scholarly journals Use of a short trainee questionnaire to support international UK equivalent core medical training

2021 ◽  
Vol 51 (1) ◽  
pp. 73-78
Author(s):  
David Black ◽  
◽  
Warren Lynch
Keyword(s):  
Internal Medicine ◽  
Quality Management ◽  
Questionnaire Survey ◽  
Medical Training ◽  
General Medical Council ◽  
The Other ◽  
Medical Council ◽  
Online Questionnaire ◽  
Internal Medicine Training ◽  
The Uk

Introduction The Federation of the Royal Colleges of Physicians of the UK provides UK equivalent Core Medical Training (CMT), now Internal Medicine Training (IMT), with six partners internationally. The objective of this study was to support the quality management and accreditation of those programmes. Methods A short, simple trainee questionnaire was designed and implemented online to produce data that could be compared with the Joint Royal Colleges of Physicians Training Board (JRCPTB) analysis of the UK national General Medical Council (GMC) questionnaire. Survey included first three of the current six international partners of JRCPTB: one site in Iceland and the other two in India. Results Over 90% trainee engagement was achieved, and the results are compatible and related to the UK experience. No serious issues were identified that need immediate action and the output was used for discussion about training and service at all three sites. Good satisfaction with the programme was found in all three sites. Conclusion A simple online questionnaire can have good engagement with trainees on an international basis and produce useful information that helps trainees and trainers discuss the care of their patients and improve training

scholarly journals Are We Neglecting Nutrition in UK Medical Training? A Quantitative Analysis of Nutrition-Related Education in Postgraduate Medical Training Curriculums

Nutrients ◽  
2021 ◽  
Vol 13 (3) ◽  
pp. 957
Author(s):  
Laura Ganis ◽  
Tatiana Christides
Keyword(s):  
Nutrition Education ◽  
Medical Training ◽  
General Medical Council ◽  
Education And Training ◽  
Learning Objectives ◽  
Medical Council ◽  
Postgraduate Medical Training ◽  
Medical Education And Training ◽  
The Uk ◽  
And Training

Suboptimal nutrition is a major cause of morbidity and mortality in the United Kingdom (UK). Although patients cite physicians as trusted information sources on diet and weight loss, studies suggest that the management of nutrition-related disorders is hindered by insufficient medical education and training. Objectives of this study were to: (1) Quantify nutrition-related learning objectives (NLOs) in UK postgraduate medical training curriculums and assess variation across specialties; (2) assess inclusion of nutrition-related modules; (3) assess the extent to which NLOs are knowledge-, skill-, or behaviour-based, and in which Good Medical Practice (GMP) Domain(s) they fall. 43 current postgraduate curriculums, approved by the General Medical Council (GMC) and representing a spectrum of patient-facing training pathways in the UK, were included. NLOs were identified using four keywords: ‘nutrition’, ‘diet’, ‘obesity’, and ‘lifestyle’. Where a keyword was used in a titled section followed by a number of objectives, this was designated as a ‘module’. Where possible, NLOs were coded with the information to address objective 3. A median of 15 NLOs (mean 24) were identified per curriculum. Eleven specialties (25.6%) had five or less NLOs identified, including General Practice. Surgical curriculums had a higher number of NLOs compared with medical (median 30 and 8.5, respectively), as well as a higher inclusion rate of nutrition-related modules (100% of curriculums versus 34.4%, respectively). 52.9% of NLOs were knowledge-based, 34.9% skill-based, and 12.2% behaviour-based. The most common GMP Domain assigned to NLOs was Domain 1: Knowledge, Skills and Performance (53.0%), followed by Domain 2: Safety and Quality (20.6%), 3: Communication, Partnership and Teamwork (18.7%), and 4: Maintaining Trust (7.7%). This study demonstrates considerable variability in the number of nutrition-related learning objectives in UK postgraduate medical training. As insufficient nutrition education and training may underlie inadequate doctor-patient discussions, the results of this analysis suggest a need for further evaluation of nutrition-related competencies in postgraduate training.

scholarly journals ICBSE: who are we and where are we going?

