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PubMed1992

A privately financed fellowship model for management training of physicians.

This paper describes the ongoing need for physician executives and reviews current opportunities for training physicians in management. The authors discuss existing sources of funding and highlight one management training program that uses various mechanisms of a new funding model that can increase the number and diversity of learning opportunities, not only in management but also in all disciplines where training traditionally has been underfunded. The basic mechanism of this new model is as follows: a privately funded program uses a locum tenens arrangement whereby a physician fellow works in a community-based private practice in order to produce both compensation for work done and funding for training at an academic institution. Finally, the authors suggest that academic institutions and managed care organizations might consider such a model as one means of using clinical income to expand management training within the contexts of their existing academic missions and patient care commitments.

Fellowships and Scholarships↗
PubMed1999

The financial impact of teaching surgical residents in the operating room.

BACKGROUND: There have been no published data regarding the cost of training surgical residents in the operating room. METHODS: At the University of Tennessee Medical Center-Knoxville, in addition to resident-performed teaching cases, some cases are performed without the assistance of residents by the same faculty. RESULTS: Sixty-two case categories involving 14,452 cases were compared for operative times alone. In 46 case categories (10,787 procedures), resident operative times were longer than faculty alone. In 16 case categories, resident operating times were shorter than faculty times. The net incremental operative time cost was 2,050 hours between July 1993 and March 1997. Assuming 4 years of operative training for 11 graduating chief residents, the cost per graduating resident was $47,970. CONCLUSION: Extrapolated to a national annual cost for the 1,014 general surgery residents who completed training in the 1997 academic year, the annual cost of training residents in the operating room is $53 million. This high monetary cost suggests the need for digital skills, selection criteria, the development of training curriculum and resource facilities, the pre-operating room need for suturing and stapling techniques, and perhaps the acquisition of virtual surgery training modules.

Costs and Cost Analysis↗
PubMed1981

The uses of hypnotherapy with learning disabled children.

Explored the impact of group hypnotic and self-hypnotic training on the academic performance and self-esteem of learning disabled (LD) children. Three hypnotic training sessions and instructions for 6 weeks of daily self-hypnotic practice that contained suggestions for imagery related to improvement in these areas were given to 15 children (12 males and 3 females, ages from 7 to 13), their reading teacher, and both their parents, and their responses were compared to a similar but untreated control group of 18. No overall differences were observed between groups. A multiple regression analysis revealed important predictors of self-esteem improvement for the experimental group. The child's hypnotic susceptibility score and self-hypnotic practice by children and parents were the most relevant. These LD children were at least as hypnotically susceptible as a normative sample. Hypnotherapy is seen as feasible in group administration by persons only moderately trained in hypnosis and of potential benefit to self-esteem improvement in LD children, depending on individual difference factors.

Adolescent↗
PubMed2005

[Questioning nursing education. A descriptive study].

There are only few published investigations on graduates of nursing training programs in the German speaking area. The aim of the reported descriptive study was to gain information on the professional and academic career of Schwesternschule der Universität Heidelberg (University of Heidelberg nursing school; USH) graduates. Former students of all courses from 1953 to 1998 were asked about their vocational and academic development after training, about the length of their professional career as well as about their personal motivation to apply for academic courses or to leave the nursing profession. Analysis of data shows that Heidelberg graduates tend to stay comparatively long in the nursing field and prove a remarkable tendency to participate in further education programs and academic courses. It will be examined to what extend this can be led back to the training at the USH. Furthermore it will be investigated in how far widespread myths and prejudices about the USH and its graduates can be confirmed or refuted by the data.

Curriculum↗
PubMed2005

Richard F. Edlich, MD, PhD: recipient of Distinguished Alumni Award from the University of Minnesota Medical Alumni Society.

