Navigating the Labyrinth of Integrated Clinical Training in Neurology: a guide for the uninitiated

2021 ◽  
Vol 20 ◽  
Author(s):  
Majhabin Islam ◽  
◽  
Gargi Banerjee ◽  
Keyword(s):  
Clinical Training ◽  
Research Collaboration ◽  
Medical Training ◽  
Academic Career ◽  
Practical Experience ◽  
Academic Training ◽  
Career Trajectory ◽  
Medical Specialties ◽  
Medical Careers ◽  
The Uk

The National Institute for Health Research (NIHR) Integrated Academic Training (IAT) programme was introduced following recommendations within a 2005 report made by the Academic Careers Sub-Committee of Modernising Medical Careers and the UK Clinical Research Collaboration.1 This report highlighted the need for a more transparent academic career trajectory for trainees, with clear entry and exit points, and need for flexibility to be built into medical training to allow for research time. Now, more than fifteen years later, the NIHR IAT programme is well established, and arguably the best-recognised route for combining clinical and academic training in a given specialty. The protected research time provided by these posts is invaluable for pursuing scientific projects, acquiring any relevant technical or statistical skills, and for planning next steps, including applications for research funding. In this article, our aim is to demystify the application and interview process for NIHR Academic Clinical Fellowships (ACFs) and Clinical Lectureships (CLs); we will also discuss how these positions fit within the clinical academic pathway. This article is an amalgamation of theoretical facts and our practical experience, written in the context of neurology training, but might also be of relevance and interest for other medical specialties. Whilst we have chosen to focus on NIHR posts in this article, as these are most commonly encountered and advertised, some academic centres also offer locally funded ACF and CL posts; details can often be found on the relevant university website.

scholarly journals Training and selection of surgeons 2008: a personal view

2008 ◽  
Vol 90 (7) ◽  
pp. 238-239
Author(s):  
M Lewis
Keyword(s):  
Surgical Training ◽  
Medical Training ◽  
Personal View ◽  
Extensive Experience ◽  
Medical Careers ◽  
Application Service ◽  
International Reputation ◽  
Training Of Surgeons ◽  
The Uk ◽  
Selection Of

For decades Britain has maintained an international reputation for training of surgeons, both from the UK and principally the Commonwealth countries. Consultants proffered their extensive experience and time: their reward being the satisfaction of watching inexperienced trainees mature into competent surgeons. This 'educational agreement' has existed for many years. Currently, the organisation of surgical training has been destabilised somewhat by Modernising Medical Careers, the Medical Training Application Service (MTAS) and the Tooke report.

Taking your research career further

2011 ◽  
Author(s):  
David Chadwick ◽  
Alison McGregor
Keyword(s):  
Clinical Practice ◽  
Medical Training ◽  
Academic Career ◽  
Academic Training ◽  
Full Time ◽  
Medical Background ◽  
Total Immersion ◽  
Training Post ◽  
Career Structure ◽  
Training Programmes

Now you’ve completed, and possibly even published your first project, you may experience a gamut of emotions — maybe you’ll be relieved, or maybe you’ll be desperate to do it all again. Whether it’s due to a love of knowledge, or a serious coffee habit you couldn’t accommodate in clinical practice, there’s a chance you’ll want to continue in your new found academic vein. If so, you need to think about how you approach this. Your options range from total immersion in full-time academia to research ‘on the side’ whilst remaining in clinical practice — for most, an option combining the two is best. This can be achieved either by a period of full-time research before re-entering clinical practice, or an academic training post whereby a proportion of your time is protected for academic work. In the rest of this chapter, we’ll look through the options, including for those coming from a non-medical background. Until recently there was no clear route for doctors wanting to pursue an academic career in research. However, in 2005, the Walport Report recommended the integration of periods of research into specific medical training programmes through a process called Integrated Academic Training. Under this system, which has developed over the past few years, a number of postgraduate academic programmes have emerged, providing academic training alongside standard medical training. Although these programmes may appear to be a streamlined process whereby doctors pass from one academic programme to another, in reality there is considerable flexibility in the system. Hence, final year medical students who have done an intercalated BSc, PhD, or MB/PhD and know they want to be academic clinicians may reasonably decide not to apply to Academic Foundation programmes, and rather apply for an NIHR Academic Clinical Fellowship (ACF), and will almost certainly not be disadvantaged through not having held an Academic Foundation post. Whilst there is no doubt that Integrated Academic Training represents a considerable advance in the career structure for doctors wishing to become researchers, these academic posts are very competitive and given the number available most posts are only likely to be awarded to ‘high flyers’.

scholarly journals An academic foundation programme in trauma and orthopaedic surgery

