DOCSLIB.ORG

Medical Careers – an Overview

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Medical Careers – an Overview MEDICAL CAREERS – AN OVERVIEW ELAINE DENNISS MEDICAL CAREERS CONSULTANT Key Messages • Careers support is available to you throughout your course • Where and when you can use careers support • Totally confidential – don’t have to be referred Why do Medical Students need Careers Advice? • Seems ironic that medial students would use Careers Advice • Medicine is a vocational course • Surely med students ‘know what they want to do – they want to be a doctors’ • Yes….but can be still be very useful How we can help • One-to-one careers guidance • Career events and talks • Personality and aptitude testing • CV advice and checking • Practice interviews • Skills workshops Which Medical Students seek Careers Advice? • Those who discover they hate Medicine • Those who find Medicine too difficult • Those who have ‘personal problems’ • Those who parents are doctors but who never really wanted to be a Medic themselves • Those who fail their exams • Those who aren’t coping • Those who want to drop out for other reasons • Those who want to earn more money as an Investment Banker Common Questions • Other students on my course seem to be doing lots of extra things (research, leading societies, student reps etc). Should I be doing the same? • How can I gain research experience? • I’m interested in working in global health when I qualify. How can I get experience? • I’m not sure medicine is for me. Can I take a year out to gain experience in other fields/work overseas etc. • I’m not sure medicine is for me. What else can I do with a medical degree? • I’m interested in doing my training in the US. What do I need to do? • What can I be doing to improve my chances of getting my top choice of Foundation School? • Can I take a year out before starting my Foundation Training? • What can I be doing to improve my chances of securing an Academic Foundation Programme (ACP) • I’m not sure which course to choose for my intercalated BSc – can you help? • I don’t know which speciality I want to go into. Should I be worried about this? • How will I select my jobs (rotations) on the Foundation Programme? • Which elective should I choose? UCL CAREERS SERVICE Basic Medical Career Structure MBBS Degree time out, non out, time Less than FT training, training, FT than Less Foundation Programme (2 years) Other Academic Foundation Programme (2 years) Options: GMC registration after F1 - training careers training Academic Specialty training – uncoupled, run-through Medicine Core specialty training Higher specialty training Medical GP Training Education Academic Fellowship Programme Work CCT Overseas Research Senior medical posts Specialty Training Pathway Consultant Certificate of Completion of Training (CCT) Entry onto Specialty Register Specialty Registrar (SpR) Completion of College Membership Exams ST4-7/8 (usually by ST4) Senior House Officer or GPST Completion of College Membership Exams ST1-3 (CT1-3) Parts 1 (and 2) FY2 Full GMC Registration FY1 Provisional GMC Registration Completion of MBBS Core Specialty Training • Core Medical Training (2 years) • Core Surgical Training (2 years) • Psychiatry (CT1 – CT3) (Acute Care Common Stem – ACCS) (3 years) • Acute Medicine (from ACCS and CMT) • Anaesthesia • Emergency Medicine • Intensive Care Medicine (from ACCS, CMT, Anaesthesia core training) Run Through Specialities • Chemical pathology • Clinical radiology • Emergency Medicine (new initiative) • General Practice • Histopathology • Medical microbiology/virology – microbiology • Medical microbiology/virology – virology • Neurosurgery • Obstetrics & Gynaecology • Paediatrics • Public Health Shape of Training (Greenaway Report) Patients and the public need more doctors who are capable of providing general care in broad specialties across a range of different settings. This is being driven by a growing number of people with multiple co-morbidities, an ageing population, health inequalities and increasing patient expectations. We will continue to need doctors who are trained in more specialised areas to meet local patient and workforce needs. Postgraduate training needs to adapt to prepare medical graduates to deliver safe and effective general care in broad specialties. Medicine has to be a sustainable career with opportunities for doctors to change roles and specialties throughout their careers. Local workforce and patient needs should drive opportunities to train in new specialties or to credential in specific areas. Doctors in academic training pathways need a training structure that is flexible enough to allow them to move in and out of clinical training while meeting the competencies and standards of that training. Full registration should move to the point of graduation from medical school, provided there are measures in place to demonstrate graduates are fit to practise at the end of medical school. Patients’ interests must be considered first and foremost as part of this change What I wish I’d known on my first day at Med School…. What I wish I’d known on my first day at Medical School…. • ‘The most important thing I can think of is the need to start thinking about careers and what you want to do after you qualify. It is quite easy to drift through the 5 years of medical school without thinking about it, and then suddenly realise at the end of it that you are being rushed into making a crucial decision that will affect the rest of your life. F2 Doctor • ‘The era of floating around as a junior doctor in different specialities for a few years before taking a final decision has long gone. Important decisions have to made very soon after qualifying.’ F1 Doctor • ‘Talk to doctors in different specialties about what they do and try to gain as much experience as you can in various different fields as a student. Think about what you want to do- both in medicine and in life in general, as your medical career will have a huge impact on how you live.’ Year 5 Medical Student How we can help • One-to-one careers guidance • Career events and talks • Personality and aptitude testing • CV advice and checking • Practice interviews • Skills workshops Where we are • 4th Floor, ULU Building, Malet Street • Mon – Thu 9:30 – 5 pm; Fri – 11 am – 5 pm • [email protected] • 020 7866 3600.
