scholarly journals What determines medical students’ career preference for general practice residency training?: a multicenter survey in Japan

2018 ◽  
Vol 17 (1) ◽  
Author(s):  
Kenya Ie ◽  
Akiko Murata ◽  
Masao Tahara ◽  
Manabu Komiyama ◽  
Shuhei Ichikawa ◽  
...  
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Residency Training ◽  
Career Preference ◽  
Multicenter Survey

scholarly journals Factors Determining Pakistani Medical Students’ Career Preference for General Practice Residency Training

Cureus ◽  
2018 ◽  
Author(s):  
Muhammad Bilal ◽  
Abdul Haseeb ◽  
Anum Mari ◽  
Mohammad Hussham Arshad ◽  
M.Raafe Ali Khan ◽  
...  
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Residency Training ◽  
Career Preference

scholarly journals Relationship Between Medical Students’ Career Priority and Specialty Choice: A Nationwide Multicenter Survey

2020 ◽  
Author(s):  
Kenya Ie ◽  
Akiko Murata ◽  
Masao Tahara ◽  
Manabu Komiyama ◽  
Shuhei Ichikawa ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Emergency Medicine ◽  
General Practice ◽  
Medical Students ◽  
Regression Models ◽  
Specialty Choice ◽  
Multilevel Logistic Regression ◽  
Logistic Regression Models ◽  
Multicenter Survey ◽  
Specific Care

Abstract Backgrounds The shortage of physicians in several specialties has been brought to public attention in several countries. However, little is known about factors affecting medical students’ specialty choice. The objectives of our study were to illustrate medical students’ career priority clusters and to assess their association with specialty preference. Methods We conducted a nationwide multicenter survey in 2015 at 17 medical schools. The study participants were asked their top three specialty preferences, demographic characteristics, and 14 career priority questions. Multilevel logistic regression models were used to determine the effect of each variables on student career choice. Results A total of 1,264 responses were included in the analyses. The top five specialty choice were internal medicine: 833, general practice: 408, paediatrics: 372, surgery: 344, and emergency medicine: 244. An exploratory factor analysis mapped the 14 career priorities into 3-factor solution; “primary care orientation”, “advanced and specific care”, and “personal life orientation”. Multilevel logistic regression models yielded satisfactory accuracy with the highest ROC curve (AUROC) noted in surgery (0.818), general practice (0.769), and emergency medicine (0.744). The career priorities under “primary care orientation” had positive association with choosing general practice, emergency medicine, internal medicine, and paediatrics. The “advanced and specific care” career priorities facilitated surgery and emergency medicine choice, while reducing the likelihood of choosing less procedure-oriented specialties, such as internal medicine, general practice, and paediatrics. Conclusions Our results demonstrated medical students’ career priorities and their association with specialty preference. Individualized career support may be beneficial for both medical students and each specialty fields.

Impact of clinical placement sites on general practice as a career preference for Australian medical students

2021 ◽  
Author(s):  
Alexandra Yeoh ◽  
Angeline Kavitha Sathiakumar ◽  
Cynthia Nga Yu Leung ◽  
Rebekah Hoffman ◽  
Andrew Gosbell ◽  
...  
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Clinical Placement ◽  
Career Preference

Patient consent to medical students in general practice

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697229
Author(s):  
Matthew Webb ◽  
Sarah Thirlwall ◽  
Bob McKinley
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Teaching Quality ◽  
School Students ◽  
Patient Journey ◽  
Patient Consent ◽  
High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

Teaching communication skills to pre-clinical medical students: a general practice based approach

1979 ◽  
Vol 13 (2) ◽  
pp. 82-85 ◽  
Author(s):  
D. ARMSTRONG ◽  
B. H. HICKS ◽  
P. M. HIGGINS ◽  
J. A. WEINMAN
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Communication Skills

Redesign of the System for Evaluation of Teaching Qualities in Anesthesiology Residency Training (SETQ Smart)

