News and Announcements

PEDIATRICS ◽  
1975 ◽  
Vol 55 (5) ◽  
pp. 749-750
Keyword(s):  
Clinical Practice ◽  
Graduate Training ◽  
Full Time ◽  
Pediatric Hematology ◽  
Certifying Examination ◽  
Letters Of Recommendation

ANNOUNCEMENT OF 1976 EXAMINATION IN PEDIATRIC HEMATOLOGY-ONCOLOGY: The SubBoard of Pediatric Hematology-Oncology of the American Board of Pediatrics will give its next certifying examination on June 5, 1976. The following criteria must be met in order to be eligible to sit for this examination: (1) Certification by the American Board of Pediatrics; (2) Two years of full-time graduate training in pediatric hematology-oncology or five years in the clinical practice of pediatric hematology-oncology; (3) Letters of recommendation from individuals able to attest to the applicant's training or clinical practice.

scholarly journals ‘Thrown in at the Deep End’: The Experience of Graduates of Transnational Western Medical Education Transitioning into Middle Eastern Clinical Practice

2019 ◽  
Vol 8 (6) ◽  
pp. 36
Author(s):  
Fiza Rashid-Doubell ◽  
Timothy P Doubell
Keyword(s):  
Medical Education ◽  
Clinical Practice ◽  
Cultural Context ◽  
Middle Eastern ◽  
Phenomenological Approach ◽  
Full Time ◽  
Host Countries ◽  
Medical Teams ◽  
The One ◽  
And Coping

Background: Newly qualified doctors educated in their home country usually go on to work in their first hospital job in same country. These graduates are familiar with the socio-cultural context of clinical setting they work in. But, with many Western universities providing cross-border education to host countries in the Middle East and South East Asia in subjects such as medicine. The experiences of those graduating from transnational medical education and working in local hospitals are absent.The aim of the study was to explore the early transitional experiences of newly qualified doctors moving from a European branch campus to practice at hospitals affiliated to the medical school situated in a Middle-Eastern country.Methods: A qualitative study using an interpretive phenomenological approach through interviews to explore experiences of graduates of transnational medical education working in Middle Eastern hospitals. Results: The main findings can be summarised under the three themes generated: the essentials of practice, routine of practice and realities of practice. The results evidenced the transition as a challenging period for new doctors finding dissonance between the skills taught while in transnational education and the workplace. There were three particular areas of discord for the graduates in clinical practice: working in medical teams with a different arrangement to the one prepared for; adapting to a more patient-centred language and coping with differences in ethical norms, values and practices in the hospital.Conclusions: The graduates found transitioning from university to full-time clinical practice difficult and were disappointed by their experience not matching their expectations of work. These findings are valuable for transnational medical educators seeking to improve the experience of graduates who are moving from the clear ideals, norms and values of transnational medical education into the complexity of full-time clinical practice.  

scholarly journals Workforce experience of the implementation of an advanced clinical practice framework in England: a mixed methods evaluation

2020 ◽  
Vol 18 (1) ◽  
Author(s):  
Jessica Lawler ◽  
Katrina Maclaine ◽  
Alison Leary
Keyword(s):  
Clinical Practice ◽  
Large Scale ◽  
Medical Model ◽  
Free Text ◽  
Advanced Practice ◽  
Full Time ◽  
Mixed Methods Evaluation ◽  
Future Direction ◽  
The Right ◽  
Practice Framework

