Do You Know Who Is Treating You? a Patients Guide to Doctors in Training 30/03
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VOTING with THEIR FEET Migrant Zimbabwean Nurses and Doctors In
Research Report No. 111 Rudo Gaidzanwa VOTING WITH THEIR FEET Migrant Zimbabwean Nurses and Doctors in the Era of Structural Adjustment Nordiska Afrikainstitutet Uppsala 1999 This report was commissioned and produced under the auspices of the Nordic Africa Institute´s programme on The Political and Social Context of Structural Adjustment in Sub-Saharan Africa. It is one of a series of reports published on the theme of structural adjustment and socio-economic change in contemporary Africa. Programme Co-ordinator and Series Editor: Adebayo O. Olukoshi Indexing terms Medical personnel Labour migration Structural adjustment Zimbabwe Language checking: Elaine Almén ISSN 1104-8425 ISBN 91-7106-445-1 © the author and Nordiska Afrikainstitutet 1999 Printed in Sweden by Motala Grafiska 1999 Contents Introduction...............................................................................................................................5 Aim and Objectives................................................................................................................9 Literature Review ..................................................................................................................10 The History of the Modern Medical Profession in Zimbabwe...........................15 Methodology ...........................................................................................................................26 Preliminary Observations from the Data Collection Process..............................29 Analysis of Research Findings.........................................................................................33 -
GP Clinical Supervision Handbook Foundation Programme Training In
GP Clinical Supervision Handbook Foundation Programme Training in General Practice A Guide for: The Development of GP Educators Health Education England Kent, Surrey & Sussex working with South Thames Foundation School HEE KSS - CS Educator Handbook – v5 Page 1 of 63 September 2018 Contents Glossary of Terms 3 Introduction 4 Background 5 Key Themes 5 The Curriculum for Foundation Doctors 8 Assessment of Foundation Doctors 9 The Foundation Year 2 Doctor in Practice 10 Non-standard Foundation programme Year 2 Rotations 13 FY2 Performance Concerns 13 The End of the Rotation 14 Key Personnel involved in the Foundation Programme 14 FY2 Clinical Supervisor – Criteria for Application 16 FY2 Clinical Supervisor – Educator Pathway FAQs 17 The GP Educational Pathway - Flowchart 19 The Competences of a GP Educator 20 Equal Opportunities & Diversity Training 22 Postgraduate Certificate for Medical Educators 22 The GP Educator Portfolio 23 Temporary Abeyance of Approval 24 The Foundation Programme Doctor – FAQ’s 25 End of Placement 28 Appendix 1 – HEE Kent Surrey & Sussex – Key Personnel 29 Appendix 2 – Overview of the FY2 Curriculum 31 Appendix 3 – Possible Teaching Topics for CS, FY2 Weekly Tutorials 33 Appendix 4a, 4b & 4c – Single Employer Honorary Educational Contract 34 Appendix 5a & 5b – GP Peer Educational Review & PDP (including competencies) 41 Appendix 6 – HEE KSS Educator Pathway - Application Form links 53 Appendix 7 – CS & Practice Visits – Initial Approval Re-Approval & Solo Visits 58 Appendix 8 – Practice Approval , CS Approval and -
MEDICAL PRACTITIONERS 2 Hospital Staff the People Who Work
MEDICAL PRACTITIONERS 2 Hospital Staff The people who work in any type of workplace, including hospitals, are called the staff. The medical staff in a British hospital belong to one of four main groups: • A pre-registration house officer (PRHO), or house officer, is a newly graduated doctor in the first year of postgraduate training. After a year, he or she becomes a registered medical practitioner. In the current system of training, the Foundation Programme, the name for these junior doctors is Foundation Year 1 doctor (FYI). • A senior house officer (SHO) is in the second year of postgraduate training. The title is now Foundation Year 2 doctor (FY2), but the old terms senior house officer and SHO are still used. • A specialist registrar (SpR) is a doctor who has completed the Foundation Programme, and is training in one of the medical specialties. There are also some non-training registrars -- doctors who have completed their training but do not wish to specialize yet. • A consultant is a fully qualified specialist. There may also be some associate specialists – senior doctors who do not wish to become consultants. In addition, there is at least one medical (or clinical) director, who is responsible for all of the medical staff. Medical Teams Consultant physicians and surgeons are responsible for a specific number of patients in the hospital. Each consultant has a team of junior doctors to help care for those patients. In many hospitals, there are multidisciplinary teams which consist not only of doctors but also of physiotherapists and other allied health professionals. When patients enter- or are admitted to –hospital, they are usually seen first by one of the junior doctors on the ward where they will receive treatment and care. -
Junior Doctors' Handbook on the 2016 Contract
Junior doctors’ handbook on the 2016 contract A guide to the new 2016 terms and conditions of service for doctors and dentists in training in England April 2021 Version 2.0 British Medical Association bma.org.uk British Medical Association Junior doctors’ handbook on the 2016 contract Contents 1. Introduction ...........................................................................................................................................................2 2. Training appointments and educational approval .................................................................................3 3. Learning and development .............................................................................................................................5 4. Recruitment to specialty training – advice for applicants ..................................................................7 5. Contracts of employment ................................................................................................................................9 6. Pay ........................................................................................................................................................................... 13 7. Work Scheduling ............................................................................................................................................... 24 8. Hours of work and WTR ................................................................................................................................... 31 9. Exception -
The Millennial Doctor – a Blue Collar Worker?