2014 ◽  
Vol 96 (8) ◽  
pp. 288-289 ◽  
Author(s):  
Peter A Brennan ◽  
Lee Smith ◽  
Kevin P Sherman
Keyword(s):  
Quality Assurance ◽  
Head And Neck ◽  
College Presidents ◽  
Surgical Training ◽  
General Medical Council ◽  
Neck Surgery ◽  
Head And Neck Surgery ◽  
The Other ◽  
Medical Council ◽  
The Uk

The Intercollegiate Committee for Basic Surgical Examinations (ICBSE) is responsible for the continued development, quality assurance and standards of the Intercollegiate MRCS and the Diploma in Otolaryngology – Head and Neck Surgery (DO–HNS). As with the other two intercollegiate committees – namely the Joint Committee for Intercollegiate Examinations (JCIE) and the Joint Committee on Surgical Training (JCST) – the chairperson is appointed following an interview process by the four college presidents. The committees are accountable to all four royal colleges of surgeons in the UK and Ireland and the General Medical Council (GMC).

The Duties of Doctors In Medical Education: A Letter To The Editor (Preprint)

2019 ◽  
Author(s):  
Sneha Barai
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Role Models ◽  
Role Model ◽  
General Medical Council ◽  
Future Generations ◽  
Medical Council ◽  
Positive Role ◽  
The Uk ◽  
And Training

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.

scholarly journals Medical Students’ Experience of Mindfulness Training in the UK: Well-Being, Coping Reserve, and Professional Development

2019 ◽  
Vol 2019 ◽  
pp. 1-10 ◽  
Author(s):  
Alice Malpass ◽  
Kate Binnie ◽  
Lauren Robson
Keyword(s):  
Medical Education ◽  
Mental Health Problems ◽  
Qualitative Interviews ◽  
General Medical Council ◽  
Well Being ◽  
Mindfulness Training ◽  
The Body ◽  
Free Text ◽  
Medical Council ◽  
The Uk

Medical school can be a stressful experience for students, resulting in stress-related mental health problems. Policy recommendations from the General Medical Council (GMC), the body responsible for improving medical education in the UK, recommend the use of mindfulness training to increase well-being and resilience to stress. Students participating in an eight-week mindfulness training between Autumn 2011 and Spring 2015 were invited to complete a free text survey at the end of their mindfulness course. In addition, six qualitative interviews were conducted lasting between 60 and 90 minutes. Interviews used a topic guide and were recorded and transcribed verbatim. We used the framework approach to analyse the data. Students reported a new relationship to their thoughts and feelings which gave a greater sense of control and resiliency, an ability to manage their workload better, and more acceptance of their limitations as learners. The small group context was important. Students described improved empathy and communication skills through building inner awareness of thoughts and feelings, noticing judgments, and developing attentive observation. The findings show how resiliency and coping reserve can be developed within medical education and the role of mindfulness in this process. We present a conceptual model of a learnt cycle of specific vulnerability and describe how MBCT intercepts at various junctures in this self-reinforcing cycle through the development of new coping strategies that embrace an “allowed vulnerability.”

Shaping the future of Acute Medical training

2018 ◽  
Vol 17 (2) ◽  
pp. 113-113
Author(s):  
Mark Lander ◽  
Keyword(s):  
Internal Medicine ◽  
Medical Training ◽  
Training Programs ◽  
Quality Criteria ◽  
Identity Crisis ◽  
Specialty Training ◽  
Internal Medicine Training ◽  
The Future

Sir, I read with interest the Viewpoint article by Dr Chadwick regarding the future of Acute Internal Medicine (AIM) training, particularly the development of Capabilities in Practice (CiPs) and their potential to promote a greater identity within the specialty training. Dr Chadwick highlights the struggle we face in asserting why our specialty is so vibrant and vital. In my experience, Acute Internal Medicine training suffers from an identity crisis whereby the specialty is seen as being permanently on call, with trainees working more shifts as the Duty Medical Registrar (DMR) than on other specialty training programs, without the variability of outpatient and skill-based training. Indeed, the recent Joint Royal Colleges of Physicians Training Board (JRCPTB) statement regarding quality criteria for GIM/AIM Registrars appears to regard the role of the AIM registrar as that of the DMR rather than a specialist in their own field.

scholarly journals Mandating doctors to attend counter-terrorism workshops is medically unethical

2016 ◽  
Vol 40 (2) ◽  
pp. 87-88 ◽  
Author(s):  
Derek Summerfield
Keyword(s):  
Medical Association ◽  
Ethical Leadership ◽  
Ethical Issues ◽  
Civil Liberties ◽  
General Medical Council ◽  
British Medical Association ◽  
Medical Council ◽  
Counter Terrorism ◽  
Mandatory Training ◽  
The Uk

