The Australian and New Zealand Journal of Psychiatry
Successive cohorts of interns assigned to a Sydney teaching hospital since 1987 were interviewed at the beginning and end of their intern year to document factors influencing career choice and psychological morbidity, with comparisons between the graduates of the three NSW medical faculties. Intellectual challenge and altruism were the two most reported motivating factors in choosing Medicine. Many interns expressed regret at their career choice. Apart from anger, self-reported psychological morbidity during internship was low.
We designed a public service and educational program to aid children and families coping with chronic illness and to augment medical student education. Medical students developed relationships with chronically ill children and families based on the Big Brother-Big Sister program model. In addition, students attended bimonthly seminars on childhood chronic illness and family dynamics. Medical students learned about the psychosocial aspects of illness through these relationships and reported that the program contributed to their sense of worth as caregivers.
American Journal of Physical Medicine & Rehabilitation
A 12-item questionnaire modeled after the one prepared by the American Board of Internal Medicine dealing with professionalism was distributed to 122 physiatry residents representing six training programs, of whom 59% (72) responded. The mean item score on the survey was 7.7 (SD = 1.0) on a scale from 1 to 10, where 10 represents the highest level of professionalism. The internal reliability of the questionnaire was found to be satisfactory (Cronbach's alpha = 0.75). A factor analysis of the questionnaire items resulted in three factors explaining 64% of the variance.
Academic Emergency Medicine: Official Journal of the Society for Academic Emergency Medicine
Professional skills, which include communication, compassion, honesty, integrity, altruism, service, commitment, suspension of self-interest, commitment to excellence, authority, and accountability, are essential skills that should be taught during residency. A variety of approaches can be used, which include didactic teaching, bedside teaching, leadership, evaluation, and individualized mentorship. Deficiencies in professional skills should be identified early in the residency program, and should be addressed on an individual level.
Nigerian Journal of Medicine: Journal of the National Association of Resident Doctors of Nigeria
BACKGROUND: Postgraduate medical training in Nigeria has been in dire straits for about two decades now. That it has continued to survive, is a tribute to the average resident doctor who has become immunized, and who has grown a thick skin of armour, as well the spirit of altruism of the medical teachers--consultants (young and old), who despite odds, have kept their focus clear, above the murky waters of national distraction and daunting socio economic challenges. METHOD: A review of relevant literature on medical education in Nigeria was undertaken by manual library search.
Medical professionalism is deeply embedded in medical practice in the UK but, with changes in the modern healthcare climate, its nature and role have been increasingly challenged. The Royal College of Physicians (RCP) therefore convened a working party to consider the concept of medical professionalism, to clarify its value and purpose, and to define it. As part of this project, the RCP Trainees Committee was commissioned to survey trainees to obtain their views on the matter.
The Journal of Family Planning and Reproductive Health Care
OBJECTIVES: To discover what motivates patients who agree to doctors on postgraduate clinical training attachments being involved in their care; to explore potential negative effects on patients; and to consider how the experience could be improved for the patient. METHODS: Questionnaire survey of 103 female family planning clinic (FPC) patients. Patients were recruited from the waiting room of a community FPC.
BACKGROUND: Teaching professionalism effectively to fully engaged residents is a significant challenge. A key question is whether the integration of professionalism into residency education leads to a change in resident culture. METHODS: The goal of this study was to assess whether professionalism has taken root in the surgical resident culture 3 years after implementing our professionalism curriculum.