On May 20, 2005, Dr. Richard F. Edlich, MD, PhD, was the recipient of the Distinguished Alumni Award from the University of Minnesota Medical Alumni Society. It is the purpose of this report to review his academic contributions, which have resulted in dramatic improvements in healthcare in our nation. Dr. Edlich began his general surgical training at the University of Minnesota under the guidance of his beloved mentor, Dr. Owen H. Wangensteen. During his 8-year surgical residency, Dr. Edlich spent 4 years in Dr. Wangensteen's multidisciplinary research laboratory. This unique research opportunity allowed him to initiate a wide variety of important clinical investigations involving the biology of wound repair and infection, the control of gastrointestinal hemorrhage, as well as the revascularization of the ischemic myocardium. After Dr. Edlich completed his 8-year surgical residency training, Dr. Wangensteen selected a 2-year plastic surgical residency at the University of Virginia Health Sciences Center for Dr. Edlich, which would allow him to complete his plastic surgical training. During his plastic surgical training and subsequent academic career at the University of Virginia, Dr. Edlich modeled his clinical and research training after that of Dr. Owen Wangensteen. Working with gifted scientists, Dr. Edlich championed the development of revolutionary advances in emergency medical care as well as burn care in our nation. He left the University of Virginia Health Sciences Center in 2001 to expand his research interest by participating in a unique multicenter evaluation of surgical products, to accept the special opportunity of being Editor-in-Chief of the Journal of Long-Term Effects of Medical Implants, and to assume a leadership position as Director of Trauma Research, Prevention and Education at Legacy Emanuel Hospital (Portland, Oregon). His academic journey that involves his beloved 2000 students is outlined in this report.

Awards and Prizes↗
PubMed1999

Junior doctors' views about careers in academic medicine.

OBJECTIVE: To investigate junior doctors' views about careers in academic medicine. DESIGN: Postal questionnaire survey. SETTING: National Health Service in England. SUBJECTS: Doctors in university posts at specialist registrar level, Medical Research Council and Wellcome Trust training fellows, and specialist registrars in National Health Service posts. RESULTS: Incentives to pursue an academic career which respondents rated as strong related to the challenge of research and the intellectual environment of research units. The strongest disincentives were perceived difficulties in obtaining research grants and uncertainty regarding pay parity with National Health Service colleagues. Medical Research Council and Wellcome fellows had much more protected research time than other academic doctors but were less satisfied with their clinical training. Academic doctors who were not fellows reported spending less than half their time on research and the great majority agreed that their research suffers when there is pressure on the service side. CONCLUSIONS: The job content of academic posts should be kept under regular review to ensure that clinical service pressures do not inappropriately erode research time while also ensuring that postholders have adequate clinical training. Training programmes need flexibility to accommodate the needs of clinical academics in their progress through higher specialist training.

Attitude of Health Personnel↗
PubMed1995

Endoscopic ultrasound and clinical competence.

The last few years have seen substantial growth in technology, research, and performance of endoscopic ultrasound. Unfortunately, opportunities for training in EUS have not kept pace with this growth. To improve the breadth and quality of training in EUS, resources will need to be channeled in two directions. One is the development of endoscopic ultrasound training programs in academic centers. These would provide the expertise and the number of patients necessary to train selected GI fellows in EUS. The second direction is toward development of systems for retraining of physicians already in practice. We believe that this would require the development of EUS simulation systems combined with a short, intense, hands-on training in centers of excellence. How fast these training systems will develop is dependent upon market forces. If the information provided by EUS can be proven to reduce costs and if the results improved patient's quality of life, the development of training programs for EUS would accelerate markedly.

Clinical Competence↗
PubMed1984

Research in general practice. Sources of advice.

Regional advisers, faculty secretaries of the Royal College of General Practitioners, heads of academic departments of general practice and primary care, and heads of RCGP research units were invited to complete a semistructured questionnaire to determine the nature and availability of current sources of advice for general practitioners participating in research activities and the demands placed on the available sources in the United Kingdom. The principal source for research advice was university departments of general practice, yet these have insufficient resources to cope with requests and few have spare capacity to stimulate research. Regional advisers and faculty secretaries do not seem to be kindling a spirit of inquiry and they seem somewhat complacent about both the lack of requests for research advice from general practitioners and the difficulties of academic departments. Proper development of research capability in general practice and primary care is unlikely to occur without more resources to create training posts in academic departments and a greater spirit of inquiry in vocational training programmes, which should lead to both review (audit) and research.

Faculty, Medical↗