scholarly journals Trainee experiences in a specialist neuropsychiatry training position

2019 ◽  
Vol 28 (1) ◽  
pp. 95-100 ◽  
Author(s):  
Thomas Rego ◽  
Dhamidhu Eratne ◽  
Mark Walterfang ◽  
Dennis Velakoulis
Keyword(s):  
Positive Feedback ◽  
Current Practice ◽  
Specialty Training ◽  
Specialist Training ◽  
Online Questionnaire ◽  
Royal Melbourne Hospital ◽  
Training Post ◽  
Past Experiences ◽  
Training Position ◽  
Open Question

Objective: To explore trainee perceptions of a specialist training post in neuropsychiatry. Method: Of 47 past trainees who had worked in the Neuropsychiatry Unit at the Royal Melbourne Hospital during the period 1993 to 2017, 32 (68%) completed an online questionnaire including 10 questions, 4 of which asked for open-ended responses. Results: Most trainees provided positive feedback about their past experiences working on the unit, including utilizing knowledge and experience in their current practice. To an open question about how working on the unit influenced career choices 21/31 (68%) responses were positive. The remaining 10 responses highlighted areas of improvement for the trainee positions. Conclusions: The specialty training position within neuropsychiatry was very popular among past trainees, the majority of whom endorsed using the knowledge learnt in neuropsychiatry in their current practice and recommended work on the unit to future trainees.

scholarly journals Are there differences between those doctors who apply for a training post in Foundation Year 2 and those who take time out of the training pathway? A UK multicohort study

BMJ Open ◽  
2019 ◽  
Vol 9 (11) ◽  
pp. e032021 ◽  
Author(s):  
Jennifer Cleland ◽  
Gordon Prescott ◽  
Kim Walker ◽  
Peter Johnston ◽  
Ben Kumwenda
Keyword(s):  
Medical School ◽  
Workforce Planning ◽  
Sociodemographic Factors ◽  
Specialty Training ◽  
Time Out ◽  
Foundation Programme ◽  
Training Post ◽  
Multivariable Regression ◽  
The Uk ◽  
Participation In Higher Education

IntroductionKnowledge about the career decisions of doctors in relation to specialty (residency) training is essential in terms of UK workforce planning. However, little is known about which doctors elect to progress directly from Foundation Year 2 (F2) into core/specialty/general practice training and those who instead opt for an alternative next career step.ObjectiveTo identify if there were any individual differences between these two groups of doctors.DesignThis was a longitudinal, cohort study of ‘home’ students who graduated from UK medical schools between 2010 and 2015 and completed the Foundation Programme (FP) between 2012 and 2017.We used the UK Medical Education Database (UKMED) to access linked data from different sources, including medical school performance, specialty training applications and career preferences. Multivariable regression analyses were used to predict the odds of taking time out of training based on various sociodemographic factors.Results18 380/38 905 (47.2%) of F2 doctors applied for, and accepted, a training post offer immediately after completing F2. The most common pattern for doctors taking time out of the training pathway after FP was to have a 1-year (7155: 38.8%) or a 2-year break (2605: 14.0%) from training. The odds of not proceeding directly into core or specialty training were higher for those who were male, white, entered medical school as (high) school leavers and whose parents were educated to degree level. Doctors from areas of low participation in higher education were significantly (0.001) more likely to proceed directly into core or specialty training.ConclusionThe results show that UK doctors from higher socioeconomic groups are less likely to choose to progress directly from the FP into specialty training. The data suggest that widening access and encouraging more socioeconomic diversity in our medical students may be helpful in terms of attracting F2s into core/specialty training posts.

scholarly journals Quality improvement supervision comparison between training and non training posts

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S196-S196
Author(s):  
Qutub Jamali ◽  
Tarun Khanna ◽  
Gareth Thomas
Keyword(s):  
Patient Care ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Medical Training ◽  
Junior Doctors ◽  
List Type ◽  
Online Questionnaire ◽  
Qualitative And Quantitative ◽  
Training Post ◽  
Method Approach

