scholarly journals The Mental Strategies of Surgeons: A Primer – Part I

2020 ◽  
Vol 23 (6) ◽  
pp. E927-E936
Author(s):  
Curt Tribble
Keyword(s):  
Medical Students ◽  
Training Program ◽  
Binocular Vision ◽  
Postgraduate Training ◽  
Selection Process ◽  
Supporting Evidence ◽  
Application Process ◽  
Surgical Residency ◽  
Surgical Training Program ◽  
Answering Questions

It is Spring in Virginia, and that means that it is time for medical students to make their final decisions about which discipline of Medicine they will apply to for postgraduate training and to begin their application processes. I have long believed that most medical students with two hands and binocular vision can be successful in a surgical training program, if that is what they choose to do. However, obtaining a surgical residency is a competitive process, which means that the applicants must have their thoughts organized so that they can put their ‘best foot forward’ as they go through the application and selection process. The most challenging aspects of the application process for virtually everyone are writing personal statements and preparing for interviews, which will be even more complicated than usual, in the midst of the current pandemic. After more than four decades of helping students prepare for these daunting exercises, I have honed the advice that I give these applicants about the related challenges of writing about themselves and of answering questions in interviews. I believe that the candidates must convince the reviewers of their applications that they have, or can develop, the mental strategies necessary to become a capable surgeon. In this treatise, I will outline the mental strategies that I have found essential to achieving competency in a surgical discipline. The task of the applicants will be, therefore, to assert, with supporting evidence, that they are confident that they have, or can learn, these mental strategies.

scholarly journals A TEMPLATE FOR SURGICAL RESIDENCY TRAINING PROGRAM (SURGICAL POSTGRADUATE TRAINING) IN DEVELOPING COUNTRIES.

2019 ◽  
pp. 1-4
Author(s):  
Ajao Oluwole Gbolagunte
Keyword(s):  
Developing Countries ◽  
Training Program ◽  
Residency Training ◽  
Third World ◽  
Postgraduate Training ◽  
Residency Training Program ◽  
Developed Countries ◽  
Host Countries ◽  
Surgical Residency ◽  
The Third World

Background: Many doctors who trained in developing countries always travelled to developed countries for specialization. After specialization, many of them do not return to their countries of origin but stay put in the host countries, and get absorbed into the health delivery system of the host countries. To stop this exodus of much needed man-power in the developing countries, many of these developing countries devised their own postgraduate programs so that there will be no need for doctors that aspire to specialize to leave the country any more. This review article is to assess the quality of the various postgraduate programs in the Third World countries. Study design: The postgraduate programs in some developing countries like Nigeria, Ghana and some countries in the South Pacific were studied and compared with some programs in the developed countries like the United States of America and Canada. There are differences in these programs. We therefore attempt to identify the weaknesses of the programs in the developing countries and make suggestions in some aspects of the programs so as to produce Residency training programs that will satisfy the needs and the peculiarities of the developing countries, and yet measure up to international standards. Results and findings: Many of the postgraduate programs in the developing countries, as they are now, fall far short of international acceptable standard. There are essentially two main reasons for this: some of the programs are directly under the control of the Governments in those countries, where the priorities are more economic than quality. Also, there is this notion among the doctors in the developing countries that surgical postgraduate training must be treated like preparation for a university PhD degree, even though university Senate has no in-put in awarding fellowship certificate. In the Third World countries, it is felt that “special breed” of surgeons must work in the university environment because it is considered “prestigious” to work in the universities. Conclusion:Even though the aim to retain doctors in their countries can be said to have been achieved, it came at a great price because the programs are very different from the well established residency training program as introduced by William Halsted and Churchill. This gives rise to a program comparative to residency training in the specialty of General Medical Practice, which is very different and of lower standard than internationally accepted surgical residency training program. It also equates the training, in some aspects, to that of a university Master's and PhD degrees. Abbreviations: RTP, Residency Training Program; LSP, Local Specialist Program; GCPS, Ghana College of Physician and Surgeons; NPGMC, National Post Graduate Medical College; WACS, West African College of Surgeons; LST, Local Surgical Training; MCQ, Multiple Choice Questions; OSCE, Objective Structured Clinical Examination; SRTP, Surgical Residency Training Program; MMed, Master's degree in Medicine.

scholarly journals The Value of Clinical Teachers for EMR Implementations and Conversions

2015 ◽  
Vol 06 (01) ◽  
pp. 75-79 ◽  
Author(s):  
J.L. Pantaleoni ◽  
C.A. Longhurst ◽  
L.A. Stevens
Keyword(s):  
Medical Students ◽  
Training Program ◽  
Cost Savings ◽  
Learner Satisfaction ◽  
Physician Training ◽  
Significant Cost ◽  
Clinical Teachers ◽  
Essential Aspect ◽  
Satisfaction Rates ◽  
High Learner

