scholarly journals Junior doctor led teaching programme provides insight for incoming Foundation doctors

2015 ◽  
Vol 38 (1) ◽  
pp. 105-105
Author(s):  
Oliver J. Ziff ◽  
Monica Samra
Keyword(s):  
Junior Doctor ◽  
Teaching Programme

scholarly journals Non-traditional skills in undergraduate medical education – the development of a teaching programme

2018 ◽  
Vol 63 (3) ◽  
pp. 80-81
Author(s):  
Chevonne Brady ◽  
Mark Zarb
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Healthcare System ◽  
Undergraduate Medical Education ◽  
Junior Doctor ◽  
Junior Doctors ◽  
Leadership And Management ◽  
Undergraduate Level ◽  
Teaching Programme ◽  
Management Leadership

As a junior doctor in what is an increasingly struggling healthcare system, I am concerned to see that many of my junior and senior colleagues have opted not to continue onto the next stage of training. Whilst entrepreneurship, leadership and management are now accepted as important skills for doctors to be exposed to, this is clearly not filtering through to medical education at the undergraduate level. We have surveyed final year medical students regarding this and used these results to develop a national teaching programme which aims to provide junior doctors with skills such as management, leadership and enterprise which they would otherwise not be exposed to.

Preparing junior doctors for emergency psychiatric experience: a peer-led teaching programme

2017 ◽  
Vol 12 (6) ◽  
pp. 377-382
Author(s):  
Alex Till ◽  
Elizabeth Jane Shaw ◽  
Bethan Royles ◽  
Malik Banat ◽  
Krishna Singh ◽  
...  
Keyword(s):  
Design Methodology ◽  
Junior Doctor ◽  
Prior Experience ◽  
Teaching Experience ◽  
Junior Doctors ◽  
Teaching Session ◽  
Successful Completion ◽  
Out Of Hours ◽  
Teaching Programme ◽  
Content Type

Purpose Junior doctors rotating through psychiatry often practise in isolated environments with little prior experience in this field. This can cause anxiety amongst doctors, and may potentially lead to patient safety concerns. The paper aims to discuss these issues. Design/methodology/approach A novel peer-led simulation style teaching session was developed to improve junior doctor knowledge and confidence when working with psychiatry rotations out of hours. Findings Following successful completion of two iterations of the teaching, junior doctors reported increased confidence, reduced anxiety and a more positive attitude following the session. Facilitators were similarly positive in their feedback, being able to gain formal teaching experience and appraisal. Originality/value A novel, inexpensive and easily replicable teaching session is introduced, which can improve junior doctors’ practice and experience when working in psychiatry settings out of hours.

Teaching practicum and the development of professional and pedagogical knowledge

2020 ◽  
Vol 15 (1) ◽  
pp. 67-90
Author(s):  
Minerva Rosas ◽  
Verónica Ormeño ◽  
Cristian Ruiz-Aguilar
Keyword(s):  
Student Teachers ◽  
Qualitative Data ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
Critical Thinking Skills ◽  
Initial Teacher Education ◽  
Teaching Programme ◽  
Teaching Practicum ◽  
The University ◽  
The Relationship

To assess the progressive teaching practicums included in an English Teaching Programme at a Chilean university, 60 former student-teachers answered a questionnaire with both Likert-scale and open-ended questions. The issues assessed included the relationship between the progressive teaching practicums and the curriculum’s modules and sequence, and the skills developed while implementing innovation projects during the student-teachers’ two final practicums. Quantitative and qualitative data analyses allowed us to identify both strengths and weaknesses. The participants highlighted strengths in the areas of teaching strategies, critical thinking skills and professional and pedagogical knowledge. Among the weaknesses, they identified limited supervision and feedback, and diverging views on teaching education between the university and the schools as the most difficult to deal with. These findings may be useful for introducing improvements in Initial Teacher Education aimed at reducing problems and discrepancies and devising suitable induction processes.

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