Why UK Junior Doctors Defer Postgraduate Training.

2019 ◽  
Vol 9 (3) ◽  
pp. 66
Author(s):  
Gareth Jones ◽  
Melanie Dowling ◽  
Shirley Remington ◽  
Jeremy Brown
Keyword(s):  
Postgraduate Training ◽  
Junior Doctors

How do junior doctors spend their time in an Acute Medical Unit?

2015 ◽  
Vol 14 (2) ◽  
pp. 57-60
Author(s):  
Eirini V Kasfiki ◽  
◽  
Mamoon Yusaf ◽  
Jivendra Gosai ◽  
Makani Purva ◽  
...  
Keyword(s):  
General Practice ◽  
Hospital Admission ◽  
Postgraduate Training ◽  
Junior Doctors ◽  
Bed Occupancy ◽  
Medical Unit ◽  
Admission Rates ◽  
The Past ◽  
Acute Medical Unit ◽  
The Uk

In the UK, postgraduate training for doctors has undergone significant changes over the past decade general practice, etc. During this period, hospital admission rates and bed occupancy have also increased.

Does UK medical education provide doctors with sufficient skills and knowledge to manage patients with eating disorders safely?

2018 ◽  
Vol 94 (1113) ◽  
pp. 374-380 ◽  
Author(s):  
Agnes Ayton ◽  
Ali Ibrahim
Keyword(s):  
Eating Disorders ◽  
Patient Safety ◽  
Eating Disorder ◽  
Postgraduate Training ◽  
Medical Training ◽  
Improve Patient Safety ◽  
Medical Schools ◽  
Junior Doctors ◽  
The Uk ◽  
Improve Patient

BackgroundEating disorders affect 1%–4% of the population and they are associated with an increased rate of mortality and multimorbidity. Following the avoidable deaths of three people the parliamentary ombudsman called for a review of training for all junior doctors to improve patient safety.ObjectiveTo review the teaching and assessment relating to eating disorders at all levels of medical training in the UK.MethodWe surveyed all the UK medical schools about their curricula, teaching and examinations related to eating disorders in 2017. Furthermore, we reviewed curricula and requirements for annual progression (Annual Review of Competence Progression (ARCP)) for all relevant postgraduate training programmes, including foundation training, general practice and 33 specialties.Main outcome measuresInclusion of eating disorders in curricula, time dedicated to teaching, assessment methods and ARCP requirements.ResultsThe medical school response rate was 93%. The total number of hours spent on eating disorder teaching in medical schools is <2 hours. Postgraduate training adds little more, with the exception of child and adolescent psychiatry. The majority of doctors are never assessed on their knowledge of eating disorders during their entire training, and only a few medical students and trainees have the opportunity to choose a specialist placement to develop their clinical skills.ConclusionsEating disorder teaching is minimal during the 10–16 years of undergraduate and postgraduate medical training in the UK. Given the risk of mortality and multimorbidity associated with these disorders, this needs to be urgently reviewed to improve patient safety.

scholarly journals Anaesthetic Higher Specialty Training Recruitment in the United Kingdom During the COVID-19 Pandemic: A National Survey

2021 ◽  
Author(s):  
Fionnuala Durrant ◽  
Stuart Edwardson ◽  
Sally El-Ghazali ◽  
Christopher Holt ◽  
Roopa McCrossan ◽  
...  
Keyword(s):  
Postgraduate Training ◽  
Medical Profession ◽  
Medical Specialty ◽  
Further Education ◽  
Similar Proportion ◽  
Junior Doctors ◽  
Free Text ◽  
Recruitment Process ◽  
Training Requirements ◽  
The Uk

