Medical teacher
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Unprofessional behaviours by medical students predict future disciplinary outcomes. Comprehensive clinical performance examinations (CPXs) that are commonly employed to evaluate learners may provide an opportunity to identify unprofessional behaviours. ⋯ Unprofessional behaviours are exhibited during the CPX and subsequent remediation. The frequently occurring behaviours of irresponsibility and diminished capacity for self-improvement are predictive of future professionalism problems and co-occur with behaviours that preclude meaningful patient relationships. A framework for identifying unprofessional behaviours may be useful in the formal assessment of professionalism during the CPX.
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The goal of global equity in health care requires that the training of health-care professionals be better tuned to meet the needs of the communities they serve. In fact medical education is being driven into isolated communities by factors including workforce undersupply, education pedagogy, medical practice and research needs. Rural and remote medical education (RRME) happens in rural hospitals and rural general practices, singly or in combination, generally for periods of 4 to 40 weeks. ⋯ Blending learning approaches as much as technology and local culture allow is central to achieving student learning outcomes and professional development of local medical teachers. RRME harnesses the rich learning environment of communities such that students rapidly achieve competence and confidence in a primary care/generalist setting. Longer programmes with an integrated (generalist) approach based in the immersion learning paradigm appear successful in returning graduates to rural practice and a career track with a quality lifestyle.
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Learning in a socio-cultural context, in contrast to an individual context, has been highlighted in recent years. The 3-hour meeting concept presents a socio-cultural framework for collaborative educational opportunities; it has run successfully for 6 years at 129 meetings for junior doctors (JDs) in an 850-bed Danish university hospital. ⋯ The junior doctors' increased engagement in education reinforced educational relationships with senior doctors and management, and this collaboration markedly improved the educational environment and the number of educational activities. Therefore, the 3-hour meeting concept supported the socio-cultural perception of education in the hospital.
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Mentoring is widely acknowledged as being crucial for portfolio learning. The aim of this study is to examine how mentoring portfolio use has been implemented in undergraduate and postgraduate settings. ⋯ This study provides a variety of practical insights into implementing mentoring processes in portfolio programmes.
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Comparative Study
The Rural Clinical School Tracking Project: more IS better--confirming factors that influence early career entry into the rural medical workforce.
This longitudinal tracking project by the University of Queensland Rural Clinical School (UQRCS) provides data on the early career pathways of alumni since its inception in 2002. Specifically we report on; (1) perceptions of the UQRCS regarding its influence on current career choice, (2) current speciality choices, and (3) factors that influenced these choices. ⋯ Findings confirm that a longer rural clinical experience is more effective in eventual choice of workplace location and future interest in a rural career. This corroborates the positive impact of Australian rural clinical schools toward rural medical workforce improvement.