scholarly journals Effect of sex on specialty training application outcomes: a longitudinal administrative data study of UK medical graduates

BMJ Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. e025004
Author(s):  
Katherine Woolf ◽  
Hirosha Jayaweera ◽  
Emily Unwin ◽  
Karim Keshwani ◽  
Christopher Valerio ◽  
...  
Keyword(s):  
Sex Differences ◽  
Medical School ◽  
Administrative Data ◽  
Training Programme ◽  
Primary Outcome Measure ◽  
Academic Attainment ◽  
Specialty Training ◽  
Medical Specialties ◽  
Medical Graduates ◽  
Training Programmes

ObjectivesTo examine sex differences in the specialty training recruitment outcomes of UK medical graduates; and whether sex differences were explained by prior academic attainment and previous fitness to practise (FtP) declarations.DesignRetrospective longitudinal cohort study.SettingAdministrative data on entrants to all UK medical schools from the UK Medical Education Database.Participants10 559 doctors (6 155; 58% female) who entered a UK medical school in 2007 or 2008 and were eligible to apply for specialty training by 2015.Primary outcome measureOdds of application, offer and acceptance to any specialty training programme, and on to each of the nine largest training programmes, adjusting for sex, other demographics, prior academic attainment, FtP declaration and medical school.ResultsAcross all specialties, there were no sex differences in applications for specialty training, but women had increased odds of getting an offer (OR=1.40; 95% CI=1.25 to 1.57; p<0.001) and accepting one (OR=1.43; 95% CI=1.19 to 1.71; p<0.001). Seven of the nine largest specialties showed significant sex differences in applications, which remained after adjusting for other factors. In the adjusted models, Paediatrics (OR=1.57; 95% CI=1.01 to 2.46; p=0.046) and general practice (GP) (OR=1.23; 95% CI=1.03 to 1.46; p=0.017) were the only specialties to show sex differences in offers, both favouring women. GP alone showed sex differences in acceptances, with women being more likely to accept (OR=1.34; 95% CI=1.03 to 1.76; p=0.03). Doctors with an FtP declaration were slightly less likely to apply to specialty training overall (OR=0.84; 95% CI=0.71 to 1.00; p=0.048) and less likely to accept an offer to any programme (OR=0.71; 95% CI=0.52 to 0.98; p=0.036), after adjusting for confounders.ConclusionsSex segregation between medical specialties is due to differential application, although research is needed to understand why men are less likely to be offered a place on to GP and Paediatrics training, and if offered GP are less likely to accept.

scholarly journals 2019 EULAR points to consider for the assessment of competences in rheumatology specialty training

2020 ◽  
Vol 80 (1) ◽  
pp. 65-70 ◽  
Author(s):  
Francisca Sivera ◽  
Alessia Alunno ◽  
Aurélie Najm ◽  
Tadej Avcin ◽  
Xenofon Baraliakos ◽  
...  
Keyword(s):  
Musculoskeletal Diseases ◽  
Task Force ◽  
Training Programme ◽  
Assessment Practices ◽  
Specialty Training ◽  
Sufficient Time ◽  
Effective Implementation ◽  
European League Against Rheumatism ◽  
Training Programmes ◽  
Level Of Agreement

Background and aimStriving for harmonisation of specialty training and excellence of care in rheumatology, the European League Against Rheumatism (EULAR) established a task force to develop points to consider (PtCs) for the assessment of competences during rheumatology specialty training.MethodsA systematic literature review on the performance of methods for the assessment of competences in rheumatology specialty training was conducted. This was followed by focus groups in five selected countries to gather information on assessment practices and priorities. Combining the collected evidence with expert opinion, the PtCs were formulated by the multidisciplinary task force, including rheumatologists, medical educationalists, and people with rheumatic and musculoskeletal diseases. The level of agreement (LoA) for each PtC was anonymously voted online.ResultsFour overarching principles and 10 PtCs were formulated. The overarching principles highlighted the importance of assessments being closely linked to the rheumatology training programme and protecting sufficient time and resources to ensure effective implementation. In the PtCs, two were related to overall assessment strategy (PtCs 1 and 5); three focused on formative assessment and portfolio (PtCs 2–4); three focused on the assessment of knowledge, skills or professionalism (PtCs 6–8); one focused on trainees at risk of failure (PtC 9); and one focused on training the trainers (PtC 10). The LoA (0–10) ranged from 8.75 to 9.9.ConclusionThese EULAR PtCs provide European guidance on assessment methods throughout rheumatology training programmes. These can be used to benchmark current practices and to develop future strategies, thereby fostering continuous improvement in rheumatology learning and, ultimately, in patient care.

