Background: Demographic shift amongst pregnant patients, including older age and increasing obesity, has resulted in an increase in cardiometabolic complications during pregnancy and over the lifetime. Lifestyle interventions during pregnancy have not yet produced clinically meaningful perinatal or long-term outcomes. There is an urgent need for high quality observational data about cardiometabolic health during pregnancy, to identify subgroups at highest risk, and to understand the interplay of clinical and social determinants.

Methods: The PROMOTE Pilot study is a prospective cohort study recruiting pregnant participants from a highly diverse population in western Sydney, Australia. Participants are surveyed about physical activity levels, diet, emotional wellbeing and socio-demographic status. Participants are consented for biobanking and use of routinely collected data, including medical conditions, body mass index (BMI), blood pressure (BP), glycaemia and perinatal outcomes. Outcomes include: the incidence of non-communicable diseases during pregnancy, including gestational diabetes mellitus (GDM) and hypertensive disorders of pregnancy (HDP). Postnatal and longitudinal outcomes are planned.

Results: During the first year, 235 participants were recruited in a socially/ethnically diverse population; 110 had birthed. Recruitment rate was 90%. Mean maternal age was 31.88 years (range 21-43). Mean gestational age was 12 weeks, 3 days (range 8 – 15). 232/235 participants provided data on physical activity. 33.62% demonstrated sufficient levels, 54.74% demonstrated insufficient levels, 11.64% were sedentary; this is similar to Australian national data, but well below recommendations. Mean servings of fruit/week was 11.86 (range 0-42), vegetables 10.81 (range 0-35), fried food 1.64 (range 0-14), crisps 1.95 (range 0-14), soft drink 4.10 (range 0-35) and take-out food 1.65 (range 0-14). 231/235 provided demographic data.

Conclusions: The first year of recruitment demonstrates high levels of acceptability, recruitment and reach. The PROMOTE Pilot Study is well positioned to provide high quality, granular data about clinical/social determinants of cardiometabolic risk in pregnancy and beyond.

Aim
Proficiency in clinical consultation skills requires repetitive practice with timely feedback. Real patients are best positioned to provide authentic learning experience and may further add value by providing feedback from patient’s perspective. In 2022, a “living library of patient-educators” was piloted among year-4 medical students. 18 patients with common symptoms encountered in primary care were trained as ‘patient-educators’, to give a history of their own illnesses in a standardized manner during virtual consultation with students, assess students’ interpersonal skill, and provide individualized constructive feedback. This qualitative study explored the patient-educators’ experiences with this project.

Content
All patient-educators were invited to participate in focus group interviews via text messages between May-June 2022. Each group consisted of 2-5 participants, led by an experienced researcher, and lasted for 50-80 minutes. All interviews were audio-taped, transcribed and independently reviewed by 2 investigators to identify recurrent themes using thematic analysis. Inconsistencies were resolved by discussion between the investigators.

Four interviews were conducted among 14 patient-educators. Five main themes were constructed: benefits of the project, qualities of good patient-educators, content and provision of feedbacks, and operation of the library. The patient-educators agreed that the library offered valuable and convenient opportunities for students to practice consultation skills and to learn about patients’ perspective, as well as allowed themselves to contribute to the society. Crucial qualities of good patient-educators included compassion, willingness to share, and good time management.

Goals
At the conclusion of my presentation, attendees will appreciate that:
1. Patients can be trained to become “patient-educators” to offer medical students virtual consultation practice opportunities, to assess students’ performance and provide constructive feedback on their consultation skills.
2. A good patient-educator should be open to discuss both the student’s strengths and weaknesses
3. Patients treasure the opportunity to contribute to the society and medical education as “patient-educators”