Future Hospital Journal 2017 Vol 4, No 1: 45–8 COMMENT T h e m i l l e n n i a l d o c t o r – A b l u e c o l l a r w o r k e r ? A B Authors: O r o d O s a n l o u a n d R i c h a r d H u l l The face of medical training has transformed over the last highest quality of care as part of an experienced consultant-led two decades. This has impacted education and training, firm. The loss of this ‘firm’ structure is significant because, work ethic and pride within the profession. There are serious within teams, doctors were nurtured and a work ethic concerns that rigid working hours, shift systems, erosion of developed that created professionals with integrity, compassion, team-working (with all of the implications this carries for the altruism and commitment to professional development. We risk ABSTRACT essential ‘apprenticeship’ of postgraduate medical training) accepting competence rather than excellence; a generation of and repeated political interference will transform the millennial doctors stifled by protocols, unable to innovate and discouraged doctor into a ‘blue collar’ worker. Morale is at an all-time from asking ‘why’ in the effort to change practice for the better. low and more needs to be done to support and value junior To quote Sir John Tooke in his 2008 Modernising Medical doctors, raise awareness of work-life balance issues and improve Careers (MMC) enquiry report, ‘put simply “good enough” working lives. -
Are Junior Doctors Competent in Providing Effective Feedback to Medical Students?
Advances in Medical Education and Practice Dovepress open access to scientific and medical research Open Access Full Text Article LETTER Are junior doctors competent in providing effective feedback to medical students? Elliott Yann Ah-kee1 Dear editor Aamir Asif Khan2 Effective feedback is widely recognized as one of the main catalysts for learners to 1Monklands Hospital, Airdrie, North achieve their educational goals and fulfill their potential. Its crucial role in medical Lanarkshire, UK; 2Glasgow Royal education has been well established over many years.1 However, previous studies of Infirmary, Glasgow, Scotland, UK medical student perceptions show that they are dissatisfied with the feedback received from tutors. The key findings were the lack of feedback on medical students’ perfor- mances or inadequate feedback when provided.2,3 In the UK, provisionally registered doctors (foundation doctors in their first year of training following graduation) are expected by the General Medical Council to teach medical students. In addition, they should also “contribute to the appraisal, assessment or review of students and colleagues”.4 One of the main issues expressed by medi- cal students is the lack of feedback as mentioned. Foundation doctors often ask for formal feedback from the medical students they teach in order to collect evidence to fulfill teaching requirements of the training program. However, in many cases, feedback to medical students is not always forthcoming and this can potentially hinder their educational development. In addition, literature on the quality of feedback provided by junior doctors is scarce. This raises an important question: are junior doctors competent in giving effective feedback? As junior doctors with an interest in medical education, we believe that there is a lack of formal training on how to provide effective feedback, within the UK undergraduate curriculum. -
Association of Clinical Pathologists
The Bulletin of The Royal College of Pathologists Number 163 July 2013 In this issue The Royal College of Pathologists Everything you wanted to know about your new Pathology: the science behind the cure consultant post but were afraid to ask Voice recognition in histopathology: pros and cons Public Engagement Innovation Grant Scheme www.rcpath.org/bulletin Subscribe to the Bulletin of The Royal College of Pathologists The College’s quarterly membership journal, the Bulletin, is the main means of communications between the College and its members, and between the members themselves. It features topical articles on the latest development in pathology, news from the College, as well as key events and information related to pathology. The Bulletin is delivered free of charge to all active College Members, retired Members who choose to receive mailings and Registered Trainees, and is published four times a year, in January, April, July and October. It is also available for our members to download on the College website at www.rcpath.org/bulletin The subscription rate for libraries and non-members is £100 per annum. To subscribe, contact the Publications Department on 020 7451 6730 or [email protected] Sign up today and keep up to date on what goes on in the world of pathology! The Royal College of Pathologists 2 Carlton House Terrace, London SW1Y 5AF telephone 020 7451 6700 email [email protected] website www.rcpath.org President Dr Archie Prentice Vice Presidents Dr Bernie Croal Dr Suzy Lishman Professor Mike Wells Registrar Dr Rachael -