2009 ◽  
Vol 91 (3) ◽  
pp. 92-94
Author(s):  
CM Smith ◽  
L Cooper ◽  
T Dutton ◽  
ML Costa
Keyword(s):  
Clinical Research ◽  
Research Collaboration ◽  
Academic Staff ◽  
White Paper ◽  
Academic Training ◽  
Foundation Programme ◽  
The Government ◽  
Set Up ◽  
The Uk ◽  
Job Content

There have been substantial recent changes to the structure of clinical academic training. In its 2004 white paper, Science and innovation: working towards a ten-year investment framework, the government issued a call for improvements in clinical research in the NHS, to ensure that scientific advances would translate to genuine improvements in patients' care. In response to this, the UK Clinical Research Collaboration was set up to enhance the partnership between government, industry and medical sectors. They identified three current major problems in clinical academic training: lack of a clear entry route and career structure; lack of flexibility in job content and location; and a shortage of suitably structured posts on training completion. In 2004, 10% of academic posts were unfilled and there were 23% fewer junior academic staff than three years previously.

First Tier 5 International Training Fellow in Dentistry to complete training

2011 ◽  
Vol 2 (1) ◽  
pp. 36-37 ◽  
Author(s):  
Margaret Wilson ◽  
Maria Burke
Keyword(s):  
Clinical Training ◽  
Medical Training ◽  
International Training ◽  
Training Initiative ◽  
Training Scheme ◽  
The Uk

The new clinical training scheme for overseas dentists under Tier 5, Medical Training Initiative (MTI) of the UK Border Agency has been reported.1

Reordering surgical workforce and education: opportunity for excellence?

2008 ◽  
Vol 90 (2) ◽  
pp. 64-66
Author(s):  
Tony Jefferis
Keyword(s):  
Surgical Education ◽  
Medical Training ◽  
Organisational Change ◽  
Medical Careers ◽  
Application Service ◽  
Surgical Workforce ◽  
European Working ◽  
Postgraduate Surgical Education ◽  
The Uk ◽  
Working Time Directive

Postgraduate surgical education in the UK stands at a crossroads. After the fiasco of the online Medical Training Application Service (MTAS) the Modernising Medical Careers inquiry led by Sir John Tooke gives the profession encouragement to engage fully with the organisation and delivery of medical training and service. In addition to the reorganisation of training there are more changes imminent, notably the European Working Time Directive (EWTD) and Lord Darzi's impending review on the delivery of medical services. The question that needs addressing is 'how can high-quality surgical education be delivered in this time of rapid organisational change?'

scholarly journals Web-based Medical Education During COVID-19 Lockdown: A Step Back or a Leap to the Future?

2021 ◽  
pp. 153473462110118
Author(s):  
Anna Eleftheriou ◽  
Aikaterini Rokou ◽  
Christos Argyriou ◽  
Nikolaos Papanas ◽  
George S. Georgiadis
Keyword(s):  
Medical Education ◽  
Clinical Training ◽  
Medical Training ◽  
Medical Schools ◽  
Web Based ◽  
Clinical Exposure ◽  
Virtual Teaching ◽  
Based Medicine ◽  
The Impact

The impact of coronavirus infectious disease (COVID-19) on medical education has been substantial. Medical students require considerable clinical exposure. However, due to the risk of COVID-19, the majority of medical schools globally have discontinued their normal activities. The strengths of virtual teaching now include a variety of web-based resources. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Conversely, students have received decreased clinical training in certain medical and surgical specialities, which may, in turn, reduce their performance, confidence, and abilities as future physicians. We sought to analyze the effect of telemedicine on the quality of medical education in this new emerging era and highlight the benefits and drawbacks of web-based medical training in building up future physicians. The COVID-19 pandemic has posed an unparalleled challenge to medical schools, which are aiming to deliver quality education to students virtually, balancing between evidence-based and experience-based medicine.

scholarly journals 411 - Implementing the STrAtegies for RelaTives (START) intervention in Portugal – preliminary findings

2020 ◽  
Vol 32 (S1) ◽  
pp. 127-127
Author(s):  
Fatima Urzal ◽  
Ana Quintão ◽  
Catarina Santos ◽  
Nuno Moura ◽  
Ana Banazol ◽  
...  
Keyword(s):  
Pilot Study ◽  
Coping Strategies ◽  
Family Caregivers ◽  
Clinical Training ◽  
Unmet Needs ◽  
Depression Scale ◽  
Subjective Impression ◽  
Implementation Challenges ◽  
People With Dementia ◽  
The Uk