The most recent ST3 Anaesthetic recruitment for posts commencing in August 2021 saw larger numbers of applicants (n = 1,056) compared to previous years, with approximately 700 applicants failing to secure an ST3 post. We surveyed 536 anaesthetic junior doctors who applied for ST3 posts during this application round with the aim of investigating their experience of the recruitment process this year (response rate 536/1,056 = 51%). Approximately 61% were not offered ST3 posts (n = 326), a similar proportion to that previously reported. We asked all respondents what their potential career plans were for the next 12 to 24 months. The majority expressed intentions to take up either CT3 top-up posts or non-training fellow posts from August 2021 (79%). Other options considered by respondents included: pursuing work abroad (17%), embarking on a career break (16%), taking up an ST3 post in intensive care medicine instead of anaesthetics (15%) and permanently leaving the medical profession (9%). A number of respondents expressed a desire to pursue training in a different medical specialty (9%). Some respondents expressed an intention to pursue further education or research (10%). A large proportion of respondents (42%) expressed a lack of confidence in being able to achieve the necessary training requirements to later apply for ST4 in August 2023. The majority of respondents reported not feeling confident in achieving GMC Specialty Registration in Anaesthesia in the future without a training number (75%), and that their wider life plans have been disrupted due to the impending time out of training (78%). We received a total of 384 free-text responses to a question asking about general concerns regarding the ST3 applications process. Sentiment analysis of these free-text responses indicated that respondents felt generally negatively about the ST3 recruitment process. Some themes that were elicited from the responses included: respondents feeling the recruitment process lacked fairness, respondents suffering burnout and negative impacts on their wellbeing, difficulties in making plans for their personal lives, and feeling undervalued and abandoned despite having made personal sacrifices to support the health service during the COVID-19 pandemic. These results suggest that junior anaesthetic doctors in the UK currently have a negative perception towards postgraduate training structures, which has been exacerbated by the COVID-19 pandemic, changes to the postgraduate training curriculum and difficulties in securing higher training posts.

SP10.2.2 Improving undergraduate surgical education: Comparing findings from the ASiT consensus report with the RCS Undergraduate Surgical Curriculum and GMC Outcomes for Graduates

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Praveena Deekonda ◽  
Daniel Baker ◽  
Deirdre Nally ◽  
Nisaharan Srikandararajah ◽  
Gemma Humm ◽  
...  
Keyword(s):  
Surgical Education ◽  
Postgraduate Training ◽  
Consensus Meeting ◽  
Advisory Group ◽  
Junior Doctors ◽  
Knot Tying ◽  
Face To Face ◽  
Consensus Document ◽  
Surgical Career ◽  
Consensus Report

Abstract Aims Previous work by ASiT has shown that undergraduate years can have a significant impact on the decision to pursue a surgical career. The Royal College of Surgeons England launched their recommendations in the undergraduate surgical curriculum in 2015. Our aim was to ascertain whether any additional areas of importance could be highlighted. Methods A consensus document was developed, using the RCS undergraduate surgical curriculum and GMC Outcomes for Graduates as baseline guides. An external advisory group made additional recommendations for inclusion which was then presented and discussed at a face-to-face consensus session at the 2019 ASiT International Surgical Conference. A consensus threshold of 80% was accepted. Results A total of 69 ‘core’ topics were reviewed and discussed, of which 10 did not reach consensus. These topics were predominantly considered to be ‘specialist’ in nature, and were under the domains of Head and Neck/ENT, neurosurgery, paediatric or vascular surgery. Of note, knot tying, which is included in the GMC guidance, was considered beyond the required level of a graduate and more suitable for those with the interest or intent to pursue a career in surgery. Conclusions Our consensus meeting and subsequent report has highlighted differences between the current available guidance and what medical students and junior doctors consider to be ‘core’ undergraduate surgical knowledge and skills. Topics that did not meet consensus may form areas of need in early postgraduate training. Our findings should be used in addition to the RCS and GMC guidance for undergraduate surgical education.