AimsTo explore the level of supervision between training and non-training posts at LSCFT.Background•Supervision is defined as ‘provision of guidance and feedback on matters of personal, professional and educational development in the context of a trainees' experience of providing safe and appropriate patient care’.•Along with the trainees, doctors working in non-training posts such as staff grade, specialty doctors, trust grade doctors (TJD)and MTI (Medical training initiative) doctors form an integral part of patient care in the NHS.Method•A mixed method approach was adopted with both qualitative and quantitative data collected simultaneously in the form of an online questionnaire.•An anonymous online questionnaire was sent to junior doctors currently in training and non-training posts at LSCFT in 2019 using Meridian software.Result1- Quantitative Data: - Participants included were doctors in training post such as Foundation Doctors (5), Psychiatry Core Trainees (6), GP STs (2) and doctors in non-training post such as TJD (4), Specialty Doctors (2) and MTI doctors (4). Based on the Meridian score, 84% of doctors were satisfied with the supervision. It was found that 72% of doctors received weekly supervisions, 10% monthly (1 TJD, 1 Foundation trainee) and16% bi-monthly (1 MTI, 1 SAS, 2 CTs). The data suggested that there was no difference in the frequency of supervisions between training and non-training posts at LSCFT.2- Qualitative Data: - The feedback was common as there was no major difference between training and non-training doctors. •Positives – WPBAs, discussion on reflections, management of complex cases and medication, personal issues affecting work.•Negatives – Limited discussion on QI, Audit, Research and Psychotherapy.- More specific help, need more support at times.Conclusion1.To prepare a checklist of contents to be discussed during supervision.2.To prepare a timeline chart of supervision.3.Preparing a ‘menu’ of QI projects that junior doctors can sign up to at the start of each post.4.To formulate training packages available to support junior doctors with QI/Audits.

scholarly journals The Youth Soccer Coaches’ Visions and Thoughts of Leader Support

2016 ◽  
Vol 70 (1) ◽  
pp. 69-78
Author(s):  
Krister Hertting ◽  
Catrine Kostenius
Keyword(s):  
Children And Youth ◽  
Central Component ◽  
Online Questionnaire ◽  
Youth Soccer ◽  
Leader Support ◽  
A Value ◽  
Leadership Support ◽  
Health Promoting ◽  
Open Question ◽  
Sports Coaches

AbstractThe Objectives: The European Commission has highlighted the use of sports as an important venue for engaging citizens in health-enhancing activities, physical activity, volunteerism and active citizenship. Coaching is a central component of sports for children and youth, but there is little research on the promotion of sports coaches’ health. In the light of this gap, the aim of this paper was to elucidate youth soccer coaches’ visions and thoughts regarding leadership support from clubs and soccer associations.Design and method: The study was based on an online questionnaire conducted with Swedish soccer coaches who coached children and young people between 6 and 18 years of age. In total, 1514 coaches received the online questionnaire via email and 764 coaches (50.5% of the sample) answered. Three hundred and seventy-five coaches answered the open question: ‘How would you describe the support you, as a coach, would like to receive from clubs and associations?’ Responses were analysed using method.Results: Four main themes emerged from the analysis: financial and other resources support, recognition of contribution, sense of belonging to a value-based association and positive coach development.Conclusion: We discuss the factors that support soccer coaches and how these can serve as health-promoting supports for coaches working with children and youth.

scholarly journals Evaluation of radiologist’s knowledge about the Artificial Intelligence in diagnostic radiology: a survey-based study

2020 ◽  
Vol 9 (7) ◽  
pp. 205846012094532
Author(s):  
Abdulrahman Tajaldeen ◽  
Salem Alghamdi
Keyword(s):  
Artificial Intelligence ◽  
Saudi Arabia ◽  
Current Practice ◽  
Rapid Development ◽  
Daily Basis ◽  
Diagnostic Radiology ◽  
Online Questionnaire ◽  
Educational Activities ◽  
Residency Programme ◽  
Lack Of Knowledge