Career aspirations of a set of new intake students at a Government owned medical school in Lagos, Nigeria

2017 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
MR Akinyinka ◽  
T Ashipa ◽  
EO Oluwole ◽  
O Odusanya ◽  
W Alakija
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Career Aspirations ◽  
Training Programme ◽  
University Teaching ◽  
Similar Proportion ◽  
State University ◽  
Cross Sectional ◽  
Medical Specialties ◽  
Continue Medical

Objective: This study was carried out in order to identify the career aspirations of new intake of medical students in a government-owned school in Lagos Nigeria, the factors influencing their choice of a specialty and reasons behind the choice of a medical career and medical school. Methods: The study was a cross-sectional descriptive study that made use of a self-administered semi-structured questionnaire to elicit career aspirations of the total population of new intake of medical students in 200 level of study. Ethical clearance was obtained from the Health research and Ethics Committee of Lagos State University Teaching Hospital. The Statistical Package for Social Sciences version 19 was used for data analysis. Results: There was a 95.6% response rate (65/68). Over half of the respondents were in the 20 -29 year age group (53.8%) with a similar proportion of the students being female. A majority of respondents (82.1%) chose to study medicine on account of personal interest or love for the profession and would be willing to continue medical practice after graduation (83.1%). Surgery was the preferred specialty of most respondents (47.3%). The most common motive for choice of specialty was interest in, or love for the specialty (89.1%). Conclusion: Desire for eventual specialization in one of the fields of medicine was evident at the early stages of the training programme. Counselling about medical specialties should therefore commence very early to provide guidance for new intakes.

Differences and similarities in rheumatology specialty training programmes across European countries

2015 ◽  
Vol 74 (6) ◽  
pp. 1183-1187 ◽  
Author(s):  
Francisca Sivera ◽  
Sofia Ramiro ◽  
Nada Cikes ◽  
Maxime Dougados ◽  
Laure Gossec ◽  
...  
Keyword(s):  
National Curriculum ◽  
Training Programme ◽  
Steering Committee ◽  
European Countries ◽  
Standards Of Care ◽  
Specialty Training ◽  
Internal Medicine Training ◽  
General Internal ◽  
European League Against Rheumatism ◽  
Training Programmes

ObjectivesTo analyse the similarities and discrepancies between the official rheumatology specialty training programmes across Europe.MethodsA steering committee defined the main aspects of training to be assessed. In 2013, the rheumatology official training programmes were reviewed for each of the European League Against Rheumatism (EULAR) countries and two local physicians independently extracted data on the structure of training, included competencies and assessments performed. Analyses were descriptive.Results41 of the 45 EULAR countries currently provide specialist training in rheumatology; in the remaining four rheumatologists are trained abroad. 36 (88%) had a single national curriculum, one country had two national curricula and four had only local or university-specific curricula. The mean length of training programmes in rheumatology was 45 (SD 19) months, ranging between 3 and 72 months. General internal medicine training was mandatory in 40 (98%) countries, and was performed prior to and/or during the rheumatology training programme (mean length: 33 (19) months). 33 (80%) countries had a formal final examination.ConclusionsMost European countries provide training in rheumatology, but the length, structure, contents and assessments of these training programmes are quite heterogeneous. In order to promote excellence in standards of care and to support physicians’ mobility, a certain degree of harmonisation should be encouraged.

scholarly journals Deferred Action for Childhood Arrivals (DACA) medical students – an examination of their journey and experiences as medical students in limbo

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Christina Gillezeau ◽  
Wil Lieberman-Cribbin ◽  
Kristin Bevilacqua ◽  
Julio Ramos ◽  
Naomi Alpert ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
First Year ◽  
Convenience Sample ◽  
Student Sample ◽  
Medical Specialties ◽  
Residency Programs ◽  
Deferred Action ◽  
The Status ◽  
Depth Interviews