Enhancing Beneficial Competition in the Health Professions 2004
Enhancing Beneficial Competition in the Health Professions 2004 The OECD Competition Committee debated Enhancing Beneficial Competition in the Health Professions in October 2004. This document includes an executive summary and the documents from the meeting: an analytical note by Mr. Sean Ennis of the OECD, written submissions from Denmark, the European Commission, Germany, Hungary, Ireland, Italy, Japan, Korea, Mexico, the Netherlands, Norway, Switzerland, Turkey, and the United States, as well as an aide-memoire of the discussion. Restrictions on entry into the health professions serve the important purpose of protecting consumers from unqualified health care practitioners. However, sometimes the restrictions go too far. The limits on entry to a profession govern the qualifications and skills of practitioners as well as, occasionally, the quantity and geographic locations of practices. These limits may be excessive, overly restricting competition and raising healthcare costs. Para-professionals and alternative professionals are often unduly restricted in both the types of work that they can perform and in their freedom to operate in an autonomous or semi-autonomous environment. Sometimes these restrictions are created by the professionals with whom the paraprofessionals would partially compete. Health related products, such as eyeglasses, contact lenses, hearing aids, non-prescription drugs and dentures, are sometimes made unavailable unless consumers have first undergone tests that are not directly related to the provision of the product or unless they purchase products from specific suppliers. Professional associations often introduce rules that govern the commercial behaviour of members but do not protect consumers. Rather, such restrictions raise prices to consumers and increase profits for providers. -
Impact of Changes on Junior Doctor Rotas and Training
Impact of changes on junior doctor rotas and training South West Senate: Question-12: Q: Describe the model of the potential impact of changes at CGH on junior doctor supervision, training and rotas and the accreditation of these posts. Engagement with Deanery regarding the full scope of the proposed changes would be helpful to demonstrate given the reference to concerns with surgical trainees Engagement with the Deanery The overarching concerns from trainees are that historically there was a significant imbalance between CGH and GRH in surgical workload and opportunity. This meant less than ideal training experience for surgeons on either side – too much emergency work in GRH to get to theatre and too little surgical experience in CGH for the number of trainees placed there. Part of the aim of the EGS reconfiguration is to better manage the emergency workload and even out the opportunities for specialist surgical experience. The surgical clinical tutor and deanery representative have been in contact with the training programme director for surgery to discuss how we are responding to the concerns raised. Further work is ongoing with the Director of Medical Education, Training programme directors and Clinical Tutors to review the training opportunities that the future configuration of services and will provide. This will then be shared and discussed with the Programme Directors and Heads of School for Medicine and Surgery. General advice from the Deanery: It is important to maintain foundation trainee post numbers across the trust and all the work schedules for posts affected will be reviewed to ensure suitable learning opportunities are still open to them. -
Junior Doctors Network Newsletter Issue 22 June 2021
