Place-Identity in boundaryless careers: Narratives of medical students from lower socio-economic class backgrounds

2020 ◽  
Vol 44 (1) ◽  
pp. 29-35
Author(s):  
Emily Róisín Reid
Keyword(s):  
Medical Students ◽  
Social Mobility ◽  
Identity Theory ◽  
Medical Schools ◽  
Place Identity ◽  
Dark Side ◽  
Economic Class ◽  
The Social ◽  
The Uk ◽  
Boundaryless Careers

Medical schools are working to widen access to students from lower socio-economic backgrounds, particularly through targeted recruitment within under-doctored regions of the UK. Drawing upon recent research, this article explores ways that place- identity theory can be helpful to career professionals, particularly when thinking about the extent to which where individuals are from influences where they (can) go and what they might need to sacrifice to get there. Bounded student narratives expose the 'dark side' of the social mobility agenda and clash with the quasi-colonial 'world is your oyster' rhetoric of the boundaryless career. Implications for practice are discussed.

scholarly journals The NHS reforms: good, bad or neutral? Medical students debate at the College

2012 ◽  
Vol 94 (3) ◽  
pp. 88-89
Author(s):  
Fiona McClenaghan ◽  
Finn Stevenson
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical Schools ◽  
Positive Change ◽  
Undergraduate Medical Students ◽  
The Future ◽  
Surgical Career ◽  
The Uk

The Professor Harold Ellis Medical Student Prize for Surgery, held at the close of 2011, threw open to debate the question of whether the reforms currently under way in the NHS are 'good, bad or neutral'. Sixteen undergraduate medical students with hopes of a surgical career were invited to the College from medical schools all across the UK to present their case either for or against Andrew Lansley's proposed reforms. After giving a five-minute presentation to fellow students, participants were questioned by fellows of the College and Professor Ellis himself. The conclusions reached represented a complete range of opinion from great anticipation of positive change to great concern over the future of the NHS. Both authors were highly commended for their presentations and here we aim briefly to set out our differing opinions on the reforms of the NHS.

The state of ethical-legal oaths in UK medical practice today: Is it time to look at standardising?

2016 ◽  
Vol 84 (4) ◽  
pp. 200-202
Author(s):  
RL Atenstaedt
Keyword(s):  
Medical Students ◽  
Medical Practice ◽  
Response Rate ◽  
Medical Schools ◽  
Hippocratic Oath ◽  
The State ◽  
Rite Of Passage ◽  
Medical Practitioners ◽  
Electronic Survey ◽  
The Uk

The taking of an ethical-legal oath is a “rite of passage” for many medical practitioners. A 1997 paper noted that half of medical schools in the UK administer an oath. I performed a survey of UK medical schools to see whether these are still used today. An electronic survey was sent to 31 UK medical schools, asking them whether the Hippocratic Oath (in any version) was taken by their medical students; non-respondents were followed up by telephone. Information was obtained from 21 UK medical schools, giving a response rate of 68% (21/31). A total of 18 (86%) institutions use an oath. Ethical-legal oaths are therefore taken in the vast majority of UK medical schools today. However, a great variety are used, and there are advantages in standardisation. My recommendation is that the Standard Medical Oath of the UK (SMOUK) is adopted by all medical schools, and that this is also taken regularly by doctors as part of revalidation.

scholarly journals Radiology for medical students: Do we teach enough? A national study

2021 ◽  
Vol 94 (1119) ◽  
pp. 20201308
Author(s):  
Cindy Chew ◽  
Patrick J O'Dwyer ◽  
Euan Sandilands
Keyword(s):  
Medical Students ◽  
General Medical Council ◽  
Medical Schools ◽  
Developed Countries ◽  
National Study ◽  
Medical Council ◽  
Excellent Teaching ◽  
The Hours ◽  
Radiology Teaching ◽  
The Uk

Objective A recent study has shown that the averaged time tabled teaching for a medical student across 5 years in the UK was 4629 hours. Radiology has been demonstrated to be an excellent teaching source, yet the number of hours allocated to this has never been calculated. The aims of this study were to evaluate and quantify the hours allocated to radiology teaching in Scottish Medical Schools and to evaluate if they can fulfil requirements expected from other Clinical disciplines and the upcoming General Medical Council Medical Licensing Assessment (GMC MLA). Methods Data pertaining to timetabled teaching for Radiology in Scottish Universities were obtained from the authors of the Analysis of Teaching of Medical Schools (AToMS) survey. In addition, University Lead Clinician Teachers were surveyed on the radiological investigations and skills medical students should have at graduation. Results Medical students in Scottish Universities were allocated 59 h in Radiology (0.3%) out of a total 19,325 h of timetabled teaching. Hospital-based teaching was variable and ranged from 0 to 31 h. Almost half (15 of 31) of Clinician Teachers felt that there was insufficient radiology teaching in their specialty. Thirteen of 30 conditions included in the GMC MLA were listed by Clinician Teachers, while 23 others not listed by the GMC were considered important and cited by them. Conclusion This study demonstrates that medical students do not receive enough radiology teaching. This needs to be addressed by Universities in collaboration with the NHS in an effort to bring up this up to line with other developed countries and prepare students for the GMC MLA. Advances in knowledge (1) There is insufficient time allocated in Medical Students’ curriculum to Radiology. (2) Radiology teaching in medical schools fall short of University Lead Clinician Teachers’ and GMC expectations of medical students at graduation.

