently perceived to be insufficient. Exposure to advanced therapies was rare. Course attendance, QIP or research, and delivery of teaching within MD were all infrequent. Whilst Covid-19 was a barrier to MD clinics and courses for half of all respondents, further factors included limited clinic capacity (46%), no training clinics (33%) and no local MD services (29%). The most significant barrier to accessing advanced therapies experience was lack of local provision (79%). Finding a suitable course, cost and ability to take study leave restricted course attendance.

 

Conclusions

The identification of areas of deficit, barriers to training and suggestions from trainees could help to improve training and aid implementation of the new curriculum.

Presentation