scholarly journals We Were Residents Once … And Young

2021 ◽  
Vol 24 (6) ◽  
pp. E1005-E1014
Author(s):  
Nicholas Teman ◽  
Curt Tribble
Keyword(s):  
Cardiovascular Surgery ◽  
Professional Life ◽  
Formal Training ◽  
Surgery Resident

Each transition in the trajectory of a career comes with changes, some good, some challenging, and some changes are both. As you prepare to enter a Thoracic and Cardiovascular Surgery Residency (TCV Surgery), or the last few years of an Integrated Six Residency, you are well aware that you are likely embarking on one of the most demanding and challenging eras of your professional life. And, you are likely also aware that, as a TCV Surgery resident, you will have a limited amount of time to approximately double what you know about medicine and surgery. In fact, in these last few years of your formal training you will likely have fewer than 700 days to accumulate this necessary medical and surgical knowledge.

scholarly journals A Contribution by John Bowlby

1981 ◽  
Vol 5 (1) ◽  
pp. 2-4
Author(s):  
John Pippard
Keyword(s):  
Natural Sciences ◽  
Professional Life ◽  
Formal Training ◽  
Child Psychiatrist ◽  
Childhood Experience ◽  
College Hospital ◽  
Medical Background ◽  
John Bowlby ◽  
Medical Qualification

In giving a brief account of salient events in my professional life I will start in 1937 when I was aged 30 and had just completed my formal training as a child psychiatrist and psychoanalyst. Apart from a medical background and an interest in psychology, my choice of career had been determined by what I had seen and heard during the six months that I had spent in a school for disturbed children between my preclinical training at Cambridge, where I had also read natural sciences and psychology, and completing my medical qualification at University College Hospital. During my time at the school I had worked with children and adolescents whose difficulties I know now to be typical of much personality disorder, and had been exposed to hypotheses, derived from the ‘new psychology’ emanating from Vienna, regarding the role of childhood experience in their origin. Accordingly I had decided to train as a psychoanalyst. This I began before qualifying medically and continued whilst spending eighteen months at the Maudsley, learning the psychiatry of adults as one of Aubrey Lewis's early students. This proved a productive relationship, not least because on many questions we agreed to differ.

scholarly journals Postgraduate training course in the psychiatry of mental handicap

1991 ◽  
Vol 15 (4) ◽  
pp. 216-217
Author(s):  
Dora Kohen
Keyword(s):  
Medical Practice ◽  
Postgraduate Training ◽  
Professional Life ◽  
Formal Training ◽  
Senior Registrar ◽  
Mental Handicap ◽  
Training Course ◽  
Good Medical Practice ◽  
Training Courses

Among other things, good medical practice demands continuation of training at every level of professional life. Post-membership psychiatrists who have started their senior registrar (SR) jobs may face a lack of formal training. In many subspecialities of psychiatry this has been extensively remedied by various training courses and programmes.

DYNAMIC AND COMPETENCE ASPECTS OF THE MEDIA EDUCATIONAL CONCEPT OF DEVELOPING A PERSON’S READINESS FOR LIFELONG SELF-EDUCATION

2019 ◽  
pp. 23-33
Author(s):  
S. V. Akmanova ◽  
L. V. Kurzaeva ◽  
N. A. Kopylova
Keyword(s):  
Informal Education ◽  
Great Influence ◽  
Formal Training ◽  
Life Stages ◽  
Media Technologies ◽  
Educational Concept ◽  
The Media ◽  
The Individual ◽  
Competence Models ◽  
Scientific Achievements

The harmonious existence of the individual in the modern informational era, which is overly saturated with rapidly developing media technologies, is almost impossible without the developed readiness of the individual for lifelong continuous self-education. The formation and development of this readiness can begin during the formal training at the stage of higher education of the person and continue during informal education throughout his future life. Stages of socialization and professionalization of the person have a great influence on the level nature of this readiness. Based on scientific achievements in the field of self-education of university students, national and world media education, we developed dynamic and competence models of media educational concept of developing a person’s readiness for lifelong self-education. The concept demonstrates interconnection of these two models, as well as consistency with the previously developed normative model of developing this readiness.

Sign in / Sign up

Export Citation Format

Share Document