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.

If GPs who teach medical students were assisted to be good role models might this influence the medical career the students choose?

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711281
Author(s):  
Jonathan White
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Student Teaching ◽  
Role Models ◽  
Role Model ◽  
Clinical Skills ◽  
Workforce Planning ◽  
Medical Schools ◽  
Positive Role ◽  
The Uk

BackgroundMost patients are cared for in the community by GPs, and workforce planning for the UK NHS suggests that 50% of medical school graduates need to train as GPs. While there is pressure on medical schools to provide more student teaching in general practice, general practice must be prepared for this increase in workload and teachers should have appropriate training.AimThis study examined the influence that teachers as role models can have on the development and career choices of medical students and whether GPs who teach medical students might benefit from assistance in developing positive attributes.MethodA literature search was carried out. Relevant papers were those that examined the influence of a doctor as teacher role model for medical students, both in assisting in professional development and clinical skills, and in influencing career choice.ResultsThe review identified eleven papers. There was evidence of association between a student having an influential role model as teacher and choosing specialty training in that area, although evidence of a causative connection is less convincing. A recurring theme is the recommendation that teachers should be aware of the influence they can have as role models, both positive and negative.ConclusionAs medical student teaching moves into general practice GPs who teach will need to be helped to understand and develop positive role model attributes, to promote general practice as an attractive career to the students. Further research needs to identify the extent of assistance required and whether medical schools are prepared for this extra responsibility.

Beginnings: Medicine and Social Mobility, c.1850–1950

2018 ◽  
Author(s):  
Laura Kelly
Keyword(s):  
Medical Students ◽  
Social Mobility ◽  
Student Mobility ◽  
Social Background ◽  
Irish Context ◽  
The Social ◽  
Medical Career ◽  
Personal Accounts ◽  
Oral History Interviews ◽  
Insight Into

This chapter provides an overview of the social backgrounds of a sample of medical students matriculating at Irish universities in the period arguing that in the Irish context, a medical career was an important avenue to social mobility for many students. Statistics relating to social background have been garnered through the use of matriculation records at Irish institutions and they suggest that the majority of students came from the middle or ‘middling’ classes but that there were important variations between Irish universities. Matriculation records also provide an insight into the geographic backgrounds of students, their previous education and where they lived during university. Drawing on the personal accounts of medical students in doctors’ memoirs, oral history interviews and student magazines, the chapter also assesses the reasons which underpinned men and women’s decision to pursue medicine in this period, arguing that social mobility was often at the heart of these decisions. Choice of medical school was also dependent on a range of factors, while students also had a choice of whether to aim at a degree or licence. Moreover, many nineteenth-century graduates obtained their qualifications in Scotland and England, so the issue of student mobility is particularly important in the Irish context.

scholarly journals Medical Student Views of Acceptable Professional Behavior: A Survey

2016 ◽  
Vol 102 (3) ◽  
pp. 5-17 ◽  
Author(s):  
Cathy Finnegan ◽  
Victoria Gauden
Keyword(s):  
Medical Students ◽  
Policy Development ◽  
General Medical Council ◽  
Medical Schools ◽  
Professional Values ◽  
Professional Behavior ◽  
Medical Council ◽  
Student Views ◽  
Medical Education And Training ◽  
The Uk

Professionalism is a concept at the heart of good medical practice. Ensuring that medical students develop and display professional behavior is crucial, both to ensure that their early encounters with patients are safe and appropriate, and to help guard against difficulties in their future practice. As part of its role as the UK's medical regulator, the General Medical Council (GMC) sets the standards that doctors need to follow as well as overseeing UK medical education and training. This includes providing guidance on student professional values and fitness to practice, which it does in partnership with the UK Medical Schools Council (MSC). To inform policy development in this area, the GMC carried out a survey of student professional values between December 2014 and January 2015. This article expands on and discusses a report about the survey, produced and published on the General Medical Council (GMC) website in 2015.1 The results of the survey are presented here. A total of 2,501 students responded to the survey, giving their views on the level of acceptability of 16 different scenarios. These results were analyzed by gender, year of study and entry route to medical school. While medical students responded overall in ways that indicate an understanding of professionalism, the results have highlighted some areas to focus improvements on, and differences between groups of students may be helpful to medical schools in planning how and when to teach certain aspects of professionalism.

scholarly journals Radiology and the medical student: do increased hours of teaching translate to more radiologists?

