scholarly journals A Survey on Experience Of Singaporean Trainees in Obstetrics and Gynaecology and Family Medicine in Managing Sexual Problems and Training in Sexual Medicine

2016 ◽  
Vol 9 (1) ◽  
pp. 11-11
Author(s):  
Z. Huang ◽  
◽  
S. Logan ◽  
P. G. Adaikan ◽  
◽  
...  
Keyword(s):  
Family Medicine ◽  
Sexual Problem ◽  
Sexual Problems ◽  
Sexual Medicine ◽  
Training Curriculum ◽  
Knowledge And Skills ◽  
Asian Patients ◽  
Obstetrics And Gynaecology ◽  
Seeking Help ◽  
And Training

Objective: Sexual problems are common. Asian patients may have more difficulty seeking help due to a conservative culture. Both Obstetricians & Gynaecologists (OBGYN) and Family Medicine (FM) doctors are ideally placed to address sexual problems directly. This survey explored the experience of trainees in OBGYN and FM in managing sexual problems and training in Sexual Medicine (SM). Design and Method: A survey was sent anonymously online to all Singaporean trainees in FM and OBGYN during December 2015. Results: The overall response was 32.2% (69/214)- 41.1% (53/129) of the FM and 21.3% (16/75) of OBGYN trainees. Seventy-two percent were female, with less than 10% senior residents. Two-thirds attended Singaporean medical schools. Twenty-nine percent encountered patients with sexual problems at least once monthly. Most would refer these patients to gynaecologists/urologists, followed by sex therapists. More than three-quarters were not confident in managing either sex. Amongst the recognized categories, only 42% felt confident to manage erectile dysfunction, 17% for vaginismus, while less than 10% felt confident to manage libido, arousal or orgasm disorders. Ninety-four percent agreed that SM should be part of the training curriculum and 65% suggested that this began at junior residency. Eighty-seven percent of them were interested to obtain further knowledge and skills through their training curriculum or psychosexual seminars. Conclusions: This survey reported a significant number of trainees in OBGYN & FM are regularly exposed to sexual problem patients but lack the skills to manage them. The results support the need for SM to be incorporated into both national residency program curricula.

scholarly journals Experiences of general practitioners in the Ga-Rankuwa and Mabopane areas in dealing with patients who have sexual problems

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Benjamin Mills ◽  
Indiran Govender ◽  
Jannie Hugo
Keyword(s):  
Sexual Dysfunction ◽  
Sexual Health ◽  
General Practitioners ◽  
Sexual Problems ◽  
Sexual Medicine ◽  
Health Issues ◽  
North West ◽  
Self Help ◽  
Field Notes ◽  
And Training

Background: Sexual problems are common. Many patients with sexual health dysfunction use self-help literature or are often managed in general practice. However, many general practitioners (GPs) find it difficult to discuss sexual health issues because they feel uncomfortable with this and lack training in these matters. These GPs are now referring patients with sexual dysfunction to specialists.Aim: We sought to explore how GPs working in the Mabopane and Ga-Rankuwa areas of handle sexual problems of their patients.Setting: The setting was the Mabopane and Ga-Rankuwa areas of North-West Tshwane, in Gauteng Province.Methods: A qualitative study comprising eight free attitude interviews with purposefully selected four male and four female GPs. All interviews were conducted in English and tape-recorded. Field notes in the form of a detailed diary was kept. The tapes were transcribed verbatim, and the transcriptions were checked against the tapes for omissions and inaccuracies.Results: Six themes emerged from the interviews: causes of sexual problems; presentation of sexual problems to the doctor; management of sexual health problems; sex is a taboo topic; society’s need for sexual health discussions, and these discussions have already begun; previous limited exposure and training, and a need for more sexual health training.Conclusion: This study confirms earlier findings that patients could be either reluctant to discuss their problems or are open about them when presenting to doctors with sexual dysfunction. GPs were not exposed to sexual health training at medical school and, because of this shortcoming, felt that training in sexual medicine should be part of the curriculum.

scholarly journals A Survey on the Experience of Singaporean Trainees in Obstetrics/Gynecology and Family Medicine of Sexual Problems and Views on Training in Sexual Medicine

2020 ◽  
Vol 8 (1) ◽  
pp. 107-113
Author(s):  
Zhongwei Huang ◽  
Derek Shangxian Choong ◽  
Adaikan P. Ganesan ◽  
Susan Logan
Keyword(s):  
Family Medicine ◽  
Sexual Problems ◽  
Sexual Medicine

scholarly journals Perceived knowledge of psychiatry and family medicine residents regarding medical management of schizophrenia, hypertension, diabetes mellitus, and dyslipidemia: opportunities to refine the residency training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jiangbo Ying ◽  
Jinhui Wan ◽  
Kang Sim ◽  
Ee-Jin Darren Seah ◽  
Mythily Subramaniam
Keyword(s):  
Diabetes Mellitus ◽  
Family Medicine ◽  
Residency Training ◽  
Medical Management ◽  
Demographic Data ◽  
Significant Proportion ◽  
Psychiatry Residents ◽  
Training Curriculum ◽  
Cross Sectional Survey ◽  
Family Medicine Residents

