scholarly journals Psychiatric leadership development in postgraduate medical education and training

2021 ◽  
pp. 1-8
Author(s):  
Alex Till ◽  
Radhika Sen ◽  
Helen Crimlisk
Keyword(s):  
Mental Health ◽  
Leadership Development ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Quality Care ◽  
Psychiatric Training ◽  
Postgraduate Medical Training ◽  
Medical Education And Training ◽  
Formal Leadership ◽  
Medical Leadership

Summary The value of strong, compassionate medical leadership in the delivery of high-quality care to patients within mental health services is clear. Leadership development, however, is far less well explored. This article is for psychiatric trainees, trainers and mental health organisations. It provides an introduction to the importance of leadership development within postgraduate medical training, the theory that should underpin its delivery, and the opportunities for both informal and formal leadership development within psychiatric training.

Modernising dental careers: a personal perspective

2006 ◽  
Vol 88 (4) ◽  
pp. 124-124 ◽  
Author(s):  
Chris Franklin
Keyword(s):  
Medical Education ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Education And Training ◽  
Personal Perspective ◽  
Postgraduate Medical Training ◽  
Medical Careers ◽  
Medical Education And Training ◽  
And Training ◽  
The Way

Many of you will know that Modernising Medical Careers (MMC) is well under way. The Postgraduate Medical Education and Training Board (PMETB) is also well established and is changing the way postgraduate medical training is run and assessed. PMETB guidance is already having an influence on dental training at deanery level. The GDC has approved the specialist list review and some of the recommendations mirror those of PMETB.

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.

scholarly journals Routes to the top: the developmental journeys of medical, clinical and managerial NHS chief executives

BMJ Leader ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 64-68 ◽  
Author(s):  
Alex Till ◽  
Gerry McGivern
Keyword(s):  
Leadership Development ◽  
Health Service ◽  
Development Strategy ◽  
Quality Care ◽  
Qualitative Interviews ◽  
Chief Executive ◽  
High Quality ◽  
Cross Sectional ◽  
Chief Executives ◽  
Formal Leadership

IntroductionLeadership, and the role of a Chief Executive in healthcare organisations, has never been more important. This review provides one of the first retrospective cross-sectional analyses of the developmental journeys of chief executives within the National Health Service (NHS).MethodsTwenty-eight semi-structured qualitative interviews were conducted with medical, clinical and non-clinical NHS chief executives from the Health Service Journal’s list of ‘Top Chief Executives’ 2014–2018. Through a thematic analysis of their narratives, lessons for the development of aspiring NHS chief executives emerge.ResultsFew proactively sought leadership opportunities and there was a lack of an active leadership development strategy. Yet the ‘seeds of leadership development’ took root early. Combined with a blended approach of formal leadership development and ‘on-the-job’ informal leadership development, emerging NHS chief executives were exposed to multiple ‘crucible moments’ that helped them develop into and excel at the top of their field.DiscussionTop NHS chief executives possess inherent values and a strong sense of social responsibility that underpin their developmental journeys, guide their behaviour, and strengthen their resilience. Capable, high quality leaders are needed from all professional backgrounds to support high quality care and much more needs to be done, particularly for medical and clinical professionals but for non-clinicians too, to maximise leadership potential within the NHS and develop a pipeline of aspiring NHS chief executives.

scholarly journals Pattern of anxiety psychopathology experienced among postgraduate medical trainees

2016 ◽  
Vol 15 (1) ◽  
pp. 25-32
Author(s):  
Andrew Toyin Olagunju ◽  
Olasimbo Adenike Ogundipe ◽  
Victor Olufolahan Lasebikan ◽  
Ayodele Olurotimi Coker ◽  
Chinyere Nkiruka Asoegwu
Keyword(s):  
Mental Health ◽  
Anxiety Disorders ◽  
Emotional Distress ◽  
Medical Training ◽  
Physical Disorder ◽  
Compulsive Disorder ◽  
Postgraduate Medical Training ◽  
Medical Trainees ◽  
Additional Qualification ◽  
Dsm Iv