Background: General practitioners (GPs) encounter challenges in managing patients with work-related mental-health conditions. The Implementing work-related Mental-health guidelines in general PRacticE (IMPRovE) trial assessed the effectiveness of a multifaceted intervention in implementing the “Clinical guideline for the diagnosis and management of work-related mental-health conditions in general practice” (the Guideline).
Methods: Using a pragmatic hybrid III parallel cluster randomised controlled trial, GP clinics committed to recruiting employed adults with work-related mental-health conditions, were allocated to either control or intervention group. Intervention clinics received academic detailing, enrolment into a virtual community-of-practice, and resources related to the Guideline. Control clinics were waitlisted until trial completion. The sum of GPs’ responses to simulated patient scenarios at baseline and 9-months post-baseline provided a measure of their adherence to the Guideline.
Findings: GP recruitment occurred from December 2020 to February 2022. A total of 38 intervention clinics (52 GPs) and 36 control clinics (46 GPs) contributed to the primary outcome data. After adjusting for the stratification variables and clustering, GPs in the intervention arm had significantly higher adherence scores than those in the control arm, by 0·98 points on a 0 to 9 scale 95% confidence interval: 0.38, 1.58) with a Cohen’s d of 0.67; indicating a moderate to large effect.
Interpretation: GP adherence to the Guideline improved in those receiving our multifaceted intervention, indicating that one or more components of the intervention was sufficient to change GP behaviour. For guidelines to be useful it is imperative that more attention is given towards strategies that aid implementation.

Aim
Train Family Physicians on safe work postures(office ergonomics) who then train their patients (TTT: Train the Trainer) including students on the same. During pandemic, children in schools, universities & adults working with computers suffered from musculoskeletal disorders (MSDs) as online education and jobs became virtual. Today, office-goers, students and entire family have realised importance of safer working with computers as many experienced pain and also injuries necessitating physiotherapy, pain management and surgical intervention.
Methods
Ergonomists’ globally agree that MSDs development is directly linked to an individuals' body position during work and time spent with computers. Solution lies in imparting skills on ergonomic arrangement of workstation furniture & computer hardware to an individual’s body dimensions on a live workstation thereby providing a skill building platform to learn and adopt safer work postures whilst using above equipment. Physicians must undertake office ergonomic training and train patients to adopt ergonomic working as a way of life

Results
Most doctors appreciated the hands-on training. Feedback from 37 family doctors attending office ergonomics training at WONCA Seoul (Korea 2019) was: 89% participants’ rated it 9/10; 71 % rated 10/10.Approximately 84 % found it simple and useful experience. Overall 79% reported it as a good mix between listening and activities. Feedback from another group of 228 family doctors at Mumbai (Indian Medical Association) who attended a similar workshop was : 91.30% rated it 9/10 and 63.20 % rated it 10/10.
Goal
All participants were provided a printed mousepad (serves as permanent record) summarising important tips (with QR codes of my YouTube videos on safe working postures) explaining ideal ergonomic work postures to their patients or colleagues(Train the Trainer), who continue the chain for propagating ‘ergonomic working with computers as a way of life’ globally ; as this is my passion and my life’s mission

Medical doctors are lack of entrepreneurship training. Thus, we held training that stimulates international young family doctors based on modification of standardized module by International Labor Organization (ILO) in late 2019 until late 2020. We tested entrepreneurial skill level and self-perception before and after training as long as demographic profile and other added variables. Data collection tools used structured and semi-structured questionnaire containing closed ended questions. Data was tested for association among some variables. Further data was analyzed to test statistical significance using Chi-square test to find out association between study variables based on the study findings. There was a significant difference in the pretest and posttest scores regarding entrepreneurial skills and self-perception among participants. The p-value of 0.024 is less than alpha 0.05 . Based on the results, it was known that the instruments for motivating team members, internal locus control and building trust had good scores. The participants were not familiar with ethical issues and business skills regarding medical business. In addition, risk taking and tolerance of ambiguity instrument had lower score than other instruments. This entrepreneurship training was very useful for improving skills in the medical business. However, confidence of these young family doctors to become entrepreneurs should be a concern for improvement. Risk taking and tolerance of ambiguity are also needed to be taken into consideration for improvement so young family doctors can be good entrepreneurs. The participants also need familiarity with ethical issues and specific business skills regarding medical business.