Load more

Recommended publications
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Clinical for Dying Patients
    J R Coll Physicians Edinb 2010; 40:13–8 Paper doi:10.4997/JRCPE.2010.104 © 2010 Royal College of Physicians of Edinburgh Educational needs of foundation doctors caring CLINICAL for dying patients GT Linklater Consultant in Palliative Medicine, NHS Grampian, and Foundation Programme Director, North of Scotland Deanery, NHS Education Scotland, UK ABSTRACT The aim of this study was to identify the educational needs of year one Correspondence to GT Linklater, North of Scotland foundation doctors caring for dying patients. A postal Roxburghe House, Ashgrove Road, questionnaire approach was used. The results from the questionnaire (79/132 Aberdeen AB25 2ZH, UK respondents) confirmed that year one foundation doctors are frequently exposed tel. +44 (0)1224 557057 to patient death, with 61% finding their most memorable patient death to be e-mail [email protected] emotionally distressing. A quarter (26%) of respondents had recent experience of significant personal bereavement. Communicating with patients and relatives at the end of life, concerns about overtreatment and lack of senior support were highlighted as particularly difficult issues. Educational needs of the foundation doctors were identified, emphasising the importance of emotional, analytical and personal competencies. KEYWORDS Competencies, death, junior doctors, support Declaration OF INTERESTS No conflict of interests declared. More than 50% of all deaths in the UK happen in acute The aim of this study was to explore the experiences of hospitals.1,2 At any one time it is estimated that at least 12% junior doctors looking after dying patients, with a view of all hospital inpatients have ‘advanced disease’ (prognosis to developing an educational intervention that would less than three months) and that up to 86% of all deaths address any identified educational needs.
    [Show full text]
  • Career Profiles
    Faculty of Public Health Career Profiles A collection of career profiles from a range of public health specialists Complied by Specialty Registrar Committee of the Faculty of Public Health 2nd Edition - June 2016 Faculty of Public Health: Career Profiles, 2nd Edition (2016) Introduction Welcome to the second ‘Career Profiles’ document produced by the Faculty of Public Health Specialty Registrars Committee (FPH SRC). Thank you to all who have taken the time to contribute to this document; senior public health colleagues for reflecting on their careers to date and providing valuable advice, and the regional SRC representatives who nominated senior colleagues and collated profiles. This document aims to capture a small selection of career stories from senior public health colleagues working in a broad range of roles across the UK, in all devolved nations and including Defence Medical Services, dental public health and academia. Each profile offers a unique perspective and astute reflection – I have thoroughly enjoyed reading them all. The first Career Profiles document was compiled in 2013 as part of the on-going SRC workforce development and planning workstream. It aimed to be a reference for those in, or interested in, public heath training to inspire, inform, connect, and reflect the broad training career profiles of senior public health colleagues. This second collection of Career Profiles continues the same theme and aims to reflect senior roles across the current public health landscape and health and care system. Enactment of the Health and Social Care Act 2012 saw many changes for public health in England including the transition from the NHS to local government and the creation of Public Health England.