SummaryEffective physician training is an essential aspect of EMR implementation. However, it can be challenging to find instructors who can present the material in a clinically relevant manner. The authors describe a unique physician-training program, utilizing medical students as course instructors. This approach resulted in high learner satisfaction rates and provided significant cost-savings compared to alternative options.Citation: Stevens LA, Pantaleoni JL, Longhurst CA. The value of clinical teachers for EMR implementations and conversions. Appl Clin Inf 2015; 6: 75–79http://dx.doi.org/10.4338/ACI-2014-09-IE-0075

scholarly journals Preparing surgeons for rural Australia: the RACS Rural Surgical Training Program

2014 ◽  
Vol 85 (3) ◽  
pp. 108-112 ◽  
Author(s):  
Aaron Chong ◽  
George Kiroff
Keyword(s):  
Training Program ◽  
Surgical Training ◽  
Surgical Training Program ◽  
Rural Australia

Evaluation of Medical Students’ Attitudes and Performance of Basic Surgery Skills in a Training Program Using Fresh Human skin, Excised During Body Contouring Surgeries

2015 ◽  
Vol 72 (5) ◽  
pp. 868-874 ◽  
Author(s):  
Jens Rothenberger ◽  
Seyed Morteza Seyed Jafari ◽  
Kai P. Schnabel ◽  
Christian Tschumi ◽  
Sarina Angermeier ◽  
...  
Keyword(s):  
Medical Students ◽  
Training Program ◽  
Human Skin ◽  
Body Contouring ◽  
Students Attitudes ◽  
And Performance

scholarly journals Teaching the residency application process to third-year medical students

1986 ◽  
Vol 61 (5) ◽  
pp. 406-8
Author(s):  
D E Swee ◽  
M R Stuart
Keyword(s):  
Medical Students ◽  
Application Process ◽  
Residency Application

scholarly journals Brief online mindfulness training for medical students: a randomized control study

2022 ◽  
Vol 9 (1) ◽  
pp. 40-41
Author(s):  
Sarah Moore ◽  
Denese Playford ◽  
Hanh Ngo ◽  
Rita Barbour ◽  
Kirsten Auret ◽  
...  
Keyword(s):  
Medical Students ◽  
Training Program ◽  
Mindfulness Meditation ◽  
Intervention Group ◽  
Mindfulness Training ◽  
Randomised Control Trial ◽  
Meditation Practice ◽  
Self Compassion ◽  
Study Engagement

BACKGROUNDMedical students experience high levels of stress during their training. Literature suggests that mindfulness can reduce stress and increase self-compassion levels in medical students. However, most mindfulness training programs are delivered face-to-face and require significant time commitments, which can be challenging for rurally-based students with heavy academic workloads and limited support networks. PURPOSETo evaluate the feasibility and efficacy of a brief online Mindfulness training program for medical students based in rural areas, with regards to reducing stress, increasing self-compassion, mindfulness and study engagement. METHODSThis is a non-registered randomised control trial. Participants included both urban and rural medical students from UWA, University of Notre Dame and the RCSWA from 2018-2020. Participants were randomised to the intervention group, an 8-week online mindfulness training program, or the control group. Using quantitative-qualitative mixed-methods approach, we measured the frequency, duration and quality of the participants mindfulness meditation practice, and assessed changes in their perceived stress, self-compassion, mindfulness and study engagement levels. Further, the intervention group recorded a weekly reflective journal documenting their experience of the program. RESULTS114 participants were recruited to the study. 61 were randomised to the intervention, and 53 to the control. Quantitative analysis of the frequency, duration and quality of mindfulness meditation practice and changes in stress, self-compassion, mindfulness and study engagement is currently being conducted. Preliminary qualitative results reveal that participants experienced increased self-awareness, more mindfulness of their day-to-day activities, improved emotional regulation and increased productivity, while also facing difficulties with making time for their mindfulness practice. CONCLUSIONWe anticipate that this study will demonstrate that an online mindfulness training program tailored to reach rurally located medical students is feasible and effective in modifying their stress levels and psychological wellbeing. 

scholarly journals Designing the structure and the content of the programs of the postgraduate training taking into account the experience of the European Doctor

