Journal of Medical Education Research最新文献

{"title":"Taking a Break? The Growing Trend of FY3: Why More Junior Doctors are Taking Time Out after the Foundation Programme and What They Elect to Do?","authors":"H. Moiz, L. Hailston","doi":"10.5750/jmer.v3i1.2149","DOIUrl":"https://doi.org/10.5750/jmer.v3i1.2149","url":null,"abstract":"There is a growing trend of UK doctors taking time out of clinical training following completion of the Foundation Programme. At a time when NHS services are facing unparalleled demand, considering the reasons why early career clinicians are deciding to delay entry into specialist training is paramount. Here, we describe some of the push and pull factors contributing to the “FY3” year phenomenon as well as the avenues doctors explore. Within the NHS, clinical fellowships can offer more flexibility in terms of rota and location compared to specialty training posts whilst also providing clinical experience and the chance to develop highly sought-after skills in teaching, research, and leadership. Similarly, locum rotas can be negotiated and usually offer significantly enhanced pay. Outside of the NHS, healthcare systems in Australia, New Zealand, and Canada actively seek out UK doctors, incentivising them with better work–life balance, increased pay, and improved working conditions, leading many doctors who had intended to return to the NHS to stay abroad. Doctors are also becoming increasingly aware of their transferable skills and the value they can bring to non-clinical roles in the pharmaceutical industry, management consulting, and medical law. Although the FP was originally introduced to address issues surrounding career progression and poor training experiences, current push factors for taking an “FY3” including increasing competition for specialty training posts, an imbalance towards service provision versus training, and high workload suggest systemic issues within the UK health service are undermining this aim and ultimately leading doctors to take time out of training.","PeriodicalId":151357,"journal":{"name":"Journal of Medical Education Research","volume":"112 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139319875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical Students’ Knowledge of Autism Compared to the General Population: A Pilot Study","authors":"Adam T. Blancher, Michelle M. Yetman","doi":"10.5750/jmer.v3i1.2123","DOIUrl":"https://doi.org/10.5750/jmer.v3i1.2123","url":null,"abstract":"Background: Historically, there has been some concern regarding the level of training in autism spectrum disorder (ASD) for medical students. Throughout medical programs in the US, there is no standardised curriculum, and therefore, to make improvements in this area of medical training, a first step is to determine the current areas of competency of medical students. This pilot study investigated whether differences exist in knowledge among third-year medical students and a general population sample. Methods: We investigated beliefs about autism among a group of third-year medical students (n = 202) and among a crowdsourced sample of the general public (n = 858). A survey assessed autism knowledge regarding sources of information, causes, age of earliest diagnosis, front-line treatment providers, and diagnostic versus non-diagnostic symptoms. The third-year medical student sample was obtained from a Health Sciences Center in the Southwest. Third-year medical students were surveyed during their paediatrics rotation. The general public sample accessed and completed the survey through Amazon’s Mechanical Turk (MTurk) platform. Results: Results suggested that although third-year medical students had lower confidence regarding their autism-knowledge base, they possessed more knowledge of autism related to sources of information, causes, and diagnostic testing options than the comparison sample. Additionally, they were significantly better at differentiating diagnostic symptoms from non-diagnostic symptoms. Conclusions: Overall, the results suggest that by their third year, medical students know more about autism than the general public. Results from the current study indicate an improvement in medical students’ knowledge with respect to autism. Treatment options and the continued need for more training to enhance medical student confidence are discussed.","PeriodicalId":151357,"journal":{"name":"Journal of Medical Education Research","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139319961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of sustainability education within dermatological surgery in the United Kingdom","authors":"Y. Nikookam, Fatima Ali, A. Wernham","doi":"10.5750/jmer.v2i1.2036","DOIUrl":"https://doi.org/10.5750/jmer.v2i1.2036","url":null,"abstract":"Sustainability recognises the limited planetary resources and is characterised by being able to sufficiently meet the needs of the current population without compromising future generations. The most recent iteration of the General Medical Council (United Kingdom) ‘Outcome for Graduates’ document required newly qualified doctors to have knowledge of sustainable healthcare (General Medical Council, 2018). Medical education is a key pillar in empowering the medical workforce to recognise the sustainability of the health services they provide and build competencies to reconfigure services and care pathways that will be resilient to the effects of climate change. This correspondence discusses the role of sustainability education within dermatological