Evaluation of the Wessex Chief Registrar programme (original) (raw)
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Clinical medicine (London, England), 2016
Since the introduction of the European Working Time Directive, specialist registrars arguably contribute less to clinical service. The purpose of this study was to broadly quantify the service contribution of specialist registrars across a range of specialties and their value to an NHS organisation. A questionnaire-based survey of the clinical activities of specialist registrars in a large NHS trust was undertaken. Simple costing analyses of this -clinical activity were performed. Responses from 66 specialist registrars in 24 specialties showed an average of 51% overall clinical autonomy. Trainees attended an average of 2.7 outpatient clinics per week and spent 3.5 sessions a week doing ward work. Medical trainees took more referrals and attended more clinics. An analysis of costings suggested that surgical trainees might have generated around £700,000 income per year for the trust. Overall, specialist registrars make a substantial contribution to NHS clinical service and are cost-e...
Ten years of medical education registrars: Value added?
Emergency Medicine Australasia, 2018
Objective: There is a paucity of any long-term follow up of trainees' career pathways or organisational outcomes from medical education registrar posts in emergency medicine training. We report on the experience of a selected group of medical education trainees during and subsequent to their post and reflect on the value added to emergency medical education at three institutions. Methods: We conducted an online survey study, examining quantitative outcomes and qualitative reflections, of emergency physicians who had previously undertaken a medical education registrar post. Descriptive statistics were used to summarise responses to Likert items. The authors independently analysed and interpreted the reflective responses to identify key themes and sub-themes. Results: Nineteen of 21 surveys were completed. Most respondents were in formal educational roles, in addition to clinical practice. The thematic analysis revealed that the medical education registrar experience, and the subsequent contribution of these trainees to medical education, is significantly shaped by external factors. These include the extent of faculty support, and the value placed on medical education by hospitals/ departments/leaders. Acquisition of knowledge and skills in medical education was only part of a broader developmental journey and transitioning of identity for the trainees. Conclusions: Our findings suggest that medical education trainees in emergency medicine progress to educational roles, and most respondents attribute their career progression to the medical education training experience. We recommend that medical education registrar programmes need to be valued within the clinical service, supported by faculty and a 'community of practice', to support trainees' transition to clinician educator leadership roles.
My Experience in Clinical Practice as A Medical Registrar in The United Kingdom (UK)
Postgraduate Medical Journal of Ghana
My experience working in the UK National Health Service (NHS) has been largely positive. Reflecting on my previous experiences makes me aware of the need for a standardised structure of practice to be put in place to guide the care of patients in Ghana as well as to ensure patient safety. There is still a lot that needs to be done in terms of the legal framework that guides medical practice in Ghana. Civil society groups and other medical groups should champion the enactment of laws on emergency care, patient safety, patient communication and patient involvement in their own care. Most of what I’ve discussed in this essay can be implemented with little to no resources.
General practice registrars and research
racgp.org.au
Primary care research is important 1 but there is general concern about the difficulty of linking research to patient care. 2,3 Research development is even more problematic in primary care than in other disciplines. 4 Policies to enhance general practice research include the creation of research networks, 5 collaborations with research institutes, 6 and early exposure to research during undergraduate teaching and specialty training. 7 Early exposure prompts students to consider research as part of their future career, and better equips future practitioners to deliver evidence based patient care. 8 The importance of early exposure to research is generally accepted by both general practice registrars and directors of vocational training programs. 7,9 Most programs include research curricula or related activities, including training in knowledge and skills, conducting research projects, or participation in research in daily practice. 8,10 Although research curricula create more positive attitudes toward research, 11 there are no indications that more registrars are participating in research, 12 and we still know little about the long term effects of such curricula. 8,12 Furthermore, most studies have assessed changes in registrars' attitudes toward performing a research project or undertaking education in research skills during vocational training, rather than assessing registrars' participation in research during daily practice. 9,11 This study analyses registrars' participation in research tasks during their daily work with patients. The aim was to assess patient recruitment, factors influencing recruitment, and registrars' views and suggestions with regard to participation. Methods Setting and design Dutch general practice registrars undertake a 3 year specialty training program. They spend the first and third year in a training practice in the community, and in the second year they rotate between hospital posts.
Australian Journal of General Practice
Background and objective Direct observation is a teaching and assessment method in general practice training, providing important and timely feedback to registrars on their clinical and consultation skills. Registrar perspectives on direct observation are essential for understanding its utility for learning. The aim of this study was to explore registrar experiences of direct observation to identify key considerations for using direct observation in general practice training. Methods In-depth semi-structured interviews were conducted with seven general practice registrars in Victoria, across different stages of training. Data were analysed thematically. Results The main themes identified related to registrar engagement, supervisor engagement, practice engagement and training organisation engagement. Discussion Using the principles of adult learning and work-based learning, this study offers an understanding of the individual and workplace-based factors that affect registrar experience of direct observation and suggests some strategies for achieving best outcomes for registrar learning. The only chance for a 'bird's-eye view' General practice registrar experiences of direct observation The only chance for a 'bird's-eye view': General practice registrar experiences of direct observation Research 904
Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 2013
The introduction of the Education Scholarship and Education Fellowship programmes in the Severn Deanery in 2008 was in response to an emergent need for a more formalised career structure for the most able GPSTs and specifically for identified education scholars to progress over time from a scholar to temporary and substantive training programme director (TPD) posts. As a result, two scholars have progressed to being appointed as fellows (one-year fixed-term TPDs) over the last three years and one of these is now a TPD. This qualitative research study sought to identify the value and acceptance of the scholar scheme within the Severn Deanery and in particular assess the impact of the scholar scheme in terms of educational benefits, impact on professional practice and future career opportunities. It also undertook to examine the key factors affecting the quality of experience of the scholar scheme (e.g.induction, mentorship, autonomous vs. prescribed education opportunities etc.). Fin...