scholarly journals Career choices for psychiatry: national surveys of graduates of 1974–2000 from UK medical schools

2005 ◽  
Vol 186 (2) ◽  
pp. 158-164 ◽  
Author(s):  
Michael J. Goldacre ◽  
Gill Turner ◽  
Seena Fazel ◽  
Trevor Lambert
Keyword(s):  
Career Choices ◽  
Medical Schools ◽  
Postal Questionnaire ◽  
Junior Doctors ◽  
The Subject ◽  
Questionnaire Surveys ◽  
The Uk ◽  
Personal Assessment ◽  
Conditions Of Work

BackgroundConcerns continue about recruitment levels of junior doctors into psychiatry in the UK.AimsTo report career choices for and career progression in psychiatry.MethodPostal questionnaire surveys of qualifiers from all UK medical schools in eight qualification years since 1974.ResultsTotals of 75% (21 845 out of 28 980) and 74% (17 741 out of 24 044) of doctors responded atone and three years after qualification. One and three years after qualification, 4–5% of doctors chose psychiatry This has changed very little between 1974 and 2000. Most doctors who chose psychiatry one and three years after qualification were working in psychiatry at year 10. Hours and conditions of work, the doctor's personal assessment of their aptitudes and skills and their experience of the subject as a student influenced long-term career choices for psychiatry.ConclusionsGreater exposure to psychiatry for clinical students and in junior hospital jobs might improve recruitment.

scholarly journals Medical students’ experience of the hidden curriculum around primary care careers: a qualitative exploration of reflective diaries

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e049825
Author(s):  
Ravi Parekh ◽  
Melvyn Mark Jones ◽  
Surinder Singh ◽  
Jack Shi Jie Yuan ◽  
See Chai Carol Chan ◽  
...  
Keyword(s):  
Medical Students ◽  
Role Models ◽  
Career Choices ◽  
Hidden Curriculum ◽  
Student Perception ◽  
Phenomenological Approach ◽  
Medical Schools ◽  
Junior Doctors ◽  
Undergraduate Medical Students ◽  
The Uk

ObjectivesPrimary healthcare internationally is facing a workforce crisis with fewer junior doctors choosing general practice (GP) as a career. In the UK, a national report on GP careers highlighted adverse influences during medical school on students’ career choices. The authors explored these influences in two urban UK medical schools, both with relatively low numbers of students entering GP training.DesignUsing a phenomenological approach, the authors thematically analysed the reflective diaries of four medical students who were recruited as ‘participant researchers’ over a period of 10 months. These students made regular reflexive notes about their experiences related to GP career perceptions in their academic and personal environments, aiming to capture both positive and negative perceptions of GP careers. The research team discussed emerging data and iteratively explored and developed themes.SettingTwo UK medical schoolsParticipantsUndergraduate medical studentsResultsSeven key themes were identified: the lack of visibility and physicality of GP work, the lack of aspirational GP role models, students’ perceptions of a GP career as default, the performativity of student career choice with the perceptions of success linked to specialism, societal perceptions of GP careers, gender stereotyping of career choices and the student perception of life as a GP.ConclusionsStudents overwhelmingly reflected on negative cues to GP careers, particularly through their experience of the hidden curriculum. Three recommendations are made: the need for increased representation of GP role models in clinical curricula content delivery and senior leadership; ensuring GP clerkships involve an active and authentic student role with patients, enabling students to experience GP’s ‘work’ including managing complexity, uncertainty and risk. Finally, institutions need to consider students’ experiences of the hidden curriculum and the effect this can have on students’ perception of careers, alongside the challenges of rankings and perceived hierarchical positioning of disciplines.

scholarly journals UK-trained junior doctors' intentions to work in UK medicine: questionnaire surveys, three years after graduation

2017 ◽  
Vol 110 (12) ◽  
pp. 493-500 ◽  
Author(s):  
Geraldine Surman ◽  
Michael J Goldacre ◽  
Trevor W Lambert
Keyword(s):  
Medical Practice ◽  
Response Rate ◽  
Junior Doctors ◽  
Foreseeable Future ◽  
Career Intentions ◽  
Medical Graduates ◽  
The United Kingdom ◽  
Questionnaire Surveys ◽  
The Uk