IntroductionAs in other countries, Portuguese family caregivers have unmet needs regarding information and distress. START (STrAtegies for RelaTives) is a manual-based coping intervention for families of people with dementia, including coping strategies and stress-management components, by Livingston and colleagues (https://www.ucl.ac.uk/psychiatry/research/mental-health-older-people/projects/start). In the UK, START has been clinically effective, immediately and continuing even after 6-years, without increasing costs. Clinical training and supervision ensures treatment fidelity. In Portugal, these kind of interventions are less available and, when provided, are mostly supportive and fail to address coping strategies. Paradoxically, recruitment may also prove challenging.ObjectivesWe describe the development of the Portuguese translation of START, incorporating guidance from the UK team, and a pilot study of delivery to family caregivers of people with dementia. We will also discuss the challenges of recruiting participants and delivering the intervention.MethodWe translated the START intervention and recruited family caregivers from neurology and psychiatry outpatients, in a central hospital in Lisbon. Our baseline assessment included the Hospital Anxiety and Depression Scale and the Zarit Burden Interview. The pilot is still ongoing at time of submitting, so we focus on recruitment, baseline assessments and process issues.ResultsDuring a three-month period, we recruited six caregivers. Five were primary caregivers (spouses or adult children) who had been caring for their relatives for 2 up to 10 years. Two caregivers met the international cutoff for clinically relevant affective disorder . The most frequent motivators for taking part were learning to communicate with their relatives and increasing knowledge to build community resources. Overall, the subjective impression of the therapist in charge is that the intervention seems acceptable and promising.Discussion/ConclusionsThis pilot study will eventually lead to an improved version of the Portuguese version of the START manual. So far, the intervention seems appropriate for selected caregivers in Portugal. However, response to striking unmet needs, particularly basic home support, may need to precede interventions like START. We look forward to concluding the intervention study and analyzing the implementation challenges, as a basis to inform a wider-scale trial.

scholarly journals Genre, gender and television screenwriting: The problem of pigeonholing

2021 ◽  
pp. 136754942110060
Author(s):  
Beth Johnson ◽  
Alison Peirse
Keyword(s):  
Great Britain ◽  
Social Mobility ◽  
Gender Inequality ◽  
Career Progression ◽  
Cultural Value ◽  
Prime Time ◽  
Career Trajectory ◽  
Television Industry ◽  
Single Category ◽  
The Uk

This article draws on the 2018 Writers Guild of Great Britain report ‘Gender Inequality and Screenwriters’, and original interviews with female screenwriters, to assess how the experience of genre plays out in the UK television industry. The report focuses on the experience of women, as a single category, but we aim to reveal a more intersectional understanding of their experiences. Our aim is to better understand the ways in which women are, according to the report, consistently ‘pigeonholed by genre and are unable to move from continuing drama or children’s programming to prime-time drama, comedy or light-entertainment’. Considering the cultural value of genre in relation to screenwriting labour and career progression, we analyse how genre shapes career trajectory, arguing that social mobility for female screenwriters is inherently different and unequal to that of their male counterparts.

scholarly journals Variations in regulations to control standards for training and licensing of physicians: a multi-country comparison

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Wafa Aftab ◽  
Mishal Khan ◽  
Sonia Rego ◽  
Nishant Chavan ◽  
Afifah Rahman-Shepherd ◽  
...  
Keyword(s):  
Medical Education ◽  
Health Systems ◽  
Clinical Training ◽  
Medical Training ◽  
Grey Literature ◽  
Analytical Framework ◽  
Online News ◽  
Country Comparison ◽  
Education Delivery ◽  
The Right

Abstract Background To strengthen health systems, the shortage of physicians globally needs to be addressed. However, efforts to increase the numbers of physicians must be balanced with controls on medical education imparted and the professionalism of doctors licensed to practise medicine. Methods We conducted a multi-country comparison of mandatory regulations and voluntary guidelines to control standards for medical education, clinical training, licensing and re-licensing of doctors. We purposively selected seven case-study countries with differing health systems and income levels: Canada, China, India, Iran, Pakistan, UK and USA. Using an analytical framework to assess regulations at four sequential stages of the medical education to relicensing pathway, we extracted information from: systematically collected scientific and grey literature and online news articles, websites of regulatory bodies in study countries, and standardised input from researchers and medical professionals familiar with rules in the study countries. Results The strictest controls we identified to reduce variations in medical training, licensing and re-licensing of doctors between different medical colleges, and across different regions within a country, include: medical education delivery restricted to public sector institutions; uniform, national examinations for medical college admission and licensing; and standardised national requirements for relicensing linked to demonstration of competence. However, countries analysed used different combinations of controls, balancing the strictness of controls across the four stages. Conclusions While there is no gold standard model for medical education and practise regulation, examining the combinations of controls used in different countries enables identification of innovations and regulatory approaches to address specific contextual challenges, such as decentralisation of regulations to sub-national bodies or privatisation of medical education. Looking at the full continuum from medical education to licensing is valuable to understand how countries balance the strictness of controls at different stages. Further research is needed to understand how regulating authorities, policy-makers and medical associations can find the right balance of standardisation and context-based flexibility to produce well-rounded physicians.

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