Abstract Background This study aims to understand how the implementation of the advanced clinical practice framework in England (2017) was experienced by the workforce to check assumptions for a national workforce modelling project. The advanced clinical practice framework was introduced in England in 2017 by Health Education England to clarify the role of advanced practice in the National Health Service. Methods As part of a large-scale workforce modelling project, a self-completed questionnaire was distributed via the Association of Advanced Practice Educators UK aimed at those studying to be an Advanced Clinical Practitioner or who are practicing at this level in order to check assumptions. Semi-structured phone interviews were carried out with this same group. Questionnaires were summarised using descriptive statistics in Excel for categorical responses and interviews and survey free-text were analysed using thematic analysis in NVivo 10. Results The questionnaire received over 500 respondents (ten times that expected) and 15 interviews were carried out. Advanced clinical practice was considered by many respondents the only viable clinical career progression. Respondents felt that employers were not clear about what practicing at this level involved or its future direction. 54% (287) thought that ‘ACP’ was the right job title for them. 19% (98) of respondents wanted their origin registered profession to be included in their title. Balancing advanced clinical practice education concurrently with a full-time role was challenging, participants underestimated the workload and expectations of employer’s training. There is an apparent dichotomy that has developed from the implementation of the 2017 framework: that of advanced clinical practice as an advanced level of practice within a profession, and that of Advanced Clinical Practitioner as a new generic role in the medical model. Conclusions Efforts to establish further clarity and structure around advanced clinical practice are needed for both the individuals practising at this level and their employers. A robust evaluation of the introduction of this role should take place.

scholarly journals A Narrative Analysis: Examining the Transition to Practice for the Full-Time Secondary School Athletic Trainer

2018 ◽  
Vol 53 (3) ◽  
pp. 303-311 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Jessica Kirby ◽  
Stacy E. Walker
Keyword(s):  
Clinical Practice ◽  
Secondary School ◽  
Narrative Analysis ◽  
School Setting ◽  
Transition Process ◽  
Previous Experience ◽  
Athletic Trainer ◽  
Full Time ◽  
Transition To Practice ◽  
Past Experiences

Context:  The transition to clinical practice is an important topic in athletic training because it is viewed as a stressful time that is accompanied by self-doubt. Mentorship and previous experience support the transition to practice, but little information is available on the organizational entry of the athletic trainer (AT) who is employed full time in the secondary school setting. Objective:  To understand the experiences of newly credentialed ATs in full-time positions in the secondary school setting. Design:  Qualitative study. Setting:  Secondary schools. Patients or Other Participants:  Seventeen ATs (4 men, 13 women; age = 25 ± 4 years) were employed full time in the secondary school setting. On average, the full-time ATs worked 40 ± 10 hours per week. Data Collection and Analysis:  All participants completed a semistructured telephone interview with 1 researcher. Data were analyzed using a narrative analysis, and credibility was established by peer review and researcher triangulation. The narrative research paradigm guided our protocol and supported the rigor of the study. Results:  Our analyses revealed that transition to practice was organic, such that the newly credentialed AT gained awareness by engaging in the role daily. Additionally, the transition process was facilitated by previous experience in the setting, mostly from educational training. Ongoing communication with various stakeholders (athletic directors, team physicians, and peer ATs) in the setting also assisted in the process of transitioning. Finally, mentorship from previous preceptors provided support during the transition process. Conclusions:  Transitioning into full-time clinical practice in the secondary school setting was informal and supported by professional relationships and past experiences. Past experiences allowed for awareness but also the development of mentoring relationships that continued beyond the clinical education experience. Communication also assisted the newly credentialed AT, as it provided feedback for legitimation by multiple stakeholders.

scholarly journals Preferences on Vital and Nonvital Tooth Bleaching: A Survey Among Dentists from a City of Southern Brazil

2013 ◽  
Vol 24 (5) ◽  
pp. 527-531 ◽  
Author(s):  
Flávio Fernando Demarco ◽  
Marcus Cristian Muniz Conde ◽  
Caroline Ely ◽  
Eliana Nascimento Torre ◽  
José Ricardo Souza Costa ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Graduate Training ◽  
Descriptive Analysis ◽  
Cross Sectional Study ◽  
Tooth Bleaching ◽  
Southern Brazil ◽  
Chi Square ◽  
Cross Sectional ◽  
First Choice ◽  
At Home