Junior doctors and fitness to practice procedures in the UK: analysis of factors prompting tribunal referrals and outcomes

2021 ◽  
pp. postgradmedj-2021-140284
Author(s):  
Helen Grote ◽  
Flora Greig
Keyword(s):  
Postgraduate Training ◽  
Postgraduate Education ◽  
Medical Practitioner ◽  
Male Gender ◽  
Junior Doctors ◽  
Legal Representation ◽  
Academic Achievements ◽  
Qualitative Thematic Analysis ◽  
Foundation Programme ◽  
The Uk

Purpose of the studyTo ascertain factors influencing referral to, and outcomes from medical tribunals for junior doctors with less than 7 years of postgraduate training.Study designA mixed methods analysis of 49 publicly available determinations from the UK Medical Practitioner Tribunal Service (MPTS) between 2014 and 2020 was undertaken. Data on demographics, training grade, type of case and outcomes from the tribunal were recorded. A qualitative thematic analysis of the determinations was also undertaken, with themes being identified based on frequency and pertinence to the process of determination.ResultsThe largest group of junior doctors referred to an MPTS tribunal (38%) was those on the foundation programme; in their first 2 years postgraduation. Fifty-three per cent of all junior doctors referred to a tribunal were erased from the medical register. Erasure from the register was significantly associated with male gender, less than 4 years postqualification, non-attendance at the tribunal hearing, lack of legal representation and lack of insight or remorse at the tribunal hearing. Several cases involved dishonesty in relation to academic achievements and workplace-based assessments.ConclusionConsideration should be given as to how best to support the transition in professional identity from student to doctor. Teaching medical professionalism should be a priority in undergraduate and early postgraduate education, with lessons from fitness to practice tribunals shared for educational purposes.

scholarly journals Career choices for nephrology and factors influencing them: surveys of UK medical graduates

JRSM Open ◽  
2018 ◽  
Vol 9 (8) ◽  
pp. 205427041879302 ◽  
Author(s):  
Atena Barat ◽  
Michael J Goldacre ◽  
Trevor W Lambert
Keyword(s):  
Career Choices ◽  
Postgraduate Training ◽  
Early Career ◽  
Junior Doctors ◽  
Factors Affecting ◽  
Career Preference ◽  
Medical Graduates ◽  
Career Specialty ◽  
Career Preferences ◽  
Survey Questionnaires

Objectives To study early and eventual career choices for nephrology among UK medical graduates and investigate factors which influenced career preferences. Design Self-completed survey questionnaires mailed to medical graduates 1, 3, 5 and 10 years after graduation. Setting United Kingdom. Participants UK medical graduates in 15 year-of-qualification cohorts between 1974 and 2015. Main outcome measures Early career specialty choices, career specialty destinations at 10 years and ratings of factors affecting career choices. Results Around 0.4%–1.1% of these junior doctors expressed a career preference for nephrology, varying by year of qualification and years after qualification. Among all graduates of 1993–2002 combined, 0.4% expressed a career preference for nephrology 1 year after qualification rising to 1.0% in year 5. Among graduates of 2005–2008, the corresponding figures were 1.0% in year 1 falling to 0.7% in year 5. Only 18% of doctors who chose nephrology in year 1 eventually became nephrologists. Of doctors who were practising as nephrologists for 10 years and more after qualification, 74% of the women and 56% of the men had decided to pursue a career in nephrology by year 5 after qualification. ‘Enthusiasm/commitment’ had a great deal of influence on those who chose nephrology, for all cohorts and all years studied. Conclusions The most recent data suggest that the proportion of young doctors who sustain an interest in nephrology through the early postgraduate training years may be lower than among their predecessors. Efforts are needed to reverse the declining trend and increase interest in nephrology.

Undergraduate Anatomy Teaching: Are we Failing a Generation of Future Surgeons?

2011 ◽  
Vol 93 (1) ◽  
pp. 26-28 ◽  
Author(s):  
Caroline HM Bagley ◽  
Elizabeth Gillott ◽  
Ayanthi Gunasekera
Keyword(s):  
Postgraduate Training ◽  
Good Clinical Practice ◽  
Undergraduate Curriculum ◽  
Human Anatomy ◽  
Junior Doctors ◽  
Applied Anatomy ◽  
Important Concern ◽  
Anatomical Knowledge ◽  
Surgical Career ◽  
New Generation

A sound knowledge of human anatomy underpins good clinical practice. However, changes to the undergraduate curriculum in recent years, in particular a reduced emphasis on applied anatomy, have raised concerns among clinicians that a new generation of doctors are qualifying from medical school with insufficient anatomical knowledge. This is a particularly important concern for those junior doctors wishing to pursue a surgical career and has implications for their early postgraduate training.