Abstract Background Although the value of DACA medical students has been hypothesized, no data are available on their contribution to US healthcare. While the exact number of DACA recipients in medical school is unknown, DACA medical students are projected to represent an increasing proportion of physicians in the future. The current literature on DACA students has not analyzed the experiences of these students. Methods A mixed-methods study on the career intentions and experiences of DACA medical students was performed utilizing survey data and in-depth interviews. The academic performance of a convenience sample of DACA medical students was compared to that of matriculated medical students from corresponding medical schools, national averages, and first-year residents according to specialty. Results Thirty-three DACA medical students completed the survey and five participated in a qualitative interview. The average undergraduate GPA (SD) of the DACA medical student sample was 3.7 (0.3), the same as the national GPA of 2017–2018 matriculated medical students. The most common intended residency programs were Internal Medicine (27.2%), Emergency Medicine (15.2%), and Family Medicine (9.1%). In interviews, DACA students discussed their motivation for pursuing medicine, barriers and facilitators that they faced in attending medical school, their experiences as medical students, and their future plans. Conclusions The intent of this sample to pursue medical specialties in which there is a growing need further exemplifies the unique value of these students. It is vital to protect the status of DACA recipients and realize the contributions that DACA physicians provide to US healthcare.

scholarly journals Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

2015 ◽  
Vol 2 ◽  
pp. JMECD.S17496 ◽  
Author(s):  
Jonathan J. Wisco ◽  
Stephanie Young ◽  
Paul Rabedeaux ◽  
Seth D. Lerner ◽  
Paul F. Wimmers ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
School Experience ◽  
First Year ◽  
Biomedical Sciences ◽  
Medical Specialties ◽  
Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

An international inventory of antimicrobial stewardship (AMS) training programmes for AMS teams

2021 ◽  
Author(s):  
Naomi Weier ◽  
Dilip Nathwani ◽  
Karin Thursky ◽  
Thomas Tängdén ◽  
Vera Vlahović-Palčevski ◽  
...  
Keyword(s):  
Antimicrobial Stewardship ◽  
Online Survey ◽  
Training Programme ◽  
Medical Doctors ◽  
Online Search ◽  
Barriers To Participation ◽  
Potential Barriers ◽  
Training Costs ◽  
Training Programmes ◽  
Individual Training

Abstract Background Healthcare professionals are increasingly expected to lead antimicrobial stewardship (AMS) initiatives. This role in complex healthcare environments requires specialized training. Objectives Little is known about the types of AMS training programmes available to clinicians seeking to play a lead role in AMS. We aimed to identify clinicians’ awareness of AMS training programmes, characteristics of AMS training programmes available and potential barriers to participation. Methods AMS training programmes available were identified by members of the ESCMID Study Group for Antimicrobial Stewardship (ESGAP) via an online survey and through an online search in 2018. Individual training programme course coordinators were then contacted (September–October 2018) for data on the target audience(s), methods of delivery, intended outcomes and potential barriers to accessing the training programme. Results A total of 166/250 ESGAP members (66%) responded to the survey, nominating 48 unique AMS training programmes. An additional 32 training programmes were identified through an online search. AMS training programmes were from around the world. Less than half (44.4%) of respondents were aware of one or more AMS training programmes available, with pharmacists more aware compared with medical doctors and other professionals (73% versus 46% and 25%, respectively). AMS training programmes were most commonly delivered online (59%) and aimed at medical doctors (46%). Training costs and a lack of recognition by health professional societies were the most frequently cited barriers to participation in AMS training programmes. Conclusions The development of a systematic inventory of AMS training programmes around the globe identifies opportunities and limitations to current training available. Improving access and increasing awareness amongst target participants will support improved education in AMS.

The role of paediatricians in specialist nurse training: a community child health example

2021 ◽  
pp. edpract-2020-320797
Author(s):  
Cliona Ni Bhrolchain
Keyword(s):  
Child Health ◽  
Training Programme ◽  
Formal Training ◽  
Nurse Training ◽  
Training Curriculum ◽  
Clinical Specialty ◽  
Specialist Nurse ◽  
Training Programmes ◽  
Nursing Roles

Specialist and advanced nursing roles have started to emerge in paediatrics and paediatricians may be asked to support nurses through their training. While there are specific training programmes for some areas of practice eg, neonatology, there are currently no programmes for others. Paediatricians may therefore find themselves being asked to train nurse specialists outside a formal training programme, or to provide the clinical specialty component linked to a generic MSc course, where the paediatrician may be required to devise a training curriculum specific to their area of practice. Using, neonatology, there are currently no programmes for others. Paediatricians may therefore find themselves being asked to train nurse specialists outside a formal training programme, or to provide the clinical specialty component linked to a generic MSc course, where the paediatrician may be required to devise a training curriculum specific to their area of practice. Using community child health as an example, this paper outlines how paediatricians might approach this, based on the experience of the author. However, the principles outlined can apply to any area of paediatrics.