Objective To report on the career intentions, three years after qualification, of 12 national cohorts of UK-trained doctors who qualified between 1974 and 2012, and, specifically, to compare recent UK medical graduates’ intentions to work in medicine in the UK with earlier graduates. Design Questionnaire surveys of cohorts of UK medical graduates defined by year of graduation. Setting UK. Participants 30,272 UK medical graduates. Main outcome measures Stated level of intention to pursue a long-term career in medicine in the UK. Results The response rate was 62% (30,272/48,927). We examined responses to the question ‘ Apart from temporary visits abroad, do you intend to practise medicine in the United Kingdom for the foreseeable future?' Of doctors from UK homes, 90% had specified that they would ‘definitely or probably’ practise medicine in the UK in the surveys of 1977–1986, 81% in 1996–2011 and 64% in 2015. Those who said that they would probably or definitely not practise medicine in the UK comprised 5% in 1977–1986, 8% in 1996–2011 and 15% in 2015. Most who were not definite about a future career in UK medicine indicated that they would wish to practise medicine outside the UK rather than to leave medicine. Conclusions The wish to remain in UK medical practice in the 2015 survey was unprecedentedly low in this unique series of 40 years of surveys.

Does UK medical education provide doctors with sufficient skills and knowledge to manage patients with eating disorders safely?

2018 ◽  
Vol 94 (1113) ◽  
pp. 374-380 ◽  
Author(s):  
Agnes Ayton ◽  
Ali Ibrahim
Keyword(s):  
Eating Disorders ◽  
Patient Safety ◽  
Eating Disorder ◽  
Postgraduate Training ◽  
Medical Training ◽  
Improve Patient Safety ◽  
Medical Schools ◽  
Junior Doctors ◽  
The Uk ◽  
Improve Patient

BackgroundEating disorders affect 1%–4% of the population and they are associated with an increased rate of mortality and multimorbidity. Following the avoidable deaths of three people the parliamentary ombudsman called for a review of training for all junior doctors to improve patient safety.ObjectiveTo review the teaching and assessment relating to eating disorders at all levels of medical training in the UK.MethodWe surveyed all the UK medical schools about their curricula, teaching and examinations related to eating disorders in 2017. Furthermore, we reviewed curricula and requirements for annual progression (Annual Review of Competence Progression (ARCP)) for all relevant postgraduate training programmes, including foundation training, general practice and 33 specialties.Main outcome measuresInclusion of eating disorders in curricula, time dedicated to teaching, assessment methods and ARCP requirements.ResultsThe medical school response rate was 93%. The total number of hours spent on eating disorder teaching in medical schools is <2 hours. Postgraduate training adds little more, with the exception of child and adolescent psychiatry. The majority of doctors are never assessed on their knowledge of eating disorders during their entire training, and only a few medical students and trainees have the opportunity to choose a specialist placement to develop their clinical skills.ConclusionsEating disorder teaching is minimal during the 10–16 years of undergraduate and postgraduate medical training in the UK. Given the risk of mortality and multimorbidity associated with these disorders, this needs to be urgently reviewed to improve patient safety.

scholarly journals Exploring student perceptions and awareness of social prescribing

2019 ◽  
Vol 69 (suppl 1) ◽  
pp. bjgp19X703649 ◽  
Author(s):  
Hannah Mulligan ◽  
Daisy Kirtley ◽  
Claudia Santoni ◽  
Joel Chilaka ◽  
Bogdan Chiva Giurca
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Well Being ◽  
Medical Schools ◽  
Social Prescribing ◽  
Student Views ◽  
Before And After ◽  
The Uk ◽  
New Strategies

BackgroundThe importance of social prescribing has been illustrated by the NHS Long Term Plan, as well as the GP Forward View published in 2016. Social prescribing is enabling healthcare professionals to refer patients to a link worker, to co-design a non-clinical social prescription to improve their health and well-being. A lack of awareness of social prescribing has been suggested in the past, although no studies have been formally conducted to date to provide the evidence basis for this statement.AimExploring perceptions, understanding, and awareness of social prescribing among medical students across the UK.MethodStudent views were collected using a survey delivered before and after teaching sessions as part of the NHS England National Social Prescribing Student Champion Scheme. A total of 932 responses were recorded from 27 different medical schools.ResultsPre-session surveys suggested that 91% (n = 848) of medical students have never heard of the concept of social prescribing before the teaching session. Post-session surveys highlighted that 98% (n = 913) of students regarded the concept as useful and relevant to their future careers following teaching on the subject.ConclusionSurvey findings confirm a significant lack of awareness regarding social prescribing among medical students from 27 different medical schools across the UK. New strategies are needed to ensure the doctors of tomorrow are equipped with the necessary tools to achieve the recent outcomes for graduates which highlight the importance of personalised care and social sciences.

scholarly journals Career specialty choices of UK medical graduates of 2015 compared with earlier cohorts: questionnaire surveys

2018 ◽  
Vol 94 (1110) ◽  
pp. 191-197 ◽  
Author(s):  
Trevor William Lambert ◽  
Fay Smith ◽  
Michael J Goldacre
Keyword(s):  
General Practice ◽  
Response Rate ◽  
Junior Doctors ◽  
Medical Specialties ◽  
Medical Graduates ◽  
Questionnaire Surveys ◽  
One Year ◽  
Career Specialty ◽  
Over Time

