Medical teacher
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Interprofessional education (IPE) has been promoted as a method to enhance the ability of health professionals to learn to work together. This article examines several approaches to learning that can help IPE fulfill its expectations. The first is aimed at the transfer of learning novel situations and involves two ideas. ⋯ Second, the learning situation needs to be structured using the five elements of best-practice cooperative learning: positive interdependence, face-to-face promotive interaction, individual accountability, interpersonal and small-group skills, and group processing. Finally, the learning process itself needs to be approached from an experiential learning framework cycling through the four-stage model of planning, doing, observing and reflecting. By using increasingly complex and relevant cases in cooperative groups with an experiential learning process interprofessional education can be successful.
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The Anaesthetic Trainee Theatre Educational Environment Measure (ATEEM) was developed to measure the educational environment for trainee anaesthetists in the theatre setting using similar methodology to that of other existing tools. The ATEEM was administered to 271 anaesthetic trainees three months into their post of whom 218 (80%) responded. The ATEEM showed that trainees' perceptions of their educational environments do vary and that this inventory is capable of identifying problem areas that can be remediated by training managers.
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Recent changes in postgraduate education have highlighted the need for structured training to ensure quality in training and optimize patient care. In Yorkshire, a "modular" approach to postgraduate education in obstetrics and gynaecology has been adopted through the Yorkshire Modular Training Programme (YMTP). The curriculum for trainees is divided into "modules" organized over five years. ⋯ This paper describes the organization of the programme including its educational principles. It discusses its strengths and weaknesses. It provides a useful framework for postgraduate education that could be used by other regions.
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This paper describes current patterns and trends in flexible training in the UK. It is a descriptive study based on (1) survey data on the number of flexible trainees from the annual survey of UK deaneries from 1995 to 2001; (2) Department of Health workforce figures on numbers of consultants and specialist registrars in England; (3) survey data from UK deaneries on the destination of those leaving flexible training schemes from 1999 to 2001. The absolute number and percentage of flexible SpRs in England increased from 389 (3.5%) in 1995 to 1067 (8.4%) in 2001. ⋯ The rate slowed in 2001 and fell in three regions, suggesting a possible adverse effect of the New Pay Deal for junior doctors. Substantial geographical and specialty inequities in access to flexible training appear to exist. If skills and talents of female doctors required to achieve the medical workforce needed in the future are to be retained, these issues need to be urgently addressed.
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Physicians require good communication skills to develop effective patient-physician relationships. Externally funded international medical graduates (IMGs) move directly from their home countries to complete residency training at the University of Ottawa, Canada. ⋯ There was a high degree of consensus amongst all participants concerning specific educational needs for communication skills and training issues related to the healthcare system for externally funded IMGs. Specific recommendations include (1) English-language skills; (2) how to get things done in the hospital/healthcare system; (3) opportunities to practise specific skills, e.g. negotiating treatment, (4) adequate support system for IMGs; (5) faculty and staff education on the cultural challenges faced by IMGs.