    [Show full text]
  • View This Issue As A
    FYi summer 09:FYI DPS 7/8/09 17:18 Page 1 FYi ISSUE 03 READYFOR ANYTHING THE CHALLENGE OF EMERGENCY MEDICINE FYi summer 09:FYI DPS 13/8/09 10:58 Page 2 02 FYi • Welcome • News Now tidy your room! IT’S widely accepted as being part of the job description for students to have messy rooms and play loud music. But it seems certain medical schools are taking a dim view of some of the more minor antics of their students by threatening GMC-style fitness-to-practise hearings for those who set off fire alarms or disturb the neighbours with their choice of tunes. The hearings are normally reserved for addressing serious breaches by dangerous individuals who have put patients’ lives at risk. But the BMA’s medical students’ committee has heard of Welcome to your FYi some students being disciplined for trivial matters like untidy halls of residence, parking violations and failure to fill out TALKING TO PATIENTS IS A SKILL at a related issue – clinical optional feedback forms. often taken for granted in medical guidelines and their relevance in The news, which was highlighted at the BMA's annual training. In the past, doctors were determining medical negligence. representatives meeting, has caused alarm amongst student encouraged to focus largely on Is guidance from bodies such as representatives who say would-be doctors must not be treated clinical aspects of medicine NICE or SIGN legally binding? unfairly. Those hauled in front of a hearing face having a black rather than on honing their On page 10, Peter Nelson, mark against their name which can cast a shadow over their communication and consultation who teaches ethics at St whole medical career.
    [Show full text]
  • Terms and Conditions of Service NHS Medical and Dental Staff 2002
    Terms and Conditions of Service NHS Medical and Dental Staff (England) 2002111 September 2002 Version 2 - 1 December 2002 Version 3 - 10 January 2003 Version 4 - 6 February 2004 Version 5 - 17 February 2005 Version 6 - 1 June 2005 Version 7 - 1 March 2007 Version 8 - 30 July 2007 Version 9 - 31 March 2008 Version 10 - 31 March 2013 Versions 1-9 were published as the National Health Service Hospital Medical and Dental Staff and Doctors in Public Health Medicine and the Community Health Service (England and Wales) Terms and Conditions of Service CONTENTS Subject Paragraphs Introduction ………………………………………………………………………..……… i - xii Rates of Pay……………………………………………………………………………….. 1-2 Appointment to, and Tenure of, Posts ………………………………………………….. 3 - 12 Basis of Contract ……………………………………………………………………….. 13 - 26 Contractual Duties of Practitioners ……………………………………………………. 30 - 38 Payment of Fees: Doctors in Public Health Medicine and the Community Health Service……………………………………………………………39 Private Practice …………………………………………………………………… 40 - 43 Clinical and Senior Clinical Medical Officers: Additional Work………………………. 44 Medical Superintendents and Deputy Medical Superintendents…………………… 49 Chief Officers of Health Authorities…………………………………………………….. 50 - 51 London Weighting Allowance…………………………………………………………….. 55 - 60 Part-time Appointments …………………………………………………………… 61 - 69 Job-Sharing………………………………………………………………………………. 70 Multiple Appointments…………………………………………………………………….. 71 - 76 Teaching and Research………………………………………………………………….. 78 - 86 General Practitioner Hospital Units………………………………………………………
    [Show full text]
  • Making the Most out of the Gold Guide Recruiting Psychiatrists
    Columns Correspondence Nurse prescribing is a contentious issue Brown (2000) and Sembhi & Livingstone students (Brockington & Mumford, 2002). (Psychiatric Bulletin, April 2008, 32,136- (2000). The assessment seeks clear Earlier studies showed that postings in 139). Although the benefits of a multi- evidence and proof of achievement in psychiatry can positively influence columns disciplinary approach to prescribing both performance (workplace-based students’ attitudes and knowledge about cannot be overstated, there are two assessments) and experience (log book, the specialty. We conducted a pilot study potential problems. The main pitfall is the audit and research). Based on this, the to examine the influence of a posting in discrepancy between ability and expecta- trainees’ future needs can be identified psychiatry on the career plans of medical tion. Prescribing medication without (annual planning). students (Holmes-Peterson et al,2007; knowledge of physiology and pharma- The annual review of competence Cutler et al, 2006). Third-year students cology is a recipe for disaster. Years of progression appears a well-considered (n=72) in Singapore filled out a 30-item medical school training coupled with plan. However, there are some inherent self-report survey after their 4-week hands-on experience cannot be matched difficulties in its implementation, particu- clinical posting in psychiatry. The ques- by training through prescribing courses. larly in psychiatry. For the specialty trainee tionnaire examined the preferred specialty The second equally important issue is year 4, identifying educational supervisor before entering medical school, the related to psychiatric training for junior other than a clinical one has been an change in attitude towards psychiatry doctors.