SummaryThis is a brief exploration of the ethical issues raised for psychiatrists, and for universities, schools and wider society, by the demand that they attend mandatory training as part of the UK government's Prevent counter-terrorism strategy. The silence on this matter to date on the part of the General Medical Council, medical Royal Colleges, and the British Medical Association is a failure of ethical leadership. There is also a civil liberties issue, reminiscent of the McCarthyism of 1950s USA. We should refuse to attend.

scholarly journals What Affects Garment Lifespans? International Clothing Practices Based on a Wardrobe Survey in China, Germany, Japan, the UK, and the USA

2020 ◽  
Vol 12 (21) ◽  
pp. 9151
Author(s):  
Kirsi Laitala ◽  
Ingun Grimstad Klepp
Keyword(s):  
Quality Management ◽  
Environmental Impacts ◽  
Survey Data ◽  
Marketing Strategies ◽  
The Other ◽  
Multiple Regressions ◽  
The Usa ◽  
Logistic Regressions ◽  
Four Blocks ◽  
The Uk

Increasing the length of clothing lifespans is crucial for reducing the total environmental impacts. This article discusses which factors contribute to the length of garment lifespans by studying how long garments are used, how many times they are worn, and by how many users. The analysis is based on quantitative wardrobe survey data from China, Germany, Japan, the UK, and the USA. Variables were divided into four blocks related respectively to the garment, user, garment use, and clothing practices, and used in two hierarchical multiple regressions and two binary logistic regressions. The models explain between 11% and 43% of the variation in clothing lifespans. The garment use block was most indicative for the number of wears, while garment related properties contribute most to variation in the number of users. For lifespans measured in years, all four aspects were almost equally important. Some aspects that affect the lifespans of clothing cannot be easily changed (e.g., the consumer’s income, nationality, and age) but they can be used to identify where different measures can have the largest benefits. Several of the other conditions that affect lifespans can be changed (e.g., garment price and attitudes towards fashion) through quality management, marketing strategies, information, and improved consumer policies.

Mentoring for urologists

2018 ◽  
Vol 12 (2) ◽  
pp. 158-162 ◽  
Author(s):  
Tim Terry ◽  
Nancy Redfern ◽  
Gordon French
Keyword(s):  
Systematic Review ◽  
Case Series ◽  
General Medical Council ◽  
Cross Sectional Study ◽  
Medical Council ◽  
Level Of Evidence ◽  
Cross Sectional ◽  
Trained Staff ◽  
The Uk ◽  
Based Medicine

Trainee and established urologists are familiar with ‘generic mentoring’ as a potpourri of helping aids that include supervision, coaching, buddying, career advice, counselling and patronage to enable mentees to develop professionally. However, most are unfamiliar with ‘developmental mentoring’ as a highly specific learnt technique through which mentors help mentees, by interactive dialogue, to choose their own agendas and arrive at their own solutions to career/professional/personal opportunities or difficulties as distinct from the paternalistic mentor approach typified by the downward flow of information generated by ‘generic mentoring’. This paper is a systematic review of developmental mentoring as pertains to urologists in the UK, and reports outcomes of 1-hour taster sessions between Egan-trained mentors and urologists offered at British Association of Urological Surgeons (BAUS) annual general meetings since 2013. Both the General Medical Council and the Royal College of Surgeons of England imply that ‘mentoring’ is mandatory for both trainees and trained urologists, but fail to clarify what they mean by a ‘mentor’, which potentially creates a void in providing ‘developmental mentoring’ since the later requires specific training and is costly to provide. Currently, most ‘developmental mentoring’ is performed by trained staff in Local Education and Training Boards or National Health Service Trusts. BAUS has an opportunity to offer ‘developmental mentoring’ through a portal on its website to manage opportunities and difficulties experienced by its members. Level of evidence: This paper is a systematic review as pertains to the place of mentoring in current urological practice. By its nature, it has reviewed previous narrative reviews and its highest level of evidence is a contemporary paper from 2016, which was a comparative cross-sectional study; other case series were reviewed. Overall, this amounts to level 4 with a recommendation of C as per the Oxford Centre for Evidence-based Medicine Levels of Evidence.

Sign in / Sign up

Export Citation Format

Share Document