This study evaluated the preferences of general dentists regarding vital and nonvital tooth bleaching therapies and investigated whether the time of clinical practice and post-graduate training influence these options. A cross-sectional study was conducted using a questionnaire with closed questions applied to dentists (n=276) of a mid-sized city of the southern Brazil (Pelotas, RS). Information was collected regarding sociodemographic variables, level of specialization and time since graduation. In addition, options regarding bleaching therapies including the first choice of material, technique and clinical practice for vital and nonvital tooth bleaching therapies were included. Data were submitted to descriptive analysis and the associations were evaluated using chi-square and Fisher exact tests (α=0.05). The response rate was 68% (n=187). At-home bleaching therapy was broadly preferred (78.1%) over in-office (21.9%) bleaching. For at-home bleaching, most dentists answered to use 10% carbamide peroxide (CP) (40.2%) and >30% hydrogen peroxide (HP) (31.7%) for nonvital therapies. The majority of dentists with post-graduation training preferred at-home bleaching techniques (p=0.003). At-home bleaching therapy was also more indicated by younger dentists. No association was found between the choice for nonvital bleaching therapies and time since graduation (p=0.532) or continuous education (p=0.083). In conclusion, at-home bleaching was preferred over in-office therapies; 10% CP and >30% HP were chosen as first option agents to treat discolored vital and nonvital teeth, respectively. The time in clinical practice and the level of specialization affected dentists' choices only for vital tooth bleaching treatment.

scholarly journals Vital Pulp Therapies in Clinical Practice: Findings from a Survey with Dentist in Southern Brazil

2015 ◽  
Vol 26 (6) ◽  
pp. 566-571 ◽  
Author(s):  
Luiz Alexandre Chisini ◽  
Marcus Cristian Muniz Conde ◽  
Marcos Britto Correa ◽  
Raquel Venâncio Fernandes Dantas ◽  
Adriana Fernandes Silva ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Graduate Training ◽  
Descriptive Analysis ◽  
Cross Sectional Study ◽  
Southern Brazil ◽  
Cross Sectional ◽  
Pulp Capping ◽  
Post Graduate Training ◽  
Caries Removal ◽  
Partial Caries Removal

Studies based on dentists' clinical practice possess vital relevance to understand factors leading the clinicians to choose by a specific technique over another. This study investigated which clinical conduct therapies are adopted by dentists in front of deep caries. Was evaluated how the place of work, post-graduate training and years since complete graduation influenced their decisions. A cross-sectional study was performed using a self-applied questionnaire with dentists (n=276) in Southern Brazil. Information regarding post-graduation training (specialization, master's or PhD), clinical experience (years since completing graduation) and place of work were investigated. The information regarding pulp vital therapies (materials for direct pulp capping; techniques for caries removal in deep cavities and strategies for indirect pulp capping) were collected by specific questions. Data were submitted to descriptive analysis and Exact Fischer Test. Response rate was 68% (187). The majority of dentists selected the calcium hydroxide (CH) as first material for direct (86.3%) and indirect (80.3%) pulp protection. Partial caries removal was reported by 61.9% of dentists. Less experienced clinical dentists choose partial caries removal more frequently (p=0.009), if compared with dentists graduated 10 years and up ago. The use of MTA was more common among professionals working at academic environment. Besides, MTA was not mentioned by professionals working exclusively in the public health service (p=0.003). In conclusion, the time since graduation influenced the clinical conduct related to caries removal. The choice of liner materials was influenced by dentists' workplace.

scholarly journals Building research capacity in musculoskeletal health: qualitative evaluation of a graduate Nurse and Allied Health Professional internship programme

2020 ◽  
Author(s):  
David Wright ◽  
Mary Fry ◽  
Jo Adams ◽  
Catherine Bowen
Keyword(s):  
Clinical Practice ◽  
Health Professional ◽  
Health Professionals ◽  
Allied Health ◽  
Research Capacity ◽  
Service Planning ◽  
Full Time ◽  
Building Research ◽  
The Impact ◽  
Allied Health Professional