Abstract Background Psychiatry and Family Medicine residents frequently see patients with comorbid mental and physical disorders. Little is known about the difference in knowledge of Psychiatry residents and Family Medicine residents regarding management of common conditions they encounter. This study aimed to assess the knowledge of Psychiatry and Family Medicine residents regarding medical management of schizophrenia, hypertension, diabetes mellitus, and dyslipidemia, as the findings could help to refine the training curriculum for residency training. Methods A cross-sectional survey design was used. Psychiatry and Family Medicine residents pursuing their residency in Singapore were recruited from November 2019 to June 2020. The survey questionnaire consisted of questions which assessed the knowledge regarding medical management of schizophrenia, hypertension, diabetes mellitus, and dyslipidemia. Descriptive statistics were used to describe the demographic data; T-tests or Mann-Whitney U tests to compare the differences between groups; and multiple regression analyses to assess the factors associated with Psychiatry residents’ knowledge of hypertension, diabetes mellitus, and dyslipidemia. Results Fifty-seven out of 70 (81.4%) Psychiatry residents and 58 out of 61 (95.1%) Family Medicine residents participated in the study. The majority of Psychiatry residents encountered patients with hypertension (93.0%), diabetes mellitus (87.7%) and dyslipidemia (91.2%) on a daily to weekly basis. Psychiatry residents had higher scores on questions about schizophrenia versus Family Medicine residents (mean 50.70 versus 43.28, p < 0.001). However, Psychiatry residents scored lower on questions about hypertension (mean 33.86 versus 40.98, p < 0.001), diabetes mellitus (mean 45.68 versus 49.79, p = 0.005) and dyslipidemia (mean 37.04 versus 44.31, p < 0.001). Receiving undergraduate medical education locally, compared to receiving it overseas, was associated with better knowledge of hypertension (beta = 0.515, p = 0.009) and dyslipidemia (beta = 0.559, p = 0.005); while younger age (26–30 versus > 35 and 31–35 versus > 35) was associated with better knowledge of hypertension (beta = 1.361, p = 0.002 and beta = 1.225, p = 0.003). A significant proportion of Psychiatry residents (61.4%) did not agree that the training provided to manage hypertension, diabetes mellitus, and dyslipidemia was adequate. Similarly, majority of Family Medicine residents (62.1%) did not agree that they had adequate training to manage schizophrenia. Conclusions This study raises the awareness of Psychiatry residents’ sense of discomfort in managing hypertension, diabetes mellitus, or dyslipidemia and conversely Family Medicine residents in management of schizophrenia, which can be further addressed during the training postings within the residency programs. Future studies are needed to look at local (such as training curriculum) and systemic factors (such as practice trends and culture) in order to better align residency selection criteria and training foci with real world practice factors over time.

Enhancing clinical practice: reducing health inequalities – reflections on a clinical education and training partnership

2016 ◽  
Vol 10 (6) ◽  
pp. 342-348
Author(s):  
Karina Marshall-Tate
Keyword(s):  
Intellectual Disabilities ◽  
Health Inequalities ◽  
Positive Impact ◽  
Education And Training ◽  
Health Staff ◽  
Significant Group ◽  
Content Type ◽  
Knowledge And Skills ◽  
People With Intellectual Disabilities ◽  
And Training

Purpose The purpose of this paper is to outline a two-year project designed to reduce health inequalities and improve health outcomes of people with intellectual disabilities using health services in South London by raising awareness and increasing health staff confidence and capability. Design/methodology/approach The project was conducted in two stages. In stage 1, a mapping exercise was undertaken to establish existing intellectual disabilities education and training availability. In stage 2, a network of stakeholders was formed and education and training materials were developed and delivered. Findings A formal evaluation of the project is underway and this paper seeks to share information about the project. That said prima facie data appear to indicate that health staff who attended education and training events learned new knowledge and skills that they could implement in their practice, increasing confidence and capability. Research limitations/implications Health staff who attended the events appeared to have an interest in intellectual disabilities and wanted to increase their knowledge and skills base. This means that there is a significant group of health staff that the project was unable to reach or who may not know that they need to know about intellectual disabilities. The results of the project have not yet been formally analysed. Practical implications Work-based education and training events can have a positive impact on health staff capability and confidence, however, it would appear that only those who already have an interest in the field or recognise its value to their own practice attend such events. To truly capture all health staff intellectual disabilities needs to be visibly included in all health curricula. Originality/value This project has not focussed on one profession or one aspect of healthcare and has embraced the values of inter professional and inter agency learning; this has enabled health staff to learn from each other and think in a “joined up” way replicating the realities of providing healthcare to people with intellectual disabilities.

scholarly journals Training vascular access surgeons: technicians or specialists?