surgery in the United Kingdom.","PeriodicalId":151357,"journal":{"name":"Journal of Medical Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128823572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Career intention of dermatology trainees following completion of training","authors":"S. Engelina, T. Shim","doi":"10.5750/jmer.v2i1.2044","DOIUrl":"https://doi.org/10.5750/jmer.v2i1.2044","url":null,"abstract":"Dermatology within the United Kingdom is facing significant challenges on service provision. Dermatology registrars/trainees are the backbone for future National Health Service but there is a lack of literature on their career intentions following completion of training. \u0000We conducted semi-structured one-to-one interviews of ten senior dermatology registrars within the West Midlands. Information on demographics, career intention and factors influencing career decision were collected. A thematic analysis was used. \u0000The majority of trainees felt ready to become a consultant and considered taking up substantive consultant role. Personal and professional factors equally influenced career decision. Concerns related to training revealed three themes: individual support, organisational issues and training curriculum.    \u0000The study highlighted trainees’ range of career trajectories is a multifactorial process. Our findings have provided an understanding of contemporary issues within dermatology training from a more personal level and the data may offer an important avenue for future research within dermatology education.","PeriodicalId":151357,"journal":{"name":"Journal of Medical Education Research","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121130927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"impact of COVID-19 pandemic on career choice in a secondary school wide survey","authors":"A. Baskar, L. Quigley, Kamalijit K. Sangha","doi":"10.5750/jmer.v2i1.2042","DOIUrl":"https://doi.org/10.5750/jmer.v2i1.2042","url":null,"abstract":"Abstract \u0000Introduction: This survey aims to investigate the impact of the Covid-19 pandemic on career choices amongst high school students. \u0000Methods: This is a school authorized electronic survey of students in years 10 - 13 in our boys and girls campuses of the independent schools of the King Edward VI Foundation, Birmingham. Comparison of proportion was statistically assessed using online Chi-square test with a significance level of p<0.05. \u0000Results: 225 of 859 students (26%) responded. A healthcare career is definitely considered by 21% and possibly by 22%. Over the course of the pandemic, 30% of responders changed their career aspirations: 38% of those that are currently certain or considering a healthcare career compared to 24% of those considering a non-healthcare career. \u0000Conclusions: Our survey highlights that the COVID-19 pandemic has influenced career choices amongst secondary school students and is most pronounced amongst those considering healthcare. ","PeriodicalId":151357,"journal":{"name":"Journal of Medical Education Research","volume":"21 4 Suppl 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132596015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Establishing and promoting an ‘out-of-area’ programme for GP placements as a strategy to expand undergraduate experience in primary care","authors":"Max Cooper, M. Jegatheesan, S. Sornalingam, H. Sharp, Carl Fernandes","doi":"10.5750/jmer.v2i1.2022","DOIUrl":"https://doi.org/10.5750/jmer.v2i1.2022","url":null,"abstract":"Recruiting placements in undergraduate general practice is increasingly challenging.  Here we describe our experience over the past decade of establishing an out-of-area programme for clinical medical students undertaking a four-week placement in general practice. Out-of-area programmes are run by at least five undergraduate medical schools in England and are founded upon two pillars. First, is the large pool (c60%) of GP practices nationwide not routinely teaching medical students, even for their local school. Through a personal approach (from either the student or via medical school staff contacts) these GPs often prove keen to start teaching, sometimes year on year. Second, is the NHS bursary. This reimburses student expenses (not GP teacher payment) and is eligible to most students in their fifth year of the medical course (or fourth if they have completed an intercalated one year degree). Running a successful out-of-area programme requires preparation/guidance for students, opportunistic outreach (direct approaches by students and engaging alumni and hospital colleagues’ contacts who are GPs), promotion through diverse media (university alumni/staff publications, social media and the school website), offering a range of rotation dates, quality assurance and online meetings/support. Growing the programme requires nurturing of personal relationships with GP teachers and keeping up a database of surgeries offering to teach going forward. Positive feedback helps to ‘sell’ these placements as an exciting ‘elective’ opportunity to students. We have encountered no objection from other medical schools about our programme.  