Objectives: Postgraduate medical training is characteristically intensive and stressful. Given that anxiety disorders are often linked with stress-related scenarios; awareness of the burden of anxiety disorders among postgraduate medical trainees and their determinants is essential for informed intervention. This study was set to investigate the pattern of anxiety psychopathology, and to determine its correlates among doctors in a Nigerian postgraduate medical training facility.Methods: The participants, made up of 204 resident doctors were administered questionnaire to elicit their socio-demographic and work related variables. Subsequently, 12- item General Health Questionnaire (GHQ-12) was used to ascertain the presence of emotional distress, and the Structured Clinical Interview for Diagnostic & Statistical Manual for Mental Disorders- fourth edition [DSM-IV] Axis-1 Disorders, Non-patient edition (SCID-1/NP) was administered to characterize anxiety related psychopathology in the participants.Results: The mean age of participants was 33.44 (±4.50). In all, 120 (58.8%) respondents reported various difficulties with their examinations, 14(8.3%) reported having physical disorder and 59(28.9%) respondents were emotionally distressed. The prevalence of anxiety psychopathology based on DSM-IV criteria was 13.2% and the pattern elicited based on recognised categories include generalized anxiety disorder (4.9%), obsessive-compulsive disorder (3.4%), specific phobia (2.4%), social phobia (1.5%) and substance induced anxiety disorders (1.0%). Having additional qualification to the medical degree seems protective against anxiety psychopathology (?2= 3.91; df=1; p<0.05), while those with emotional distress (?2=17.54; df=1; p<0.001) were more likely to experience anxiety.Conclusion: Comprehensive and need-based mental health services with psychosocial support for trainee doctors are implied. Future research focusing on modifiable predictors of mental health challenges among resident doctors and their linkage with specific aspects of training is indicated.Bangladesh Journal of Medical Science Vol.15(1) 2016 p.25-32

Use of work-based assessments in postgraduate medical education

2019 ◽  
Vol 80 (5) ◽  
pp. 285-287
Author(s):  
Sulaiman Alazzawi ◽  
James Berstock
Keyword(s):  
Medical Education ◽  
Adult Learners ◽  
Mobile Devices ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Time Constraints ◽  
Educational Value ◽  
Postgraduate Medical Training ◽  
The Uk

Work-based assessments are ubiquitous in postgraduate medical training in the UK. This article discusses the variety of these assessments and explores barriers to their use and solutions for improving the educational value of these tools for adult learners. The focus should be on feedback and learning rather than assessment, and this may promote discussion of more challenging scenarios where the opportunity for learning is greater. Mobile devices may help reduce the administrative, geographical and time constraints of completing work-based assessments.

scholarly journals POSTGRADUATE MEDICAL EDUCATION IN UKRAINE

2020 ◽  
Vol 62 (2) ◽  
Author(s):  
George Kuzycz ◽  
Keyword(s):  
Medical Education ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
The United States ◽  
The State ◽  
Hospital Administrators ◽  
Postgraduate Medical Training ◽  
Fulbright Scholar ◽  
Informal Discussion

Discussion of observations and interviews as to the state of postgraduate medical education in Ukraine during an informal discussion of author’s time as a U.S. Fulbright Scholar for the 2018-2019 academic years for the project titled Postgraduate Medical Education In Ukraine. The interviews with interns (85); attendings, program directors, hospital administrators (75), several medical students and others were recorded during numerous author’s visits and observations (50) to various Ukrainian hospitals. The conclusions made herein are my own and serve to report my observations on the state and quality of postgraduate medical training in Ukraine, reference to that in the United States and the author’s over 45-year practice as a surgeon in Illinois. This mainly concerns internships in the surgical specialties and subspecialties. Some suggestions as to how to change the system are presented.

Evaluating leadership development in postgraduate medical education

2014 ◽  
Vol 27 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Stavros Bekas
Keyword(s):  
Medical Education ◽  
Leadership Development ◽  
Postgraduate Medical Education ◽  
Empirical Literature ◽  
Content Type ◽  
Pedagogical Content ◽  
Leadership Initiatives ◽  
The Uk ◽  
Quality In Healthcare ◽  
Medical Leadership

Purpose – Medical leadership has attracted significant attention over the recent years as one of the factors that could potentially improve quality in healthcare. In response, various stakeholders in UK medical education have been looking into the most efficient ways of developing leadership among trainee doctors and invested in various courses and programmes. This paper aims to briefly set the theoretical basis for evaluating leadership development in postgraduate medical education. Design/methodology/approach – Critical review of available theoretical and empirical literature and review of the content of a number of leadership and management development programmes available to postgraduate trainee doctors in the UK. Findings – This review suggests that programme evaluation can be approached through four different “frames”: their pedagogical content, the conceptualisation and achievement of leadership, the contribution in quality improvement and the consideration of practical aspects that increase engagement and participation. On this basis empirical methodologies of evaluation can be developed. Originality/value – The evaluation of leadership initiatives for medical trainees is an important task that has not been adequately addressed in the literature. This paper provides a theoretical approach to developing more robust methodologies of evaluation.

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