Junior Doctors' Handbook on the 2016 Contract
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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 -
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. -
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. -
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. -
Assisting International Medical Graduates Applying for Their First Post in the UK: What Should Be Done?
I PROFESSIONAL ISSUES Assisting international medical graduates applying for their first post in the UK: what should be done? Peter N Trewby Peter N Trewby ABSTRACT – The number of international medical The problem started around five years ago.1 MD FRCP, graduates (IMGs) passing the Professional and Remarkably, until then the supply of non-EU inter- Consultant Linguistic Assessment Board (PLAB) examination national medical graduates (IMGs) in the UK Physician, was six times greater in 2004 than in 2000.This approximately matched the number of available Darlington has resulted in unprecedented numbers of appli- junior posts. But no more. Since then there has been Memorial Hospital; cants for junior posts, with some attracting over Chair, RCP working a six-fold increase in the numbers of IMGs passing 1,000 overseas graduates. The Royal College of group on the Professional and Linguistic Assessment Board International Physicians working group on IMGs was estab- examination (PLAB), with 6,392 passing in 2004, Medical Graduates lished in 2004 to address the problems that face compared to 1,120 in 2000 (Fig 1). The reasons are newly qualified IMGs. The group has ascertained not entirely clear. The Department of Health’s (DH) Clin Med and now publishes current levels of competition overseas recruitment campaign for senior doctors, 2005;5:126–32 for junior posts in order to inform overseas grad- the opening of the General Medical Council’s (GMC) uates of the levels of competition they are likely PLAB examination centre examining up to 10,000 to encounter. The group is seeking ways of candidates per year, and the favourable pay and con- selecting applicants when such large numbers ditions of UK junior doctors compared to those over- apply for posts and is looking at ways of seas may all have played a part. -
Medical Practitioner / Doctor / Consultant
Internal Caseworker Guidance MEDICAL PRACTITIONER / DOCTOR / CONSULTANT BACKGROUND INFORMATION Medical Practitioners, also known as Doctors or Consultants, are responsible for the diagnosis, care and treatment of illnesses, diseases, infections and well- being of their patients. Doctors tend to work in a variety of settings such as: • In a hospital • As a family Doctor (GP) • In public sector organisations such as the prison service • In universities and research organisations • In the armed forces • In private practice Additionally, a Doctor who works in a hospital can choose to specialise in particular areas, such as: • Histocompatability • Psychiatry • Paediatrics Or in surgery: • Cardiothoracic • Trauma • Orthopaedics INDUSTRY REQUIREMENTS In order to work as a Doctor in the UK health service, an individual needs to have an acceptable Primary Medical Qualification (PMQ) and to be registered with the General Medical Council (GMC). Full details of what currently constitutes an acceptable PMQ can be found on the GMC’s website at http://www.gmc- uk.org/doctors/join_the_register/registration/acceptable_primary_medical_qualific ation.asp Graduation from medical school is followed by a two-year Foundation Programme. This combines the training for what has previously been known as the Pre-Registration House Officer (PRHO) grade with the first year of training for the Senior House Officer (SHO) grade. Successful candidates, at the end of year one (known as F1), satisfy the requirements for full registration with the GMC. Archived Medical Practitioner / Doctor / Consultant 1 April 2008 Version 1.0 Final Internal Caseworker Guidance The second year of the Foundation Programme (F2) offers further placements and the chance to experience three or four other specialist areas. -
Patient Relationship: an Analysis of Communication Carol Ellis Ph
THE INTERNATIONAL JOURNAL OF COMMUNICATION AND HEALTH 2013 / No. 1 The Doctor and Medical Student’s Perspectives of the Doctor-Patient Relationship: An analysis of communication Carol Ellis Ph. D. School of Sociology, University College Dublin, Ireland [email protected]. Abstract This pilot qualitative study of the doctor and medical student’s perspective of the doctor-patient relationship has a specific focus on communication through analysis of their perspectives on communication, limitations, and stresses based on seven semi-structured interviews. The research identified an acceptance of patient empowerment, with homologised relationships, but time limitations hindered addressing the psycho-social issues of the patient. Notably emotional detachment and depersonalisation was favoured by the interviewees as the best mechanism to handle stress. The study identifies that even in the early stages of the life of the doctor the hospital environment causes stress and exhaustion. This highlights the need for alleviation of time pressures within the medical framework and that modern, integrated support and guidance is made available to doctors in order that stress does not impinge on the doctor-patient relationship. Key Words: Doctor-patient relationship, communication, stress, time limitations, depersonalization, empowerment Introduction culturally determined hierarchical biases and each medical In today’s economic climate there is much practitioner’s capacity to negotiate a high pressure working discussion around lack of resources, and as environment. healthcare represents one of the largest expenditures in the world for governments, where the National Communication Health Service (NHS) accounted for just over 8 Patient satisfaction is achieved through the percent of the UK GDP in 2010 and in Ireland the communication behaviours of doctors; their dominance, Health Service Executive (HSE) 9.2 percent (OECD concern about the psycho-social issues of the patient, Health Data 2012). -
Do You Know Who Is Treating You? a Patients Guide to Doctors in Training 30/03
Do you know who is treating you? A patient’s guide to doctors in training March 2010 previous | next | contents | print | exit Contents Foreword 04 A few key facts about doctors in training 06 Who is treating me? 07 Doctors in training: who you might meet 08 Finding out about the doctor treating you 12 How to get involved in training 15 About this guide 17 previous | next | contents | print | exit “A long overdue guide, telling patients and the public what they need to know about doctors in training.” Professor Sir Neil Douglas Chairman, Academy of Medical Royal Colleges previous | next | contents | print | exit Doctors in training have always Patients tell us that they are Foreword played a crucial role in the NHS. happy to be treated by doctors They join the NHS after university in training but want reassurance and begin the long journey to that doctors are appropriately becoming GPs, consultants or trained and supervised. This specialty doctors. They learn guide sets out what patients and by treating patients as well as the public need to know about from formal education. Without doctors in training. It explains these doctors in training, the NHS how trainee doctors start by would not be able to continue. typically undertaking a five year In recent years, doctors’ roles degree, followed by a two-year and training have changed Foundation Programme before to improve the quality of care moving into specialty training. they provide. However, some patients tell us that they do not understand the training path for doctors or what doctors’ new job titles mean.