Background Advanced developments in diagnostic radiology have provided a rapid increase in the number of radiological investigations worldwide. Recently, Artificial Intelligence (AI) has been applied in diagnostic radiology. The purpose of developing such applications is to clinically validate and make them feasible for the current practice of diagnostic radiology, in which there is less time for diagnosis. Purpose To assess radiologists’ knowledge about AI’s role and establish a baseline to help in providing educational activities on AI in diagnostic radiology in Saudi Arabia. Material and Methods An online questionnaire was designed using QuestionPro software. The study was conducted in large hospitals located in different regions in Saudi Arabia. A total of 93 participants completed the questionnaire, of which 32 (34%) were trainee radiologists from year 1 to year 4 (R1–R4) of the residency programme, 33 (36%) were radiologists and fellows, and 28 (30%) were consultants. Results The responses to the question related to the use of AI on a daily basis illustrated that 76 (82%) of the participants were not using any AI software at all during daily interpretation of diagnostic images. Only 17 (18%) reported that they used AI software for diagnostic radiology. Conclusion There is a significant lack of knowledge about AI in our residency programme and radiology departments at hospitals. Due to the rapid development of AI and its application in diagnostic radiology, there is an urgent need to enhance awareness about its role in different diagnostic fields.

Current Practice Diagnosing Brain Death Is Not Consistent With Legal Statutes Requiring the Absence of All Brain Function

2020 ◽  
pp. 088506662093903
Author(s):  
Michael Nair-Collins ◽  
Franklin G. Miller
Keyword(s):  
Brain Function ◽  
Current Practice ◽  
The United States ◽  
Determination Of Death ◽  
Legal Standard ◽  
Entire Brain ◽  
Hypothalamic Function ◽  
Death By Neurologic Criteria ◽  
Open Question

The legal standard for the determination of death by neurologic criteria in the United States is laid out in the Uniform Determination of Death Act (UDDA), which requires the irreversible cessation of all functions of the entire brain. Most other nations endorse a “whole-brain” standard as well. However, current practice in the determination of death by neurologic criteria is not consistent with this legal standard, because some patients who are diagnosed as brain-dead, in fact retain some brain function, or retain the capacity for the return of some brain function. In response, the American Academy of Neurology published updated guidelines, which assert that hypothalamic function is consistent with the neurological standard enshrined in the UDDA. Others have suggested that it is an open question whether the hypothalamus and pituitary are part of “the entire brain,” as delineated in the UDDA. While we agree that determination of death practices are worthy of continued dialogue and refinement in practice that dialogue must adhere to reasonable standards of logic and scientific accuracy.

Promoting Rapid Situation Awareness in Tactical Displays: The Role of 3-D Perspective Views and Realistic Symbols

2000 ◽  
Vol 44 (21) ◽  
pp. 3-394-3-397 ◽  
Author(s):  
Harvey S. Smallman ◽  
Elaine Schiller ◽  
Craig A. Mitchell
Keyword(s):  
Situation Awareness ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Online Questionnaire ◽  
Air Defense ◽  
Level 1 ◽  
Open Question ◽  
Symbol Display ◽  
Three Dimensional Space

3-D displays populated with realistic 3-D icons have been touted as making good “at a glance” displays. Do they promote more rapid Situation Awareness (SA) than comparable 2-D displays? If so, is it the display format (2-D vs. 3-D) or the nature of the symbols (realistic icons vs. non-realistic symbols) populating the displays that matters, or both? Three groups of 13 participants observed a 9 minute naval air defense scenario. The first group saw it depicted in 3-D with icons, the second group saw it depicted in 2-D with icons and the third group saw it in 2-D with symbols. In each condition, the scenario was stopped every 30 seconds and we assessed ability to recall the attributes of four random tracks with an online questionnaire. We measured Endlesy's (1995) level 1 SA: the perception of elements of the display. SA for the 3-D display increased fastest over the course of the scenario. However, it started from one third the level of that for the 2-D symbol display and it took 4 minutes to reach 2-D levels. The advantages the 3-D display did confer were for those attributes that were visually explicit in the 3-D icons but available only in pop-up text boxes in the 2-D conditions. Similarly, depicting heading explicitly with the 2-D icons was superior to that with the 2-D symbols. The benefits of 3-D displays may sometimes stem from indirect application of good design principles, such as making certain information visually explicit, rather than from depicting three-dimensional space, per se. It remains an open question whether 2-D displays can be designed with comparable explicit analog coding.

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