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PubMed1975

Career and training patterns of students entering Canadian medical schools in 1965.

This paper follows the careers of the 1128 students who entered Canadian medical schools in 1965, most of whom graduated in 1969. The type of career pursued (whether general or specialty practice or some combination thereof), the type of specialty undertaken, the place of internship and residency training and the 1973 practice location of the graduates are examined. The wide variation in careers followed by the 12 schools' graduates provides the major focus of the paper.

Canada↗

PubMed2001

Occupational exposure of interns to blood in an area of high HIV seroprevalence.

OBJECTIVE: To determine the epidemiology of work-related exposure to blood among interns. DESIGN: Interns were invited to complete anonymously a questionnaire concerning their past percutaneous and mucocutaneous exposures to blood. SETTING: Chris Hani Baragwanath Hospital, Soweto, and Johannesburg Hospital, Gauteng, where HIV infection is common among patients. RESULTS: Ninety-eight interns (96%) were surveyed. Sixty-nine per cent of interns reported one or more percutaneous exposures to blood during the intern year, and 33% of interns recalled accidental percutaneous exposure to HIV-infected blood. Forty-five per cent recalled a mucocutaneous exposure to HIV-positive blood. Only 28 (64%) of 44 percutaneous injuries from HIV-infected patients were reported. During their student clinical training, 56% of interns had suffered a penetrating injury, and 18% recollected needlestick injuries involving HIV-infected patients. The most common mechanisms of injury included unexpected patient movement (23%), needle recapping (17%), and withdrawal of the needle (17%). Half of the injuries occurred during the first 4 months of internship. Only 22% of intern percutaneous exposures could have been avoided by following universal precautions. CONCLUSIONS: Intern and medical student exposure to blood is extremely common, but is markedly underreported. Strict compliance with universal precautions will not prevent the majority of exposures. Priorities should be the introduction of safer techniques and equipment, skills training and methods of reporting blood exposures.

Attitude of Health Personnel↗

PubMed2000

The role of low cost communications in health in the redevelopment of the indigenous physician workforce among selected jurisdictions of the US-associated Pacific Islands.

Low cost communications in health are key to the strategic redevelopment of the indigenous physician workforce among select countries of the U.S-Associated Pacific Islands. In conducting the Pacific Basin Medical Officers Training Program (PBMOTP) from 1986-1996, the University of Hawaii established five key strategic objectives to train and support physician graduates from the Freely Associated States of the Federated States of Micronesia and the Republics of the Marshall Islands and Palau. These objectives were to: conduct a basic medical education program which graduated 70 physicians; promote regional internship training programs; assist in establishing formal postgraduate training opportunities; reestablish a regional physician's professional organization; and promote both regional and local continuing medical education activities. Inherent in the PBMOTP training program was familiarising students with hands on research methodologies, use of computers and information systems, and the processes of "store and forward" distant medical consulting. This paper documents the regional development of expanded access to medical information and distance medical communications technology and processes, including CD_Rom, Epiinfo, Picasso phone, E-mail, and Website based consult and Medical information search. Recently, email and Internet processes have promoted access to and the use of low cost communications in health thereby further reducing professional isolation among the new physician workforce in Micronesia.

Career Choice↗

PubMed2001

Cigarette smoking among Iranian medical students, resident physicians and attending physicians.

OBJECTIVE: This research assessed the prevalence of cigarette smoking among Iranian medical students, resident physicians and attending physicians. METHODS: Subjects (532 males and females) were selected randomly from Shiraz university of medical sciences and were administered by a questionnaire. FINDINGS: Of the participants 16.79% of males and 0.69% of females were smokers. Of the medical students, 18.48% of students, 12.5% of pre-externship students, 7.19% of externship students and 16.95% of internship students were smokers. Of resident physicians 11.11% were smokers. Among attending physicians 7.57% were smokers. The most common causes of current cigarette smoking were need (avoid withdrawal symptoms), pleasurable purposes and release of tension, respectively. Foreign filter tipped cigarette was the most common type of cigarette used. The mean of cigarette per day was 6.29 cigarettes and the mean age of starting cigarette was 19.71 years.

Adult↗

PubMed2000

The RNFA--anesthetic team collaborative connection.

A requirement of the Registered Nurse First Assistant (RNFA) Clinical Internship is to explore the RNFA collaborative role with the anaesthetic team in facilitating positive patient surgical outcomes.

Anesthesiology↗

PubMed2001

A rural service-learning model for health administration education.

