Trainee burnout: when does the fire start?

2020 ◽  
pp. postgradmedj-2020-137839
Author(s):  
David Bryan Thomas Robinson ◽  
Osian Penri James ◽  
Luke Hopkins ◽  
Chris Brown ◽  
Arfon Powell ◽  
...  
Keyword(s):  
Clinical Work ◽  
Training Programme ◽  
Stress Index ◽  
Front Line ◽  
Physiological Variables ◽  
Shift Pattern ◽  
Working Day ◽  
Study Participants ◽  
Acute Healthcare ◽  
And Training

Purpose of the studyBurnout is an increasingly recognised phenomenon in acute healthcare specialities and associated with depersonalisation, ill health and training programme attrition. This study aimed to quantify contributory physiological variables that may indicate stress in newly qualified doctors.Study designPost Graduate Year 1 doctors (n=13, 7 f, 6 m) were fitted with a VivaLNK wellness device during four prior induction days, followed by their first 14 days work as qualified doctors. Minute-by-minute Heart Rate (HR), Respiratory Rate (RR), and Stress Index (SI) data were correlated with Maslach Burnout Inventories, Short Grit Scales (SGS) and clinical rota duties: Induction vs Normal Working-Day (NWD) versus On-call shift.ResultsIn a total 125 recorded shift episodes, on comparing Induction versus NWD versus On-call shift work, no variation was observed in HR above baseline (25.47 vs 27.14 vs 24.34, p=0.240), RR above baseline (2.21 vs 1.86 vs 1.54, p=0.126) or SI (32.98 vs 38.02 vs 35.47, p=0.449). However, analysis of participant-specific temporal SIs correlated with shift-related clinical duties; that is, study participants who were most stressed during a NWD, were also more stressed during Induction (R2 0.442, p=0.026), and also during On-call shifts (R2 0.564, p=0.012). Higher SGS scores were inversely related to lower SIs (coefficient −32.52, 95% CI −45.881 to 19.154, p=0.001).ConclusionStress and burnout stimulus appear to start on day one of induction for susceptible PGY1 doctors, and continues into front-line clinical work irrespective of shift pattern. Short Grit Scale questionnaires appear an effective tool to facilitate targeted stress countermeasures.

Absenteeism and presenteeism in healthcare workers due to respiratory illness

2020 ◽  
pp. 1-6
Author(s):  
Stefan P. Kuster ◽  
Jürg Böni ◽  
Roger D. Kouyos ◽  
Michael Huber ◽  
Stefan Schmutz ◽  
...  
Keyword(s):  
Healthcare Workers ◽  
Respiratory Symptoms ◽  
Influenza Infection ◽  
Respiratory Illness ◽  
Daily Basis ◽  
Nasal Swabs ◽  
Transmission Study ◽  
Working Day ◽  
Study Participants ◽  
Acute Healthcare

Abstract Objective: To assess influenza symptoms, adherence to mask use recommendations, absenteesm and presenteeism in acute care healthcare workers (HCWs) during influenza epidemics. Methods: The TransFLUas influenza transmission study in acute healthcare prospectively followed HCWs prospectively over 2 consecutive influenza seasons. Symptom diaries asking for respiratory symptoms and adherence with mask use recommendations were recorded on a daily basis, and study participants provided midturbinate nasal swabs for influenza testing. Results: In total, 152 HCWs (65.8% nurses and 13.2% physicians) were included: 89.1% of study participants reported at least 1 influenza symptom during their study season and 77.8% suffered from respiratory symptoms. Also, 28.3% of HCW missed at least 1 working day during the study period: 82.6% of these days were missed because of symptoms of influenza illness. Of all participating HCWs, 67.9% worked with symptoms of influenza infection on 8.8% of study days. On 0.3% of study days, symptomatic HCWs were shedding influenza virus while at work. Among HCWs with respiratory symptoms, 74.1% adhered to the policy to wear a mask at work on 59.1% of days with respiratory symptoms. Conclusions: Respiratory disease is frequent among HCWs and imposes a significant economic burden on hospitals due to the number of working days lost. Presenteesm with respiratory illness, including influenza, is also frequent and poses a risk for patients and staff. Trial registration: NCT02478905 (clinicaltrials.gov)

scholarly journals Examining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 254
Author(s):  
Roxana Acosta ◽  
Marina Tomás-Folch ◽  
Mónica Feixas
Keyword(s):  
Teaching Practice ◽  
Positive Impact ◽  
Training Programme ◽  
Teaching Quality ◽  
Teaching Philosophy ◽  
Engineering Sciences ◽  
Teaching Unit ◽  
Assessment Strategies ◽  
The Impact ◽  
And Training

The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics’ professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty’s conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students’ interests, skills and attitudes, and with a heavy emphasis on building students’ core values. Interviews reveal changes in the participants’ learning and competencies due to the training, along with a positive impact on the teachers’ lesson planning and assessment strategies and students’ feedback and the willingness to engage in more reflexive teaching practice.

scholarly journals Fostering the Teaching of English Language in Nigeria Primary Schools: the Need for Teachers’ Continuous Professional Development and Training