BJR|Open ◽  
2021 ◽  
Author(s):  
Cindy Chew ◽  
Patrick J O'Dwyer ◽  
David Young
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Medical Council ◽  
Medical Schools ◽  
Medical Council ◽  
Chi Square ◽  
Medical Graduates ◽  
Increasing Demand ◽  
Radiology Teaching ◽  
The Uk

Objectives: The UK has a shortage of Radiologists to meet the increasing demand for radiologic examinations. To encourage more medical students to consider Radiology as a career, increased exposure at undergraduate level has been advocated. The aim of this study was to evaluate if formal Radiology teaching hours at medical school had any association with the number of qualified Radiologists joining the General Medical Council Specialist Register. Methods: Total number of doctors joining the GMC Specialist Register as Clinical Radiologists, and those with a primary medical qualifications awarded in Scotland, was obtained from the GMC (2010–2020). Graduate numbers from all 4 Scottish Medical Schools (2000–2011) were also obtained. Hours of Radiology teaching for medical schools in Scotland were obtained from validated AToMS study. Results: Two hundred and twenty three (6.6%) of 3347 Radiologists added to the GMC Specialist Register between 2010 and 2020 received their primary medical qualification (PMQ) from Scottish Universities. The number of Radiologists from Scottish Universities joining the GMC specialist register was 2.6% of the total number of Scottish Medical Graduates. There was no association between the number of hours (Range 1–30) Radiology was taught to medical students and the number that joined the specialist register as Radiologists (p = 0.54 chi square trend). Conclusion: Increased exposure to Radiology teaching does not influence medical students’ decision to take up Radiology as a career. While continued Radiology exposure remains important, other strategies are required in both the short and long term to ensure radiology services are maintained without detriment to patients. Advances in knowledge: Increased hours of Radiology teaching in medical school was not associated with increased radiologists joining the profession.

scholarly journals Social Accountability of Medical Schools and Social Representations of Medical Students in the Context of the More Doctors Program

2019 ◽  
Vol 43 (1 suppl 1) ◽  
pp. 462-472
Author(s):  
Felipe Proenço de Oliveira ◽  
Leonor Maria Pacheco Santos ◽  
Helena Eri Shimizu
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teacher Development ◽  
Social Representations ◽  
National Level ◽  
Medical Schools ◽  
Social Accountability ◽  
School Students ◽  
Unified Health System ◽  
The Social

ABSTRACT Several debates, in the national and international context, have suggested the need for changes in medical education, so that it is in line with the organization of health systems. From this perspective, it is proposed that schools be guided by social accountability, which consists of ordering teaching, research and activities in service to meet health needs with a focus on areas that are difficult to reach. A more recent reference in medical education at the national level was the More Doctors Program, which provided for a new regulatory framework for medical education. It is evaluated that the modifications introduced by the Program can influence the elaboration of new social representations of medical students. Through the theory of social representations, a qualitative study was carried out to analyze the perception about the social accountability of the medical schools of 149 medical students, of the seventh semester of four courses of Federal Higher Education Institutions in the Northeast Region. Two of the courses are in the interior and were created by virtue of the More Doctors Program and another two correspond to courses in the state capital existing for more than 60 years. From the curriculum analysis of each course, they were termed “traditional” or “new”. In the results, it was observed that the students of the different courses resemble each other in terms of admission by quotas, but students of “new” courses have a greater entrance under affirmative action policies, including regional access criteria. Both groups of students have emphasized the term “duty” as a priority, which may refer to a more individual scope of the notion of accountability. The terms “citizenship” and “ethics” were also highlighted in both groups. Only for students in “new” schools were terms such as “commitment”, “justice” and “SUS” cited. This insight suggests a broader notion of social accountability in school students created under the More Doctors Program, despite insufficient national literature on this topic. The conclusion emphasizes the importance of the Program in the implantation of medical schools in regions that did not previously have this training. It also reinforces the relevance of the dedication of the teachers who implemented the courses in the interior of the Northeast, demonstrating the need to deepen in the themes that involve teacher development. It is suggested that there is a need to broaden the analysis of experiences such as these, so that they can be explored with the radicalism necessary to strengthen the Unified Health System.

Putting ‘the social’ back into social policy

2017 ◽  
Author(s):  
Steve Corbett ◽  
Alan Walker
Keyword(s):  
Secondary Education ◽  
Social Policy ◽  
Social Mobility ◽  
Education System ◽  
Living Standards ◽  
British Society ◽  
The Social ◽  
Meaning And Purpose ◽  
The Uk

This chapter illustrates how the dominant neoliberal approach to economic and social policy in the UK is becoming increasingly fragmented with a generation of people set to experience worse living standards than their parents. This includes a decline in social mobility within and across generations, a vast chasm emerging between the haves and have nots, a long term squeeze on wages and living standards, health crises relating to underfunding, and the move towards a mechanical learning based secondary education system geared towards a low wage, low skill economy. As a result, it is important to reassess the meaning and purpose of social policy and where it fits within the overall direction of contemporary British society.

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