Service learning for students in the health professions can best be described as an educational methodology based on the collaboration between an academic discipline and a community agency to link student learning with community-based service. This paper describes a service-learning model in rural and medically underserved communities used in a master in health administration program in a rural Southern state. It presents the process, components, outcomes, and challenges. Over the past five years, 56 students completed 116 experiences involving internships, field projects, or special projects in rural and medically underserved communities. A total of 27 percent of our graduates who completed rural and medically underserved experiences accepted job positions in rural health care entities. Strategies utilized by this rural service-learning model include interdisciplinary team training, partnerships among rural and medically underserved community health care entities and academic institutions, faculty-preceptor retreats, and involvement in local community initiatives. These experiences prepare future health administrators to contribute in a meaningful way toward building an effective rural health care delivery system.

Anecdotes as Topic↗

PubMed2002

[Research activities of interns in pharmacy].

During their hospital internship, French pharmacists have many opportunities to participate in research activities, especially in post-doctoral work (DEA). We conducted a national survey among pharmacy residents and interns to ascertain their motivations before completing their diploma. Many (about 50%) considered their post-doctorate work as an initiation before starting their scientific profession. Other motivations were also noted. This study provides data for future comparisons.

Attitude of Health Personnel↗

PubMed1975

Living and working in the United States of America. Some notes for the Australian graduate.

Medical licensing in the United State of America is dependent on examination in addition to education and training. Licenses are granted by each State, and each State has individual requirements. These requirements may include the Educational Council for Foreign Medical Graduates (ECFMG) certification, internship, visa status and the foreign licensing examination(FLEX) certificate. These factors are discussed in some detail. Temporary licensure for the physician who works in a training institution is also discussed. Ecomic pressures may force the physician on an Australian stipend to consider working outside his fellowhip or residency. Licensing for the foreign medical graduate who intends working in the United States is complex, and specific questioning of a potential employer regarding licensing is very important.

Australia↗

PubMed2002

[Medical education in Egypt].

Modern medical training in Egypt was started by Antoine Clot Bey in 1837 and became part of the university programme in 1919. At present, it comprises six years of university education, followed by one year of internships and one year of compulsory employment with a state-owned hospital. There are now 13 medical faculties in Egypt, using three different curricula: traditional, Islamic and innovative. Their implementation is hampered by the large number of students (15,500 men and 7500 women), the low salaries and motivation of the instructors, the teaching in English rather than Arabic and the lack of recent study materials. It is therefore rather difficult to compare the effectiveness of the Egyptian system with that in the Netherlands. Due partly to the differences in language and culture, Dutch authorities are reluctant to recognise Egyptian medical diplomas.

Adult↗

PubMed2002

100 years of graduate medical education in Wilmington, Delaware.

In July 1902, Dr. William R. Bready, Jr., began a one-year internship at the Delaware Hospital. In the ensuing 100 years, Delaware Hospital, Wilmington General Hospital, Memorial (formerly Homeopathic) Hospital, and its successors have educated nearly 2,800 physicians. In June of 2002, Christiana Care Health System will graduate 53 physicians in the fields of Emergency Medicine, Family Medicine, Internal Medicine, Obstetrics and Gynecology, Pediatrics, Radiology, and Surgery, continuing a tradition that has been unbroken for these 100 years. This article recounts parts of that history and celebrates this century of medical education in Delaware.

Delaware↗

PubMed2002

[Multidisciplinary course in emergency medicine gives residents greater confidence].

Lack of courses in emergency medicine for doctors under training is currently a problem in Sweden. Only 10 percent will have these courses early under their internship. The University hospital in Malmoe has therefore decided to create a course for doctors under training and to offer it early in their education. The curriculum is based on a problem-based learning concept using a modified case methodology that has been used since the 1920's at Harvard Business school in Boston. The course integrates doctors from different specialties with experienced nurses from the emergency ward. The five day course comprises; three theoretical days where cases from the emergency room are discussed with the case methodology, followed by two days of practical training. Our results from 100 participants over a period of two years is very encouraging, over 85 percent of the participants were very satisfied with the course. The multidisciplinary discussion about different cases was much appreciated. Our experience of this problem-based learning concept is very good, since it promotes deep rather than surface learning and promotes an in-depth collaboration between disciplines.

Clinical Competence↗

PubMed2002

[The neurology training in the United States and Japan].

The practice of neurology, like many other fields of medicine, currently faces a number of critical problems in the United States mostly by cumbersome restrictions designed to contain rapidly escalating medical costs. Fortunately, however, the residency training has maintained the spirit of the time-tested tradition, which has served the medical community well ever since its inception in 1910. The system has continued with little modifications after a switch of internship to Basic Residency Program (PG1) in the late 1960s. In comparison, the neurology training in Japan suffers from following deficiencies: 1) a paucity of bedside teaching in most medical schools, necessitating the initiation of unprepared residents into patient care; 2) an insufficient number of staff, especially at a governmental school, precluding an adequate coverage of neurological subspecialities such as electrophysiology and neuropathology; 3) absence of a tutorialship from senior to junior residents, and from interns to medical students, mostly for the lack of organization and logistics; and 4) no incentive to specialize without board certification by the governmental agencies or proper recognition by insurance providers. We must address these fundamental issues to promote neurology as an independent discipline for improved care of patients with neurological disorders.