Strong administrative support is critical. ","PeriodicalId":151357,"journal":{"name":"Journal of Medical Education Research","volume":"28 24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122244528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring medical students’ understanding of non-technical skills: a thematic analysis","authors":"A. Tebbett, J. Jennings, Michael Brown, Qasim Khan, Chris Bannon, Ratinavel Shanmugam","doi":"10.5750/jmer.v2i1.2013","DOIUrl":"https://doi.org/10.5750/jmer.v2i1.2013","url":null,"abstract":"Introduction \u0000Non-technical skills (NTS) are a developing area of clinical education, partly due to the recognition that poor NTS can contribute to adverse patient events. Simulation is an appropriate teaching environment to consider these skills. Post-scenario discussions often focus on specific NTS, but these may not necessarily be what the participants think of when considering NTS. The aim of this study was therefore to analyse what one group of healthcare professionals, medical students, focused on when observing the NTS of their colleagues in simulated clinical scenarios. \u0000  \u0000Method \u0000Medical students from two English universities were asked to observe simulated acute medicine scenarios. They were instructed to document their observations on written worksheets focusing on specific NTS comprising communication, teamwork, task management, decision making, situational awareness and, for the last scenario, a general worksheet asking the students to consider all the NTS discussed so far. These worksheets were then transcribed and analysed using thematic analysis to elicit themes that best outlined the students’ perceptions. \u0000  \u0000Results \u0000Five themes were discovered from analysis of the five NTS from all six worksheets: team dynamics, team communication, awareness of self and events, coping under pressure and misinterpretation of NTS. These themes showed a difference between what the students concentrated on compared to what they were asked to consider. Analysis of these themes gave us an initial understanding of the prior knowledge and assumptions medical students bring with them to discussions on NTS. \u0000  \u0000Conclusions \u0000Understanding prior assumptions and interpretations of NTS can better help us understand how to teach the skills effectively and build upon what our students consider important, to help construct new knowledge and skills. As analyses of adverse events in clinical practice often point to errors of NTS as causative factors, improving these skills is an essential aspect of clinical education.","PeriodicalId":151357,"journal":{"name":"Journal of Medical Education Research","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132441499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Role of the University of Buckingham's Public Health Society in being Socially Accountable","authors":"Shreya Srikumar, Dekshaa Bidlan, Maureen Cheruiyot, Victoria Khaukha, Iheanyichukwu Chukwujindu","doi":"10.5750/jmer.v2i1.1915","DOIUrl":"https://doi.org/10.5750/jmer.v2i1.1915","url":null,"abstract":"See Letter to the Editor attached above.","PeriodicalId":151357,"journal":{"name":"Journal of Medical Education Research","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129725359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Value of a Core Research Module in the Medical Curriculum","authors":"Joshua Thomas, E. Bligh, E. Baggus, J. Thompson","doi":"10.5750/jmer.v1i1.1881","DOIUrl":"https://doi.org/10.5750/jmer.v1i1.1881","url":null,"abstract":"Introduction: Application of research methods to medical research is a key skill that students should acquire during medical school. The value of a mandatory research module for students in terms of their understanding of medical research and the academic outputs that arise from the module are yet to be evaluated, especially compared to research undertaken through different avenues. \u0000Method: Sheffield Medical Students were invited to complete a questionnaire on their thoughts of the research module, any academic outputs that arose from the module and any further research that they had undertaken outside the module. Ordinal regression analysis was used to assess for differences between groups’ answers to the Likert scales. \u0000Results: 101 students answered the questionnaire. 72.3% of students agreed that the module increased their knowledge of medical research, while fewer students agreed that it increased their interest in research and desire to undertake further research. Undergraduates agreed that the module increased their knowledge more than postgraduates (p = 0.048). There were no differences between the type of research project undertaken and students’ opinions of the module. Students gained more academic outputs, i.e. journal submissions and conference presentations, from research undertaken outside of the module. \u0000Discussion: This research found that students’ main benefit from the module was increased knowledge of medical research, in agreement with previous studies. Limitations of the study included gaining no information on respondents’ age and previous research experience, which may have had an impact on their opinion of the research module.","PeriodicalId":151357,"journal":{"name":"Journal of Medical Education Research","volume":"200 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116755313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Public Health Education in Medical Schools – The Impact of the COVID-19 Pandemic","authors":"V. Rodrigues, E. Hothersall, M. Davies","doi":"10.5750/jmer.v1i1.1926","DOIUrl":"https://doi.org/10.5750/jmer.v1i1.1926","url":null,"abstract":"No abstract","PeriodicalId":151357,"journal":{"name":"Journal of Medical Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130313777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}