scholarly journals Fit for the future? The place of global health in the UK's postgraduate medical training: a review

2013 ◽  
Vol 4 (3) ◽  
pp. 1-8 ◽  
Author(s):  
Ja Hall ◽  
Cs Brown ◽  
L Pettigrew ◽  
Anj Malik ◽  
J Watson ◽  
...  
Keyword(s):  
Global Health ◽  
Medical Training ◽  
Postgraduate Medical Training ◽  
The Future

scholarly journals Global health competencies in UK postgraduate medical training: a scoping review and curricular content analysis

BMJ Open ◽  
2019 ◽  
Vol 9 (8) ◽  
pp. e027577
Author(s):  
Nader Al-Shakarchi ◽  
Lucy Obolensky ◽  
Sarah Walpole ◽  
Harry Hemingway ◽  
Amitava Banerjee
Keyword(s):  
Content Analysis ◽  
Global Health ◽  
Scoping Review ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Core Competencies ◽  
Competency Framework ◽  
Postgraduate Medical Training ◽  
Curricular Content ◽  
Competency Frameworks

ObjectiveTo assess global health (GH) training in all postgraduate medical education in the UK.DesignMixed methodology: scoping review and curricular content analysis using two GH competency frameworks.Setting and participantsA scoping review (until December 2017) was used to develop a framework of GH competencies for doctors. National postgraduate medical training curricula were analysed against this and a prior framework for GH competencies. The number of core competencies addressed and/or appearing in each programme was recorded.OutcomesThe scoping review identified eight relevant publications. A 16-competency framework was developed and, with a prior 5-competency framework, used to analyse each of 71 postgraduate medical curricula. Curricula were examined by a team of researchers and relevant learning outcomes were coded as one of the 5 or 16 core competencies. The number of core competencies in each programme was recorded.ResultsUsing the 5-competency and 16-competency frameworks, 23 and 20, respectively, out of 71 programmes contained no global health competencies, most notably the Foundation Programme (equivalent to internship), a compulsory programme for UK medical graduates. Of a possible 16 competencies, the mean number across all 71 programmes was 1.73 (95% CI 1.42 to 2.04) and the highest number were in paediatrics and infectious diseases, each with five competencies. Of the 16 core competencies, global burden of disease and socioeconomic determinants of health were the two most cited with 47 and 35 citations, respectively. 8/16 competencies were not cited in any curriculum.ConclusionsEquity of care and the challenges of practising in an increasingly globalised world necessitate GH competencies for all doctors. Across the whole of postgraduate training, the majority of UK doctors are receiving minimal or no training in GH. Our GH competency framework can be used to map and plan integration across postgraduate programmes.

Global health in UK postgraduate medical training

The Lancet ◽  
2012 ◽  
Vol 380 (9843) ◽  
pp. 728-729 ◽  
Author(s):  
Jennifer Hall ◽  
Colin S Brown ◽  
Luisa Pettigrew ◽  
Aeesha NJ Malik ◽  
Jessica Watson ◽  
...  
Keyword(s):  
Global Health ◽  
Medical Training ◽  
Postgraduate Medical Training

Global health in UK postgraduate medical training: an assessment of curricula

The Lancet ◽  
2012 ◽  
Vol 380 ◽  
pp. S15
Author(s):  
Jennifer A Hall ◽  
Colin S Brown ◽  
Luisa M Pettigrew ◽  
Aeesha NJ Malik ◽  
Jessica Watson ◽  
...  
Keyword(s):  
Global Health ◽  
Medical Training ◽  
Postgraduate Medical Training

scholarly journals From the Editors

2003 ◽  
Vol 12 (1) ◽  
pp. 4-5
Keyword(s):  
Clinical Setting ◽  
Ethical Issues ◽  
Medical Training ◽  
Postgraduate Medical Training ◽  
The Future ◽  
Clinical Questions ◽  
Attending Physicians

Historians of the future tracking the development of bioethics will note that the debates and arguments that have most engaged bioethicists thus far have been directed toward addressing the dilemmas attending physicians face as they interact with patients in the clinical setting. This is only to be expected, given the circumstances that gave birth to this burgeoning field. The preoccupation with clinical questions has, however, had an unfortunate consequence. Less examined by bioethicists are the significant behind-the-scenes ethical issues generated by, and specific to, the years of undergraduate and postgraduate medical training.

scholarly journals Implicit gender-career bias in postgraduate medical training still exists, mainly in residents and in females