2020 ◽  
Vol 3 (12) ◽  
pp. 149-154
Author(s):  
Obateru, Oluwatoyin Tolu
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Primary Schools ◽  
English Language ◽  
Survey Design ◽  
Sampling Technique ◽  
Training Programme ◽  
Reliability Coefficient ◽  
Ex Post ◽  
And Training

This article highlights how English language teachers professional development and training programmes fosters teachers’ professional competences in the teaching of the subject. English Language is vital in developing communication and social skills in learners as it does empower learners to compete favorably with their peers around the world. The ex-post factor approach of the survey design was adopted in the study. A random sampling technique was used to select twenty primary schools in Oyo state, Nigeria, with 168 English teachers who were currently undergoing the SUBEB/UBEC teacher professional development programme (2018). Two instruments: Teacher Teaching Competence Scale (TTCS) with Cronbach’s Alpha reliability coefficient of 0.68 and the Teachers Checklist Observation Scale (TCOS) with Scott Pi reliability coefficient of 0.71 were used for data collection. The data collection lasted for a period of fourteen weeks. Data collected were analysed using descriptive statistics and correlation at 0.05 level of significance. Results revealed that teacher’ attendance and exposure to a professional development and training programme; does enhance their professional teaching competences. It is therefore expedient that stakeholders in the education sector; especially governmental agencies, sponsor and encourage practicing primary teachers in attending and participating in professional development programmes; incentives should also be given to these teachers. This will go a long way at ensuring that these teachers look forward to attending such programmes at any time in the future

scholarly journals Challenges in Food Scientist Training in a global setting

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Andreas Höhl ◽  
Gerhard Schleining ◽  
Charlotte Hochgatterer ◽  
Wolfgang Kneifel ◽  
Velitchka Gotcheva ◽  
...  
Keyword(s):  
Training Programme ◽  
Research Management ◽  
Highly Qualified ◽  
Management Skills ◽  
Target Groups ◽  
Face To Face ◽  
Learning Modules ◽  
E Learning ◽  
Food Safety And Quality ◽  
And Training

Education and training were an integral part of the MoniQA Network of Excellence. Embedded in the "Spreading of excellence programme", Work Package 9 (Joint education programmes and training tools) was responsible for establishing a joint training programme for food safety and quality within and beyond the network. So-called `MoniQA Food Scientist Training' (MoniQA FST) was offered to provide technical knowledge on different levels and research management skills as well. Training needs for different regions as well as for different target groups (scientists, industry personnel, authorities) had to be considered as well as developing strong collaboration links between network partners and related projects. Beside face-to-face workshops e-learning modules have been developed and web seminars were organized. In order to achieve high quality training, a quality assurance concept has been implemented. It turned out that these types of training are of high value in terms of bringing together scientists from different regions and cultures of the globe, involving highly qualified trainers as basis for a sustainable network in the future.

scholarly journals Spreading of Excellence in SARNET Network on Severe Accidents: The Education and Training Programme

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Sandro Paci ◽  
Jean-Pierre Van Dorsselaere
Keyword(s):  
Nuclear Power ◽  
Power Plants ◽  
Training Programme ◽  
Education And Training ◽  
Severe Accident ◽  
Research Network ◽  
Safety Issues ◽  
Severe Accidents ◽  
Management Procedures ◽  
And Training

The SARNET2 (severe accidents Research NETwork of Excellence) project started in April 2009 for 4 years in the 7th Framework Programme (FP7) of the European Commission (EC), following a similar first project in FP6. Forty-seven organisations from 24 countries network their capacities of research in the severe accident (SA) field inside SARNET to resolve the most important remaining uncertainties and safety issues on SA in water-cooled nuclear power plants (NPPs). The network includes a large majority of the European actors involved in SA research plus a few non-European relevant ones. The “Education and Training” programme in SARNET is a series of actions foreseen in this network for the “spreading of excellence.” It is focused on raising the competence level of Master and Ph.D. students and young researchers engaged in SA research and on organizing information/training courses for NPP staff or regulatory authorities (but also for researchers) interested in SA management procedures.

Defining the Therapeutic Singing Voice: Further Examination of the Everyday Singing Practices of Music Therapists

2021 ◽  
Author(s):  
Martina C Bingham ◽  
Elizabeth K Schwartz ◽  
Anthony Meadows
Keyword(s):  
Music Therapy ◽  
Qualitative Content Analysis ◽  
Clinical Work ◽  
American Music ◽  
Singing Voice ◽  
Music Therapists ◽  
Vocal Health ◽  
Comprehensive Picture ◽  
Therapy Sessions ◽  
And Training

Abstract Twelve music therapists were observed working clinically in 3 to 5 of their music therapy sessions and subsequently interviewed about their clinical work in order to further examine and define the essential characteristics of therapeutic singing in music therapy clinical practice. Observational and interview data were analyzed separately using procedures consistent with qualitative content analysis and then integrated to provide a comprehensive picture of these singing practices. Analysis of these data revealed 3 interrelated dimensions of therapeutic singing that were integrated into the larger realization of therapeutic singing: (1) foundational vocal skills, (2) vocal engagement, and (3) authenticity. Implications for the education and training of music therapy students, vocal health, and a reevaluation of the American Music Therapy Association’s competencies contextualize these findings for the profession as a whole.

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