scholarly journals Weekly working hours for Norwegian hospital doctors since 1994 with special attention to postgraduate training, work–home balance and the European Working Time Directive: a panel study

BMJ Open ◽  
2014 ◽  
Vol 4 (10) ◽  
pp. e005704 ◽  
Author(s):  
Judith Rosta ◽  
Olaf G Aasland
Keyword(s):  
Cultural Values ◽  
Postgraduate Training ◽  
Panel Study ◽  
Working Hours ◽  
Working Time ◽  
European Working Time Directive ◽  
Junior Doctors ◽  
European Working ◽  
Hospital Doctors ◽  
Working Time Directive

ObjectivesTo examine the weekly working hours of Norwegian hospital doctors from 1994 to 2012 with special emphasis on the quality of postgraduate training and work–home balance, and in relation to the requirements of the European Working Time Directive (EWTD).DesignPanel study based on postal questionnaires.SettingNorway.ParticipantsUnbalanced cohort of 1300–1600 doctors in 1994, 1995, 1996, 1997, 2000, 2002, 2004, 2006, 2008, 2010 and 2012.Outcome measuresSelf-reported total weekly working hours and whether 45 weekly working hours are too short, sufficient, or too long to meet the quality requirements of obligatory postgraduate training for junior doctors.ResultsFrom 1994 to 2012, the number of weekly working hours was stable for senior (46–47 h) and junior (45–46 h) hospital doctors. In 2012, significantly more senior (27–35%) than junior (11–20%) doctors reported suboptimal work–home balance, defined as working more than 48 h a week. The majority perceived the present situation with an average of 45 h per week for juniors as sufficient for obligatory postgraduate specialist training, but doctors of higher age (OR 1.04, 95% CI 1.01 to 1.08), senior doctors (1.07, 1.04 to 1.11) and doctors working in surgical specialties (OR 1 vs laboratory medicine 0.03, 0.01 to 0.25, internal medicine 0.31, 0.17 to 0.58, psychiatry 0.12, 0.04 to 0.36, paediatrics 0.36, 0.12 to 1.07, anaesthesiology 0.08, 0.02 to 0.39, gynaecology 0.07, 0.01 to 0.56 and others 0.39, 0.04 to 3.56) were more likely to want the work-week to be longer.ConclusionsThe weekly working hours of Norwegian hospital doctors were always below the EWTD requirements. A significant growth of hospital doctor density over the past two decades, national regulations and cultural values might be important factors. Specialty differences in perception of sufficient training time may call for more flexibility in working time regulations.

scholarly journals Are We Learning Enough Pathology in Medical School to Prepare Us for Postgraduate Training and Examinations?

2013 ◽  
Vol 2013 ◽  
pp. 1-3 ◽  
Author(s):  
Emma Marsdin ◽  
Seema Biswas
Keyword(s):  
Deep Learning ◽  
Postgraduate Training ◽  
Clinical Work ◽  
Undergraduate Teaching ◽  
Junior Doctors ◽  
Prescribing Errors ◽  
Basic Principles ◽  
Exam Preparation ◽  
Publishing Houses

Medical schools responded to the first publication of Tomorrow’s Doctors with an abbreviated syllabus and a reduction in didactic teaching hours. Prescribing errors, however, have increased, and there is a perception amongst clinicians that junior doctors know less about the pathological basis of disease. We asked junior doctors how useful they thought their undergraduate teaching in pathology had been in their postgraduate training. We had 70 questionnaire responses from junior doctors within a single deanery and found that although almost every doctor, (96%), thought that pathology formed a major component of their postgraduate exams, most, (67%), thought that their undergraduate teaching left them unprepared for their postgraduate careers, and they had to learn basic principles, as they revised for postgraduate exams. Few used a pathology text for learning, most doctors, (91%), relying on question and answer revision resources for exam preparation. Perhaps, as revision materials are used so widely, they might be adapted for long-term deep learning, alongside clinical work. This presents an opportunity for pathologists, deaneries, royal colleges, and publishing houses to work together in the preparation of quality written and online material readily accessible to junior doctors in their workplace.

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