2016 ◽  
Vol 125 (5) ◽  
pp. 1056-1065 ◽  
Author(s):  
Kiki M. J. M. H. Lombarts ◽  
Andrew Ferguson ◽  
Markus W. Hollmann ◽  
Bente Malling ◽  
Onyebuchi A. Arah ◽  
...  
Keyword(s):  
Residency Training ◽  
Clinical Teaching ◽  
Teaching Performance ◽  
Self Evaluation ◽  
Faculty Teaching ◽  
Multicenter Survey ◽  
Scale Scores ◽  
Global Ratings ◽  
Evaluation Of Teaching ◽  
Generalizability Analysis

Abstract Background Given the increasing international recognition of clinical teaching as a competency and regulation of residency training, evaluation of anesthesiology faculty teaching is needed. The System for Evaluating Teaching Qualities (SETQ) Smart questionnaires were developed for assessing teaching performance of faculty in residency training programs in different countries. This study investigated (1) the structure, (2) the psychometric qualities of the new tools, and (3) the number of residents’ evaluations needed per anesthesiology faculty to use the instruments reliably. Methods Two SETQ Smart questionnaires—for faculty self-evaluation and for resident evaluation of faculty—were developed. A multicenter survey was conducted among 399 anesthesiology faculty and 430 residents in six countries. Statistical analyses included exploratory factor analysis, reliability analysis using Cronbach α, item-total scale correlations, interscale correlations, comparison of composite scales to global ratings, and generalizability analysis to assess residents’ evaluations needed per faculty. Results In total, 240 residents completed 1,622 evaluations of 247 faculty. The SETQ Smart questionnaires revealed six teaching qualities consisting of 25 items. Cronbach α’s were very high (greater than 0.95) for the overall SETQ Smart questionnaires and high (greater than 0.80) for the separate teaching qualities. Interscale correlations were all within the acceptable range of moderate correlation. Overall, questionnaire and scale scores correlated moderately to highly with the global ratings. For reliable feedback to individual faculty, three to five resident evaluations are needed. Conclusions The first internationally piloted questionnaires for evaluating individual anesthesiology faculty teaching performance can be reliably, validly, and feasibly used for formative purposes in residency training.

scholarly journals Medical students’ perceptions of a career in general practice

2019 ◽  
Vol 69 (suppl 1) ◽  
pp. bjgp19X702773
Author(s):  
Kimberley Banner ◽  
Hugh Alberti ◽  
Jane Stewart
Keyword(s):  
General Practice ◽  
Longitudinal Study ◽  
Medical Students ◽  
Family Life ◽  
Personal Narratives ◽  
Career Intentions ◽  
Form Part ◽  
Training Programmes ◽  
The Uk ◽  
Gp Training

BackgroundRecruitment into general practice is falling and many training programmes in the UK have unfilled training posts. In 2016 NHS England pledged to increase the number of graduates entering GP training to 50%. However in 2017 only 15.3% of foundation year 2 doctors commenced general practice.AimThis work aims to understand medical students’ perceptions of a career in general practice, and how this may affect their career intentions.MethodAs part of a larger, longitudinal study at four UK universities. First and fourth year students were invited to a focus group to discuss their perceptions of a career in general practice. The recordings were transcribed and content analysis was performed.ResultsThe perceptions discussed could be broadly grouped into three categories. ‘The GP’ highlighted students’ ideas of the GP as someone who was dedicated, could create rapport, and wanted a family life. The ‘Job of the GP’ indicated students were positive about the continuity of care the job offered, but felt the work was isolating and paperwork heavy. Finally, external factors such as denigration and the ‘GP land’ concept also had an impact on students’ perceptions.ConclusionFurther work is needed to understand how these perceptions develop, how this may impact students career intentions, and how this research could be used to improve GP recruitment. This data will form part of a wider longitudinal study, the results of which will be analysed for themes and personal narratives of the students.

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