Feedback from health professionals in postgraduate medical education: Influence of interprofessional relationship, identity and power

2020 ◽  
Author(s):  
Amy Miles ◽  
Shiphra Ginsburg ◽  
Matthew Sibbald ◽  
Walter Tavares ◽  
Chris Watling ◽  
...  
Keyword(s):  
Medical Education ◽  
Health Professionals ◽  
Postgraduate Medical Education ◽  
Interprofessional Relationship

scholarly journals Continuing Professional Development for Doctors in Pakistan is need of the hour

2020 ◽  
Vol 3 (1) ◽  
pp. 7-8
Author(s):  
Ahsan Sethi ◽  
Gohar Wajid
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Health Professionals ◽  
Postgraduate Medical Education ◽  
National Level ◽  
Continuing Professional Development ◽  
Extended Period ◽  
Regulatory Compliance ◽  
New Drugs ◽  
World Federation

In Pakistan, health professionals get their professional undergraduate and postgraduate qualifications after thorough training and assessment criteria as defined by their respective national regulatory bodies. These qualifications help them get registered and get a license for clinical practice in their respective domains. Any registrations and licenses are renewed by paying the prescribed fee without any requirements for reassessment or recertifications. Over the last few decades, health sciences have shown rapid advancements with the invention of new drugs and technologies. Due to this exponential increase in knowledge, no practitioner can hope to remain competent for more than a few years after graduation without a program of active learning. As such, a well-structured and regulated program of lifelong learning must be followed by all health professionals. To keep health professionals abreast with these changes and to ensure the maintenance of certain minimum competencies, there is a need for Continuing Professional Development (CPD) to be implemented at the national level with strict regulatory compliance. According to World Federation for Medical Education (World Federation for Medical Education, 2015), Continuing Professional Development (CPD) is a process of education and training commencing after completion of basic and postgraduate medical education, thereafter, continuing as long as the health professional is engaged in professional activities. CPD mainly implies self-directed and practice-based learning activities in addition to supervised education, and rarely involves supervised training for an extended period of time. The terms ‘Continuing Medical Education (CME)’ and ‘Continuing Professional Development (CPD)’ are often used synonymously. 

In memory of professor L.S. Rosenstrauch. To the 100th anniversary

2019 ◽  
pp. 131-135
Author(s):  
T. Sh. Morgoshiia ◽  
N. A. Syroezhin
Keyword(s):  
Medical Education ◽  
Nuclear Medicine ◽  
Board Member ◽  
Postgraduate Medical Education ◽  
Editorial Board Member ◽  
100Th Anniversary ◽  
Honorary Member ◽  
Scientific Papers ◽  
Important Direction

The article presents the main stages of life and work of the professor L.S. Rosenstrauch (1918–2016). L.S. Rosenstrauch is the author of more than 300 scientific papers including 10 monographies. The important direction of his scientific works was development of new radiological techniques such as parasternal mediastinography, and development and integration of the domestic contrast agents. L.S. Rosenstrauch intensively engaged in teaching. More than 30 doctoral and more than 60 candidate dissertations were defended under his guidance or consultation. Professor was a honorary member of domestic and foreign societies of radiology, editorial Board member of the “Journal of radiology and nuclear medicine” and the international journal “Radiology – diagnostics”, coeditor of radiological section of the BME. Under his guidance a unified program of postgraduate medical education in radiology was developed.

63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 63 ◽  
Author(s):  
S. Edwards ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Stress Management ◽  
Residency Training ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Program Directors ◽  
University Of Toronto ◽  
Resident Wellness ◽  
The University

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

The journal club in postgraduate medical education: a systematic review

2001 ◽  
Vol 23 (5) ◽  
pp. 455-461 ◽  
Author(s):  
Jon O. Ebbert ◽  
Victor M. Montori ◽  
Henry J. Schultz
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Journal Club ◽  
Postgraduate Medical Education

scholarly journals Global health training and postgraduate medical education in Australia: the case for greater integration

2013 ◽  
Vol 198 (6) ◽  
pp. 316-319 ◽  
Author(s):  
Rob D Mitchell ◽  
Jennifer C Jamieson ◽  
Jake Parker ◽  
Fred B Hersch ◽  
Zoe Wainer ◽  
...  
Keyword(s):  
Medical Education ◽  
Global Health ◽  
Postgraduate Medical Education ◽  
Health Training

Postgraduate Medical Education

BMJ ◽  
1962 ◽  
Vol 1 (5279) ◽  
pp. 712-712
Author(s):  
G. O. Richardson
Keyword(s):  
Medical Education ◽  
Postgraduate Medical Education
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