The aim of this project is to evaluate the impact of undertaking a prevocational term in General Practice and the effects this has on a junior doctor's career choice as they form more concrete decisions regarding their career path. It also aims to assess the effect of the placement on individuals' communication skills and self-rated competence in their job. Currently data analysis of pre and post term questionnaires collected from Hornsby Ku-Ring-Gai Hospital GP Unit is in progress and estimated to be finalised by August. This is one of the only clinics in NSW that offers this placement, ever since the Government abolished the Prevocational General Practice Program that funded these types of placements. Data from 80 participants were collected from post-graduation junior doctors ranging from 2006 -2002, and a quantitative analysis of their written answers will be used to determine the impact of their term in a multitude of factors. The goal of this project is to explore the motivations for junior doctors in choosing GP as a career path, and determine how the prevocational exposure to the field shapes their choices.

Background
The Troika tool is a novel method of coaching that encourages quick round-robin ’consultations’, where trainees ask for help and get advice immediately from two other trainee doctors. This method of peer-to-peer coaching allows trainee doctors to discover effective solutions to challenges using the collective wisdom of their peers. This simple and effective way to extend mutual support encourages trust in groups and uses teamwork to create an environment for unimagined solutions to emerge. 

Methods
The Troika coaching tool splits trainees into groups of three.
Each trainee took it in turns to be ‘coached’ for 10 minutes.
For the first 2 minutes, the coachee shared their challenging situation.
The next 2 minutes involved coaches asking clarifying questions.
In the following 4 minutes, the coachee turned around to face away from the circle whilst the coaches discussed the challenging problem between themselves and highlighted solutions.
For the final 2 minutes, the coachee rejoined the circle to share what they have learnt.
Results
All trainees felt the exercise led to a meaningful conversation with their peers which resulted in mutual support and wellbeing.
 78% agreed that the exercise gave them novel solutions.
78% felt empowered to tackle their challenge with more confidence.

Discussion
Trainees felt significant gain from asking for guidance from readily accessible peers.
The Troika tool was associated with an increased feeling of empowerment and confidence in tackling challenges amongst trainees.
Coaching relationships did not need to be hierarchical to be effective.
The Troika tool could be used in a variety of hospital and practice settings across disciplines in an integrative approach. 

Introduction/Objectives: The Role-Playing technique was implemented for the development of skills and abilities of medical students, adapted from the dystopian world of the Hunger Games trilogy, with a remote Brazilian rural area as a scenario. The challenge was to manage a complex case, sorted from the identification of health needs scored in the domains of the INTERMED tool, for complexity analysis, based on the Patient-Centered Clinical Method (PCCM) and the importance of multidisciplinary action.
Method: Theatrical performance method was carried out for 100 students of a community approach discipline, from the basic cycle of medicine at a university in Brazil, with 2 theoretical-practical classes.
Results: Initially, students entered the room with the soundtrack of the Hunger Games saga. They occupied the roles of general practitioner, complex patient, nurse, community health agent, pharmacist and occupational therapist. The actor doctor had to manage a complex case, after taking his first job in a remote area, with biopsychosocial vulnerabilities, lack of resources, water, electricity and internet. During the simulation, the mayor of the area would give bonuses, which would be filling out the INTERMED tool, getting tips and help from a member of the multidisciplinary team to handle the case.
Discussion: The patient, with multimorbidities, living in a rural area, had a strong cultural, linguistic and religious aspect that only a team approach, using PCCM, would enable the solution of the case.
Conclusions: The analysis of the domains of the INTERMED tool, demonstrating the increasing complexity of the case in the face of psychological and social vulnerabilities and the link with health systems, led to great debates among students about the definition of a complex patient not being restricted to biological demands, with Family Medicine an essential role in approaching these cases. The method was used to build new classes at another university.