Mindfulness and compassion training for clinicians: a qualitative study

2021 ◽  
Author(s):  
Clémence Brun ◽  
Alexis Akinyemi ◽  
Laurène Houtin ◽  
Claire Mizzi ◽  
Thierry Cardoso ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Positive Impact ◽  
Quality Care ◽  
Training Programme ◽  
Mindfulness Training ◽  
Psychological Consequences ◽  
Care Programme ◽  
Work Related ◽  
Training Programmes ◽  
High Level

Objectives: Providing quality care requires compassion, and encouraging caregivers to develop a patient-centred care relationship could be beneficial for both patients and caregivers. Such a goal can be achieved through mindfulness-based programmes, which can improve caregivers’ compassion and self-compassion. They are particularly relevant for caregivers, as they have a high risk of experiencing work-related burnout due to the high level of involvement required in their work. We hypothesised that a mindfulness training programme specifically focused on situations that are relevant for caregivers could improve patient–caregiver relationships and the care provided by the latter. Methods: We conducted a qualitative study with 10 interviews designed to explore the perceived psychological consequences of such training programmes amongst caregivers who experienced a mindfulness training programme specifically elaborated for the medical staff at APHP Sorbonne University (i.e., the Mindfulness Based (MB) CARE programme). Results: Content analysis results showed that the training had an overall positive impact on the caregivers’ ability to feel compassion toward their patients and themselves. The caregivers were more attentive to their patients and their needs, without being able to articulate how well they were paying attention to them. The programme also helped them develop kindness towards themselves and their patients. The participants were better able to accept more sympathetically the difficult experiences they might encounter in the workplace or those reported by their patients. Conclusions: We conclude that professional mindfulness training programmes could be operational levers for institutions aiming at fostering a more compassionate caregiver–patient relationship, which in turn, can improve the efficiency of care provision.

scholarly journals Building a Maternal and Newborn Care Training Programme for Health-Care Professionals in Guinea-Bissau

2017 ◽  
Vol 30 (10) ◽  
pp. 734 ◽  
Author(s):  
Ana Reynolds ◽  
Ahmed Zaky ◽  
Joana Moreira-Barros ◽  
João Bernardes
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Newborn Care ◽  
Training Programme ◽  
Guinea Bissau ◽  
Care Training ◽  
Multiple Choice Questionnaire ◽  
Training Programmes ◽  
Maternal And Newborn Care ◽  
Maternal And Newborn

Introduction: The Integrated Programme of Maternal and Child Health aims to reduce maternal and child mortality in Guinea-Bissau. The purpose of this article is to share our experience in building a training programme on maternal and newborn care for health-care professionals in Guinea-Bissau.Material and Methods: Regional directors of the four target areas chose a group of staff who provide prenatal and childbirth care to attend the course (12 to 15 trainees per region). In each region, 15 highly interactive and practical sessions were scheduled over eight weeks. The trainees’ summative and reactive assessment was obtained using a multiple choice questionnaire (final test) and an anonymous survey, respectively.Results: Attendees included 25 nurses, 17 midwives and 14 doctors. About two thirds had five years’ practice or less. Test median scores were higher among trainees with two to nine years of practice (54.4% to 60.9%), as compared to those with a year or less (47.8%) or 10 or more years (45.7%). Pedagogical variables were rated as ‘good’ or ‘very good’ by 91% to 95% of the attendees.Discussion: Use of an interactive and practical pedagogical methodology produced positive results and was crucial to tailoring the training to local needs. However, adapting the syllabus according to professional categories and experiences should be considered.Conclusion: Our results warrant further development and evaluation of training programmes on maternal and neonatal care in Guinea-Bissau.

Sign in / Sign up

Export Citation Format

Share Document