Junior Doctors Network Newsletter Issue 22 June 2021 JUNIOR DOCTORS NETWORK empowering young physicians to work together towards a healthier world through advocacy, education, and international collaboration Published by the Junior Doctors Network of the World Medical Association The information, perspectives, and opinions expressed in this publication do not necessarily reflect those of the World Medical Association or the Junior Doctors Network. WMA and WMA-JDN do not assume any legal liability or responsibility for the accuracy, completeness or usefulness of any information presented. ISSN (print) 2415-1122 ISSN (online) 2312-220X Junior Doctors Network Newsletter Issue 22 June 2021 Junior Doctors Leadership 2020-2021 SOCIO-MEDICAL CHAIR DEPUTY CHAIR SECRETARY AFFAIRS OFFICER Dr Yassen Tcholakov Dr Julie Bacqué Dr Wunna Tun Dr Manon Pigeolet Canada France Myanmar Belgium EDUCATION MEDICAL ETHICS MEMBERSHIP PUBLICATIONS DIRECTOR OFFICER DIRECTOR DIRECTOR Dr Uchechukwu Arum Dr Lwando Maki Dr Lyndah Kemunto Dr Helena Chapman Nigeria/United Kingdom South Africa Kenya Dominican Republic COMMUNICATIONS IMMEDIATE PAST DIRECTOR CHAIR Dr Chukwuma Dr Maki Okamoto Oraegbunam Japan Nigeria Page 2 Junior Doctors Network Newsletter Issue 22 June 2021 Editorial Team 2020−2021 Dr Victor Animasahun Dr Nishwa Azeem Dr Sejin Choi Dr Ricardo Correa Nigeria Pakistan Republic of Korea Panama/United States Dr Giacomo Crotti Dr Suleiman A. Idris Dr Mashkur Isa Dr Jooyoung Moon Italy Nigeria Nigeria/United Kingdom Republic of Korea Dr Vandrome Nakundi Dr Mellany -
Junior Doctor Contract
JUNIOR DOCTOR CONTRACT Mrs Paula Eyre, Head of Medical HR Dr Guy Veall, Guardian of Safe Working Hours Why change? All parties (BMA, DH, NHS) agreed that the current (New Deal) contract was no longer fit for purpose: – Safety: does not support safe working practices – Training: does not support the educational and training needs of doctors – Pay: has perverse incentives that do not recognise or effectively reward hours being worked or the intensity of work being done. A new contract needed to be introduced that was safe, fair and effective for both doctors and employers. PROUD TO MAKE A DIFFERENCE SHEFFIELD TEACHING HOSPITALS NHS FOUNDATION TRUST Limitations of the New Deal contract 2002 • BMA and DDRB thought basic pay was too low compared with other graduates. • Perverse incentive: breaching EWTD limits resulted in more pay. • Significant variation of individual earnings as a trainee moved between posts and placements. • Did not harmonise education, training, and service needs. • Pay progression was based on time served, instead of performance, competence, or responsibility. PROUD TO MAKE A DIFFERENCE SHEFFIELD TEACHING HOSPITALS NHS FOUNDATION TRUST New Contract Implementation Timeline • October 2016 - Transition to the new terms and conditions of service for: – ST3+ in obstetrics and gynaecology training programmes. • November – December 2016 (106 doctors) - Transition to the new terms and conditions of service for: – F1s (taking up next appointment) – F2 (taking up next appointment and sharing a rota with F1s) • February – April 2017 (34 doctors) - All grades taking up next appointments in: – Psychiatry – Pathology – Paediatrics – Surgical trainees (under JCST) – Any F2 and GP trainees at ST1/2 who share a rota with trainees above in this category. -
Broadening the Foundation Programme
Developing people for health and healthcare Broadening the Foundation Programme Recommendations and implementation guidance February 2014 BROADENING THE FOUNDATION PROGRAMME 2 BROADENING THE FOUNDATION PROGRAMME Contents Foreword 4 Introduction 5 Executive summary 6 Chapter 1: Background 12 Chapter 2: Methodology 21 Chapter 3: Overview of the evidence 24 Chapter 4: Recommendations 38 Chapter 5: Implementation 46 Appendix 1: Guidance for LETBs 50 Appendix 2: Guidance for LEPs 54 Appendix 3: Guidance for trainees 57 Appendix 4: Case study template 58 Appendix 5: Case studies 60 Appendix 6: Focus group evidence 89 Appendix 7: Literature review 92 Appendix 8: Department of Health MPET SLA 2012-2013 114 Appendix 9: The working groups 115 Appendix 10: Broadening the Foundation Programme – terms of reference 116 Appendix 11: Definition of terms 125 Appendix 12: Case studies and focus groups 128 Appendix 13: Physician associate posts in UK hospitals 129 Appendix 14: Bibliography 130 3 BROADENING THE FOUNDATION PROGRAMME Foreword With my many years of experience in the NHS, ranging from life as a frontline consultant to my current role as a Chief Executive, I have recognised the importance of having a flexible workforce, capable of meeting the needs of all our patients. I wholeheartedly support the recommendations in this report. As we move away from the historic paradigms of primary and secondary care settings, we need to ensure that the training of our doctors continues to be aligned to the needs of the patient. This means we need to train our doctors so that they are capable of working in different, innovative, integrated care settings.