2018 ◽  
Vol 19 (2) ◽  
pp. 117-118
Author(s):  
Nicholas Inston ◽  
Tej M. Singh
Keyword(s):  
Surgical Training ◽  
Vascular Access ◽  
Vascular Access Surgery ◽  
Technical Aspects ◽  
Knowledge And Skills ◽  
Traditional Training ◽  
Access Surgery ◽  
Future Practice ◽  
And Training

Internationally, vascular access (VA) surgery is delivered in a varied and diverse fashion and subsequently, training in vascular access is poorly defined. Experience of VA during surgical training has implications on future practice. The scope of VA procedures is increasing, yet the focus in vascular training remains largely in the technical aspects of surgery rather than the more comprehensive aspects of surgery applied to dialysis and renal care. To achieve special skills in vascular access surgery may require a change to traditional training with an additional focus on developing an extended portfolio of knowledge and skills. A small number of specialized courses and training facilities are developing to address these issues.

scholarly journals Critical theory and the implementation of lifelong learning in Vietnam

2020 ◽  
Vol 9 (2) ◽  
pp. 17-30
Author(s):  
Phan Thi Tra Khuc
Keyword(s):  
Critical Theory ◽  
Lifelong Learning ◽  
Education And Training ◽  
College Level ◽  
Ministry Of Education ◽  
Policy Makers ◽  
Knowledge And Skills ◽  
Full Development ◽  
Purpose Of Education ◽  
And Training

Lifelong learning is the continuous acquisition of knowledge and skills which occurs throughout life with an emphasis on the full development of personality. Despite the increasing interest of Vietnamese policy makers in promoting lifelong learning, the implementation of lifelong learning at universities is still limited. This research delineated and critiqued the policies and the current practices of lifelong learning at the college level of the Ministry of Education and Training in Vietnam (MOET) under the perspective of critical theory. From the discussion of the policies and practices that the MOET was implementing, recommendations for the policy makers were made with the aim of helping Vietnamese students embrace their right to lifelong learning and fulfill the personal and democratic purpose of education.

scholarly journals PENGEMBANGAN MODEL KURSUS WIRAUSAHA DESA PEMBIBITAN KARET UNGGUL UNTUK MENINGKATKAN KOMPETENSI BERWIRAUSAHA WARGA BELAJAR

2011 ◽  
Vol 6 (2) ◽  
pp. 106-116
Author(s):  
Badawi Badawi ◽  
Sutaryat Trisnamansyah
Keyword(s):  
Achievement Motivation ◽  
Significant Contribution ◽  
The Other ◽  
Training Curriculum ◽  
Knowledge And Skills ◽  
Independent Variables ◽  
Significant Difference ◽  
Research Questions

This research is grounded on the fact that a lot of civillians are unemployed as they do not have enough knowledge and skills to work. On the other side, the increasing number of conversions from horticulture plants to rubber plants has caused the people’s demand for top rubber seeds to increase too.This research therefore wanted to find out the type of KWD Model to increase the entrepreneurship competency of the learning participants. Based on this objective, this research developed correlational and differential research questions. The correlational investigation was needed to examine the contribution of the independent variables toward the dependent variable (the increase of the entrepreneurship competency) of the learning participants. Meanwhile the differential investigation was needed to examine the effectiveness of the model.The result of the research indicates there is a positive and significant contribution of the learning participant’s interest, achievement motivation, the learning participant’s participation, technical resourceperson’s competence, the training curriculum, the infrastructure and facilities, the intstructional process, and the executing institution toward the increase of the entrepreneurship competency of of the learning participants both individually or all together. The test of model effectiveness proves a positive and significant difference between the designed model and the existing model. 

scholarly journals The Perception of Physical Activity and Sports Professionals’ Competence in Working With Individuals With Disabilities in Spain

2021 ◽  
Vol 12 ◽  
Author(s):  
María Gutiérrez-Conejo ◽  
María-Dolores González-Rivera ◽  
Antonio Campos-Izquierdo
Keyword(s):  
Physical Activity ◽  
New Technologies ◽  
Professional Competence ◽  
People With Disabilities ◽  
High Quality ◽  
Individuals With Disabilities ◽  
Knowledge And Skills ◽  
Face To Face ◽  
Perceived Importance ◽  
And Training

The importance of professional competence lies in the effective application of job-oriented knowledge and skills which guarantee one’s successful adaptation to the work. This study analyzes the perception of the importance of physical activity and sports (PAS) professionals’ competence in working with individuals with disabilities in Spain. As a descriptive quantitative study, face-to-face interviews were conducted through a survey to extract the data. The sample consisted of 214 PAS professionals working with people with disabilities. According to the results, the analyzed constituents of professional competence are important for adequate performance (&gt;65%), with the exception of competences of leadership and use of new technologies (&lt;50%). It was also found that the perceived importance of each element of professional competence varies according to age, experience and training. Based on the obtained results, the degree of importance of each constituent of professional competence and its implication for the access of people with disabilities to high-quality physical activity and sports services was determined.

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