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Maud Kramer ◽  
Ide C. Heyligers ◽  
Karen D. Könings
Keyword(s):  
Gender Bias ◽  
Medical Training ◽  
Leadership Positions ◽  
Medical Field ◽  
Online Questionnaire ◽  
Surgical Specialty ◽  
Postgraduate Medical Training ◽  
Career Ambition ◽  
The Mean ◽  
Attending Physicians

Abstract Background More and more female residents enter postgraduate medical training (PGMT). Meanwhile, women are still underrepresented in academic medicine, in leadership positions and in most surgical specialties. This suggests that female residents’ career development may still be negatively impacted by subtle, often unconscious stereotype associations regarding gender and career-ambition, called implicit gender-career bias. This study explored the existence and strength of implicit gender-career bias in doctors who currently work in PGMT, i.e. in attending physicians who act as clinical trainers and in their residents. Methods We tested implicit gender-career bias in doctors working in PGMT by means of an online questionnaire and an online Implicit Association Test (IAT). We used standard IAT analysis to calculate participants’ IAT D scores, which indicate the direction and strength of bias. Linear regression analyses were used to test whether the strength of bias was related to gender, position (resident or clinical trainer) or specialty (non-surgical or surgical specialty). Results The mean IAT D score among 403 participants significantly differed from zero (D-score = 0.36 (SD = 0.39), indicating bias associating male with career and female with family. Stronger gender-career bias was found in women (βfemale =0 .11; CI 0.02; 0.19; p = 0.01) and in residents (βresident 0.12; CI 0.01; 0.23; p = 0.03). Conclusions This study may provide a solid basis for explicitly addressing implicit gender-career bias in PGMT. The general understanding in the medical field is that gender bias is strongest among male doctors’ in male-dominated surgical specialties. Contrary to this view, this study demonstrated that the strongest bias is held by females themselves and by residents, independently of their specialty. Apparently, the influx of female doctors in the medical field has not yet reduced implicit gender-career bias in the next generation of doctors, i.e. in today’s residents, and in females.

Factors relating to working hours restriction that have impacted the professional identity of trainees in the last decade

2021 ◽  
Vol 82 (3) ◽  
pp. 1-10
Author(s):  
Soumya Mukherjee ◽  
James Meacock ◽  
Eleanor Kissane ◽  
Debasish Pal
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Medical Training ◽  
Working Hours ◽  
Junior Doctors ◽  
Clinical Experiences ◽  
Postgraduate Medical Training ◽  
European Working ◽  
Working Time Directive ◽  
The Impact

Ever-developing changes to the working hours of junior doctors by the European Working Time Directive, the junior doctor contract of 2019 and most recently the COVID-19 pandemic have impacted the professional identity of doctors. There has been little investigation into its influence on the multifaceted aspects of postgraduate medical training, which feeds into how trainees consider themselves professionally and the concept of professional identity or ‘being a doctor’. A review of the medical, socio-political and educational literature reveals that the impact on the professional identity development of trainees is influenced by several perspectives from the trainee, trainer and the public. Gross reduction in working hours has no doubt decreased the raw volume of clinical experiences. However, to counteract this, smarter learning processes have evolved, including narrative reflection, supervised learning events, and a greater awareness of coaching and training among trainers.

Shaping the future of Acute Medical training

2018 ◽  
Vol 17 (2) ◽  
pp. 113-113
Author(s):  
Mark Lander ◽  
Keyword(s):  
Internal Medicine ◽  
Medical Training ◽  
Training Programs ◽  
Quality Criteria ◽  
Identity Crisis ◽  
Specialty Training ◽  
Internal Medicine Training ◽  
The Future

Sir, I read with interest the Viewpoint article by Dr Chadwick regarding the future of Acute Internal Medicine (AIM) training, particularly the development of Capabilities in Practice (CiPs) and their potential to promote a greater identity within the specialty training. Dr Chadwick highlights the struggle we face in asserting why our specialty is so vibrant and vital. In my experience, Acute Internal Medicine training suffers from an identity crisis whereby the specialty is seen as being permanently on call, with trainees working more shifts as the Duty Medical Registrar (DMR) than on other specialty training programs, without the variability of outpatient and skill-based training. Indeed, the recent Joint Royal Colleges of Physicians Training Board (JRCPTB) statement regarding quality criteria for GIM/AIM Registrars appears to regard the role of the AIM registrar as that of the DMR rather than a specialist in their own field.

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