ObjectiveTo report the career specialty choices of UK medical graduates of 2015 one year after graduation and to compare these with the choices made at the same postgraduate stage by previous cohorts.DesignNational survey using online and postal questionnaires.SettingUK.ParticipantsUK-trained medical graduates.Main outcome measuresGrouped and individual specialty choices.ResultsThe response rate was 41.3% (3040/7095). Among the graduates of 2015, general practice (27.8% of first choices) and hospital medical specialties (26.5%) were the most frequent first choices of long-term career. First choices for general practice declined among women from 36.1% for the 2005–2009 cohorts to 33.3% for the 2015 cohort, and among men from 22.4% for the 2005–2009 cohorts to 19.3% for the 2015 cohort. First choices for surgery declined among men (from 29.5% for the 2005–2009 cohorts to 21.7% for the 2015 cohort), but not among women (12.3% for the 2005–2009 cohorts and 12.5% for the 2015 cohort). There was an increase in the percentage of first choices for anaesthesia, psychiatry, radiology and careers outside medicine. Anaesthesia, oncology, paediatrics and radiology increased in popularity over time among men, but not among women.ConclusionsCareer choices for general practice remain low. Other current shortage specialties, apart from radiology and psychiatry, are not showing an increase in the number of doctors who choose them. Large gender differences remain in the choices for some specialties. Further work is needed into the determinants of junior doctors’ choices for shortage specialties and those with large gender imbalances.

A Survey on the Use of Sensibility Tests by Therapists Hand Therapists in the UK

2002 ◽  
Vol 7 (2) ◽  
pp. 55-63 ◽  
Author(s):  
Christina Jerosch-Herold
Keyword(s):  
Clinical Decision Making ◽  
Clinical Decision ◽  
Postal Questionnaire ◽  
Specific Method ◽  
Assessment Practices ◽  
Frequency Of Use ◽  
Long Term Follow Up ◽  
The Uk ◽  
Evidence Based Guidelines

The assessment of sensibility of the hand, a practice often undertaken by hand therapists, is an important aspect of the long-term follow-up of patients with peripheral nerve injuries. Such assessments provide feedback to the patient and referring surgeon, and a basis for clinical decision-making, clinical audit and research. The purpose of this survey was to investigate the choice of tests and methods of application and interpretation of specific sensibility tests among hand therapists and to compare these findings with recommendations from published research. A postal questionnaire was designed to collect descriptive data on the sensibility assessment practices of hand therapists in the UK. A total of 432 questionnaires were posted to members of the British Association of Hand Therapists. The response rate was 52.1%. Assessments of sensibility are undertaken by 70.7% of respondents. Reasons for the choice of tests, their frequency of use and specific method of application and interpretation of sensibility tests were collated. The findings indicate that pragmatic reasons such as the availability of equipment, time and sufficient patients governed the choice of tests among a large proportion of hand therapists, rather than any research evidence. The need for more accessible and evidence-based guidelines, training and practice in the use of tests and better resources were identified.

Entrepreneurship: predictive profiling a game changer

2014 ◽  
Vol 30 (2) ◽  
pp. 1-4 ◽  
Author(s):  
Simon Middleton
Keyword(s):  
Developed Countries ◽  
Wealth Creation ◽  
Content Type ◽  
Emerging Nations ◽  
Management Positions ◽  
Profiling Techniques ◽  
The Subject ◽  
The Uk ◽  
Distinct Field

Purpose – Addresses the subject of the entrepreneur, describes the significant and growing number of small and medium-sized enterprises in the UK, and outlines the author's development of an entrepreneurial competency profile (ECP). Design/methodology/approach – Draws on statistics taken form the UK government-sponsored Young Report, Make Business Your Business, and the author's own research into entrepreneurial efficacy. Findings – Describes how governments in developed countries and those in emerging nations are driving to create an environment that nurtures and sustains entrepreneurship. They believe it can rapidly create jobs, improve GDP and increase long-term productivity. Practical implications – Will benefit those in senior management positions by discussing the use of predictive profiling techniques to facilitate wealth creation. Originality/value – With so much attention being paid to entrepreneurship, and given our knowledge of predictive behavioral economics, can it be justifiably classified as a relatively distinct field in organizational sciences? Whilst there are many notable entrepreneurial successes, there are equally a large number of failures. How can we mitigate the failure rate?

scholarly journals Radiation oncology teaching provision and practice prior to and during the first wave of the COVID-19 pandemic in medical schools in the United Kingdom and the Republic of Ireland: a cross-sectional survey