Abstract Background: Evidence based practice enhances service planning and delivery, clinical decision making and patient care. However, health professionals often lack the time and opportunity to access or generate evidence. Research capacity building is thus an important mechanism for improving health service delivery. This study evaluates the effectiveness of a UK-wide Nurse and Allied Health Professional musculoskeletal research internship programme in which graduates applied to undertake their internship through one of five Higher Education Institutions. The evaluation explores the experiences of interns and their mentors.Methods: Sixteen new graduates completed the internship programme (September 2015 – August 2018). Twelve interns and thirteen mentors participated in the evaluation. The evaluation used qualitative asynchronous email-based interviews to explore the experiences of interns and mentors. Interpretive phenomenological analysis of coded transcripts identified principal themes.Results: Early research outputs from the interns include three peer reviewed publications and 21 conference abstract presentations. Two interns were in full time research at the time of interview or had a research component in their clinical role. Nine interns in clinical posts disclosed plans to return to research in the near future. Seven themes were identified: the impact on interns’ careers; personal impact (for example, influence on self-confidence); impact on clinical practice; drivers for applying; intervention design (for example, attitudes concerning the timing and duration of the intervention); mentorship and networking (including general support provided and quality of career advice); challenges.Conclusion: The internship programme is an effective model in building research capacity in musculoskeletal research for Nurses and Allied Health Professionals, influencing careers, building confidence and improving clinical practice. The internship programme has the potential to be replicable to other clinical contexts nationally and internationally.

scholarly journals Everything you ever wanted to know about research but were afraid to ask

1990 ◽  
Vol 14 (12) ◽  
pp. 719-720 ◽  
Author(s):  
Elspeth Guthrie ◽  
Dawn Black
Keyword(s):  
Clinical Practice ◽  
Full Time ◽  
Senior Registrar ◽  
Part Time ◽  
Careers In Psychiatry ◽  
Selection Of

Trainees beginning their careers in psychiatry sometimes view research as an additional hurdle that they have to surmount in order to gain senior registrar or consultant status. Conversely, research enthusiasts may see research as an exciting and rewarding activity which enriches and informs clinical practice. The aim of this article is to strike a balance between these two divergent views to help trainees in their selection of the research option most suited to their temperament and aspirations. As a result of our own experiences of full-time and part-time research, in addition to research conducted during full-time clinical posts, we intend this article to be practically rather than theoretically orientated.

Taking your research career further

2011 ◽  
Author(s):  
David Chadwick ◽  
Alison McGregor
Keyword(s):  
Clinical Practice ◽  
Medical Training ◽  
Academic Career ◽  
Academic Training ◽  
Full Time ◽  
Medical Background ◽  
Total Immersion ◽  
Training Post ◽  
Career Structure ◽  
Training Programmes

Now you’ve completed, and possibly even published your first project, you may experience a gamut of emotions — maybe you’ll be relieved, or maybe you’ll be desperate to do it all again. Whether it’s due to a love of knowledge, or a serious coffee habit you couldn’t accommodate in clinical practice, there’s a chance you’ll want to continue in your new found academic vein. If so, you need to think about how you approach this. Your options range from total immersion in full-time academia to research ‘on the side’ whilst remaining in clinical practice — for most, an option combining the two is best. This can be achieved either by a period of full-time research before re-entering clinical practice, or an academic training post whereby a proportion of your time is protected for academic work. In the rest of this chapter, we’ll look through the options, including for those coming from a non-medical background. Until recently there was no clear route for doctors wanting to pursue an academic career in research. However, in 2005, the Walport Report recommended the integration of periods of research into specific medical training programmes through a process called Integrated Academic Training. Under this system, which has developed over the past few years, a number of postgraduate academic programmes have emerged, providing academic training alongside standard medical training. Although these programmes may appear to be a streamlined process whereby doctors pass from one academic programme to another, in reality there is considerable flexibility in the system. Hence, final year medical students who have done an intercalated BSc, PhD, or MB/PhD and know they want to be academic clinicians may reasonably decide not to apply to Academic Foundation programmes, and rather apply for an NIHR Academic Clinical Fellowship (ACF), and will almost certainly not be disadvantaged through not having held an Academic Foundation post. Whilst there is no doubt that Integrated Academic Training represents a considerable advance in the career structure for doctors wishing to become researchers, these academic posts are very competitive and given the number available most posts are only likely to be awarded to ‘high flyers’.

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