    [Show full text]
  • Career Opportunities in the Smaller Medical Specialties
    I EDITORIALS Career opportunities in the smaller medical specialties Alistair McIntyre Alistair McIntyre Choosing a specialty in which to build a career has required to offer emergency support. Consultant BSc MD FRCP, always been difficult. In the past the ability to rotate appointments occur relatively rarely in these special- Director of the through a variety of senior house officer posts per- ties and this appears off-putting, but numbers are Medical Workforce mitted variable delay until an appropriate specialty appropriate for the number of trainees so prospects Unit (August was identified and successful application made. In are usually excellent. Career advisers, consultant 2004–August medicine the achievement of MRCP(UK) and the mentors and junior doctors should be aware of these 2008), Royal first, usually general, medical registrar job led to a fur- specialties when considering a career choice. College of Physicians; ther decision on which of the specialties should be Allergists deal with the very broad spectrum of Consultant chosen. The increasing number of medical graduates allergic disease from drug, food and venom allergy Gastroenterologist, coming through for a limited number of training and idiopathic anaphylaxis to the many organ-based Wycombe Hospital posts, some of the constraints in the initial introduc- allergic diseases such as eczema, rhinitis and asthma. tion of Modernising Medical Careers (MMC), and the Audiovestibular physicians diagnose and manage Clin Med Medical Training Application Service debacle in 2007 hearing and balance disorders arising not only from 2009;9:10–11 brought the choosing of a specialty into much more ear pathology but also presenting as a symptom of a focus.
    [Show full text]
  • NHS Training Grades 1948-2005
    NOMENCLATURE & GRADING DOCTORS 1948 - 2012 NHS TRAINING GRADES: 1948-2005 Pre-registration house officer (PRHO): also termed ‘House Physician when working in a medical specialty and House Surgeon in a surgical specialty. Where the PRHO works with an SHO (see below) the former is sometimes casually referred to as ‘Junior house officer’ but this is not a recognised official term. Mean age 23-24. Immediately after obtaining a medical degree, medical students are appointed as a PRHO. Each post is for 6 months and is normally in general medicine or general surgery (although there are a few exceptions – eg PRHO in general practice). These doctors are not fully registered with the General Medical Council (GMC) so not allowed to practice any form of medicine outside the post to which they were appointed. They are first-on-call on their hospital team and work only under close supervision by the more senior members of the team. Senior House Officer (SHO): After 12 months as a PRHO, doctors register with the GMC and can apply for SHO posts. These are normally for 12 months (sometimes 6 months) and can be in any of the medical, surgical or laboratory specialties. They provide basic clinical training; an individual doctor may undertake as many SHO posts as they wish, in a single or in different specialties, usually while studying for higher examination(s). Those intending to become general practitioners spend 2 years in such posts; for intended hospital consultants this might stretch to 3 or more years. In University Hospitals, SHOs in general medicine and general surgery might have a PRHO working under them.
    [Show full text]
  • The Medical Registrar Empowering the Unsung Heroes of Patient Care
    The medical registrar Empowering the unsung heroes of patient care March 2013 The medical registrar Empowering the unsung heroes of patient care Ella Chaudhuri, Nicola C Mason, Sarah Logan, Nina Newbery and Andrew F Goddard on behalf of the Royal College of Physicians March 2013 The Royal College of Physicians The Royal College of Physicians plays a leading role in the delivery of high-quality patient care by setting standards of medical practice and promoting clinical excellence. We provide physicians across 30 medical specialties, with education, training and support throughout their careers. As an independent charity representing over 28,000 fellows and members worldwide, we advise and work with government, the public, patients and other professions to improve health and healthcare. Citation for this document: Royal College of Physicians. The medical registrar: empowering the unsung heroes of patient care. London: RCP, 2013. Cop yright Al l rights reserved. No part of this publication may be reproduced in any form (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner. Applications for the copyright owner’s written permission to reproduce any part of this publication should be addressed to the publisher. Copyright © Royal College of Physicians 2013 ISBN 978 1 86016 504 7 eISBN 978 1 86016 505 4 Royal College of Physicians 11 St Andrews Place Regent’s Park London NW1 4LE www.rcplondon.ac.uk
    [Show full text]