2021 ◽  
Author(s):  
Gerard M Walls ◽  
Orla A Houlihan ◽  
Ciaran Mooney ◽  
Rebecca Prince ◽  
Katie Spencer ◽  
...  
Keyword(s):  
United Kingdom ◽  
Radiation Oncology ◽  
Medical Schools ◽  
Team Members ◽  
Republic Of Ireland ◽  
The United Kingdom ◽  
Short And Long Term ◽  
The Uk ◽  
The Impact

Objectives: Radiotherapy is a key cancer treatment modality but is poorly understood by doctors. We sought to evaluate radiation oncology (RO) teaching in medical schools within the United Kingdom (UK) and Republic of Ireland (RoI), as well as any impacts on RO teaching delivery from the coronavirus disease 2019 (COVID-19) pandemic. Methods: A bespoke online survey instrument was developed, piloted and distributed to oncology teaching leads at all UK and RoI medical schools. Questions were designed to capture information on the structure, format, content and faculty for RO teaching, as well as both the actual and the predicted short- and long-term impacts of COVID-19. Results: Responses were received from 29/41 (71%) UK and 5/6 (83%) RoI medical schools. Pre-clinical and clinical oncology teaching was delivered over a median of 2 weeks (IQR 1–6), although only 9 (27%) of 34 responding medical schools had a standalone RO module. RO teaching was most commonly delivered in clinics or wards (n = 26 and 25 respectively). Few medical schools provided teaching on the biological basis for radiotherapy (n = 11) or the RO career pathway (n = 8), and few provide teaching delivered by non-medical RO multidisciplinary team members. There was evidence of short- and long-term disruption to RO teaching from COVID-19. Conclusions: RO teaching in the UK and RoI is limited with minimal coverage of relevant theoretical principles and little exposure to radiotherapy departments and their non-medical team members. The COVID-19 pandemic risks exacerbating trainee doctors’ already constrained exposure to radiotherapy. Advances in knowledge: This study provides the first analysis of radiotherapy-related teaching in the UK and RoI, and the first to explore the impact of the COVID-19 pandemic on radiationoncology teaching.

scholarly journals A Near-Peer Surgical Teaching Programme for Junior Doctors

2020 ◽  
Author(s):  
Shoaib Fahad Hussain ◽  
Teri Hsiao Hsui Toi ◽  
Edward Peter Laurent ◽  
Shaikh Sanjid Seraj ◽  
Samer-ul-Haque
Keyword(s):  
Clinical Education ◽  
Education Programme ◽  
Peer Teaching ◽  
University Hospital ◽  
Junior Doctors ◽  
Free Text ◽  
Teaching Programme ◽  
Surgical Teaching ◽  
The Uk

Abstract Background: Surgical departments across the UK are having to mitigate increasing service demands, budget constraints and changes to work patterns, with their statutory duty to provide high-quality training and education. In an overstretched NHS, securing consultant-led teaching for junior doctors has become increasingly difficult leading to the rise of near-peer teaching. We evaluate the long-term effectiveness of a near-peer surgical teaching programme for junior doctors. Methods: We developed a rolling 12-week trainee-led, didactic surgical education programme for junior doctors and incorporated a three-tiered leadership and handover mechanism involving lead junior doctors, registrars and a lead consultant to ensure consistency and programme continuity. Junior doctors delivered presentations to their peers with close supervision and input from registrars. Participants provided session and supervision feedback using 5-point scales and free-text responses. Data was collected using Google Forms™ and analysed using student’s t-test on Microsoft Excel®. Results: 42 junior doctors responded to our end-of-programme feedback surveys covering December 2018 to April 2020. The overall programme (8.83±1.08/10), topic relevance (4.62±0.58/5), presentation quality (4.60±0.50/5) and supervisor knowledge (4.81±0.40/5) were rated highly by respondents. 95.2% (n=40) of respondents had attended more than 3 sessions and 71.4 % (n=30) had delivered teaching. Respondents also reported significant improvements in subject knowledge (3.72±0.92/5 to 4.50±0.56/5, P<0.0001), clinical confidence, presentation and teaching skills following each session. Conclusions: This long-term near-peer teaching programme addressed the educational needs of junior doctors and developed their presentation and organisational skills. Supervision and input from registrars facilitated discussion and reinforced key concepts. Our strategy also facilitated workplace-based assessments and familiarisation with local management protocols for new cohorts of doctors rotating in Surgery at Basildon University Hospital. We also recently adapted this into a virtual programme in response to the COVID-19 pandemic, maintaining clinical education and expanding our audience. The success of this programme highlights the role that trainees can play in designing, developing and coordinating an effective surgical teaching programme.

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