2021 ◽  
Author(s):  
Г.У. Матушанский ◽  
О.Р. Кудаков ◽  
Г.В. Завада ◽  
А.Р. Гатиятова
Keyword(s):  
Training Program ◽  
Postgraduate Training ◽  
Positive Experience ◽  
Doctoral Studies ◽  
Research Activities ◽  
Postgraduate Training Program ◽  
Student Training ◽  
The Cost ◽  
Graduate Student Training ◽  
Educational Component

Целью работы является проектирование индивидуальных образовательных маршрутов исследовательской составляющей аспирантской подготовки в России на базе учета позитивного опыта европейской докторантуры. Достижения российской аспирантуры и европейской докторантуры рассматривались с помощью метода сравнительного анализа. В основу указанного проектирования положены системный и компетентностный подходы, использовались методы моделирования и проектирования. При построении образовательных маршрутов аспирантов использовался метод структурных графов. В результате проведенного исследования выявлен позитивный опыт организации зарубежной докторской подготовки и дан вариант проектирования структуры и содержания программы подготовки аспирантов. На примере университетов ряда стран предложены введение зачетных единиц на исследовательскую часть образовательной составляющей отечественной аспирантской программы подготовки, а также оценка стоимости определенных видов исследовательских действий. Разработаны варианты образовательных маршрутов исследовательской части подготовки аспирантов по естественно-математическому, инженерно-техническому и социально-гуманитарному направлениям. Результаты исследования дают возможность на основе введения зачетных единиц в исследовательскую часть аспирантской подготовки выработать критериальную систему оценки готовности аспирантов к итоговой аттестации. Разработанные варианты образовательных маршрутов позволяют более продуктивно осуществлять реализацию в целом аспирантской подготовки. The aim of the work is to design the structure and content of postgraduate programs in Russia at the third level of higher education based on the positive experience of European doctoral studies. Achievements of European and Russian doctoral studies were examined using the comparative analysis method. The design of the structure and content of postgraduate training programs is based on a systematic approach, modeling and design methods were used. The method of structural graphs was used to build educational routes for graduate students. As a result of the study, positive experience in organizing foreign doctoral training was revealed and a design option for the structure and content of the graduate student training program was given. On the example of universities in a number of countries, the following are proposed: the introduction of credit units on the research part of the educational component of the domestic postgraduate training program, as well as the assessment of the cost of certain types of research activities. As a result of the study, positive experience in organizing foreign doctoral training was revealed and a design option for the structure and content of the graduate student training program was given. On the example of universities in a number of countries, the following are proposed: the introduction of credit units on the research part of the educational component of the domestic postgraduate training program, as well as the assessment of the cost of certain types of research activities. Variants of educational routes have been developed for the research part of postgraduate training in natural-mathematical, engineering-technical and social-humanitarian areas. The results of the study allow, on the basis of the introduction of credits in the research part of postgraduate training, to develop a criteria-based system for assessing the readiness of graduate students for final certification. The developed educational route options allow for more productive implementation of postgraduate training as a whole.

Joint Curriculum Development of the Training Program for Five-Year, Rural-Oriented, Tuition-Waived Medical Students

2014 ◽  
Vol 47 (3) ◽  
pp. 56-59 ◽  
Author(s):  
Xiang-Xin Che ◽  
Li Niu ◽  
Xiu-Long Xia ◽  
Xin Wang
Keyword(s):  
Medical Students ◽  
Curriculum Development ◽  
Training Program

Parallels Between Improving the Culture for Women in Surgery and a Surgical Approach to Improving Health for All

2020 ◽  
pp. 128-136
Author(s):  
Scarlett A. McNally
Keyword(s):  
Medical Students ◽  
Surgical Approach ◽  
Role Models ◽  
Social Care ◽  
Zero Tolerance ◽  
Leadership Roles ◽  
Unconscious Bias ◽  
Application Process ◽  
Current Paradigm ◽  
Active Can

Every person should be valued for their skills and potential, for every moment they are present. Training on Diversity and Unconscious bias is urgently needed. All staff must see themselves as role models, creating culture and reacting to another's name badge/role, with “fake it till you make it”. Those with poor behaviour may lack insight. Zero tolerance involves others taking a poorly-behaving peer for ‘a Vanderbilt cup of coffee'. Informal mentors should avoid gendered assumptions, e.g. all medical students need to scrub in. Leadership roles should have a clear application process. Inequality is not just a women's issue. Improvements must focus on the women themselves, the others around them, and the structures/processes. There are parallels with prevention in healthcare needing 3-pronged change: in individuals, society/culture, and organisations. More people being active can rapidly reduce the need for, and cost of, healthcare and social care by £Billions annually. The current paradigm of health is perhaps passive and paternalistic and a radical approach is needed.

Sign in / Sign up

Export Citation Format

Share Document