Internship and Residency↗

PubMedDate not supplied

[Medical schools in Brazil].

In the 1970-1980 period there was a considerable increase in the number of institutions of higher education in Brazil which are located mostly in the Southeast region of the country. The distribution of medical schools is not correlated with the distribution of population. In 59 out of 76 medical schools the internship has a duration of two semesters, in five schools three, and in 12 schools four semesters. The medical residence programs are, with 68% of 9,644 total vacancies, considerably concentrated in the Southeast region.

Brazil↗

PubMed1965

[SOME CONSIDERATIONS ON THE EDUCATION OF PHYSICAL MEDICINE AND REHABILITATION].

Particularly since World War II physical medicine and rehabilitation have assumed a growing importance. The efforts of the Canadian Association of Physical Medicine and Rehabilitation, following a survey of Canadian universities, to increase the theoretical and practical teaching of physiatrics are emphasized. It is considered important that the teaching of physical medicine and rehabilitation should be carried out concurrently with other medical and surgical teaching programs. Paramedical and auxiliary rehabilitation personnel should participate in the teaching program. The number of hours devoted to physiatrics should be increased, and the medical student should be permitted to choose physical medicine and rehabilitation as a part of his internship program.

Canada↗

PubMed1992

Voices From the Future: what students, interns, and residents want from osteopathic graduate medical training.

The need to attract students to--and keep them in--osteopathic internship and residency programs is great. Recognizing this fact, the osteopathic hospitals, through the American Osteopathic Hospital Association, have placed a renewed focus on liaisons with osteopathic medical education. Voices From the Future represents one such effort. This report reveals how osteopathic medical students, interns, and residents perceive the current state of osteopathic graduate medical education programs as well as the changes that they would like to see incorporated.

Education, Medical, Graduate↗

PubMed2001

NIWI 2000: issues and opportunities.

The Nurse in Washington Internship (NIWI) is a four-day annual program sponsored by the National Federation of Specialty Nursing Organizations (NFSNO). Aside from presenting a dynamic educational experience, NIWI enables nurses to actively participate in the legislative process by spending a day on Capitol Hill. The 2000 NIWI focused on several issues of importance to nurses and nursing practice. This article discusses those issues.

Education, Nursing, Continuing↗

PubMed1992

[Several aspects of improvement in the training of surgeons at medical institutes].

This paper summarizes the experience gained in the training of surgery specialists at a medical institute and determines the main shortcomings of undergraduate and postgraduate specialization. A sociological survey carried out in the groups of subinterns indicated low effectiveness of preinstitute and intrainstitute professional orientation. Great emphasis is being placed on increasing the quality of training on fundamental sciences and preclinical disciplines. A positive appreciation is being given to the long application of the unified methodological system of specialists training, the use of the syndrome method of training at the graduate year, which is based on maximum activation of clinical thinking, motivated approach to the development of practical knowledge and skills. The important role of continuity in the training of surgeons in the subinternship and internship is stressed.

Curriculum↗

PubMed2004

A suggested fourth-year curriculum for medical students planning on entering family medicine.

BACKGROUND: Students interested in a family medicine residency often seek advice about what electives to take in their final year of medical school. This study sought to develop a consensus about what rotations to recommend and what essential skills students should possess before starting their family medicine residency. METHODS: We conducted Delphi studies with panels of experienced community- and university-based family medicine residency directors and predoctoral educators in departments of family medicine at US medical schools. Each group participated in a three-phase Delphi process that asked each member to identify potential rotations and skills and then narrowed the list to those of the highest priority. RESULTS: Both the residency directors and predoctoral educators recommended that students participate in an ambulatory family medicine month in their fourth year of medical school, along with electives in emergency medicine, dermatology, obstetrics, and an acting internship (subinternship) in internal medicine. While there was some divergence in the panel's opinions, both panels felt that superior interviewing skills, the ability to manage undifferentiated problems, and the interpretation of common imaging studies were essential skills that students should have before entering a family medicine residency. CONCLUSIONS: Experienced family medicine educators appear to agree that students benefit most from a few specific rotations during the final year of medical school. This information may be useful to faculty members who advise students during medical school.

Clinical Clerkship↗