Not ready in the ways that count- a qualitative exploration of junior doctor's perceived preparedness for practice using Legitimation Code Theory.

Despite demonstrating the required competencies to graduate, many newly qualified doctors find the transition to internship difficult. There is a concern over whether their preparation is aligned with the expectations of the role. This study aimed to gain a better understanding of the competencies needed for legitimate practice as junior doctors and explores their perceived preparedness for practice.

An exploration of burnout and resilience among emergency physicians at three teaching hospitals in the English-speaking Caribbean: A cross-sectional survey.

Background: Burnout is common among doctors working in emergency departments. It has significant consequences and is multifactorial. Self-care and resilience tendencies may contribute to being burnt out, or not.

Longitudinal exploration of students' identity formation during the transition from pre-clinical to clinical training using research poetry.

Background: Transitions are critical periods that can lead to growth and, or, distress. Transitions are a sociocultural process, yet most approaches to transitions in practice and research do not explore the social or developmental aspects of entering a new training phase. Wenger reminds us that identity development is crucial when newcomers navigate change.

Temporal trends of sex differences for COVID-19 infection, hospitalisation, severe disease, intensive care unit (ICU) admission and death: a meta-analysis of 229 studies covering over 10M patients.

This review aims to investigate the association of sex with the risk of multiple COVID-19 health outcomes, ranging from infection to death. Pubmed and Embase were searched through September 2020. We considered studies reporting sex and coronavirus disease 2019 (COVID-19) outcomes.

Medical Students' Socialization Tactics When Entering a New Clinical Clerkship: A Mixed Methods Study of Proactivity.

Purpose: Socialization into clinical clerkships is difficult in part due to ambiguity around students' new roles and expected behaviors. Being proactive reduces ambiguity and is essential to socialization. Proactive behavior can be taught and goes beyond having a proactive personality.

Advancing the science of health professions education through a shared understanding of terminology: a content analysis of terms for "faculty".

Introduction: Health professions educators risk misunderstandings where terms and concepts are not clearly defined, hampering the field's progress. This risk is especially pronounced with ambiguity in describing roles. This study explores the variety of terms used by researchers and educators to describe "faculty", with the aim to facilitate definitional clarity, and create a shared terminology and approach to describing this term.

Qualitative ego networks in health professions education: Capturing the self in relation to others.

Introduction: Our very sense of self emerges through interactions with others. As part of this State of the Science series on Self, Society, and Situation, we introduce a qualitative ego network research approach. This research approach offers insights into the self's (the ego's) interpretation of and relation to named others in the social network in question.

Demographic risk factors for COVID-19 infection, severity, ICU admission and death: a meta-analysis of 59 studies.

Objective: We aimed to describe the associations of age and sex with the risk of COVID-19 in different severity stages ranging from infection to death.

Design: Systematic review and meta-analysis.

Data Sources: PubMed and Embase through 4 May 2020.

Appraising the use of smartphones and apps when conducting qualitative medical education research: AMEE Guide No. 130.

Smartphone use is rampant in everyday life and is increasing in: patient management, teaching and learning of medicine and health research. There is untapped potential to use smartphones as research tools in MER for a range of research approaches. Qualitative research is increasingly common in medical education research (MER).

Students' social networks are diverse, dynamic and deliberate when transitioning to clinical training.

Context: Transitions in medical education are dynamic, emotional and complex yet, unavoidable. Relationships matter, especially in times of transition. Using qualitative, social network research methods, we explored social relationships and social support as medical students transitioned from pre-clinical to clinical training.

Time for change: Overcoming perpetual feelings of inadequacy and silenced struggles in medicine.

Focusing on support of psychological wellness in medical students, residents and physicians, this commentary highlights the need for cultural change and the accompanying importance of leadership.

Beyond the struggles: a scoping review on the transition to undergraduate clinical training.

Context: The transition to clinical training within medical school is often seen as a struggle and students remain in distress despite numerous efforts to minimise threats. Efforts to change this may be misdirected if they are based on narrow conceptualisations of transitions. The authors conducted a scoping review to explore existing conceptual perspectives regarding the transition within medical school from pre-clinical training to clinical training to suggest a research agenda and practical implications.

The Barbados Insulin Matters (BIM) study: Barriers to insulin therapy among a population-based sample of people with type 2 diabetes in the Caribbean island of Barbados.

Aim: The purpose of this study was to document in people with type 2 diabetes (T2DM) in Barbados, attitudes and beliefs that may result in psychological insulin resistance.

Methods: A representative, population-based, sample of 175 eligible people with T2DM 25 years of age and over was surveyed by telephone. The 20-item insulin treatment appraisal scale (ITAS) was administered (score range 20 to 100 for positive to negative perceptions).

Barbados Insulin Matters (BIM) study: Perceptions on insulin initiation by primary care doctors in the Caribbean island of Barbados.

Aims: With regards to insulin initiation in Barbados we explored primary care doctor (PCD) perception, healthcare system factors and predictors of PCD reluctance to initiate insulin.

Methods: PCDs completed a questionnaire based on the theory of planned behaviour (TPB) and a reluctance to initiate insulin scale. Using linear regression, we explored the association between TPB domains and the reluctance to initiate insulin scale.

Knowledge, attitudes and practices towards blood donation in Barbados.

Objective: To obtain information to devise strategies for a voluntary blood donor mobilisation campaign in Barbados.

Background: The World Health Organization (WHO) recommends that 100% blood should be collected from voluntary non-remunerated donors (VNRD), yet the majority of blood donations (75%) in Barbados are family/replacement donations. Increasing VNRD is paramount to achieving a safe, reliable blood supply, and understanding the population is a strategy suggested by the WHO to inform donor recruitment and education.

Student perceptions of clerkship handbooks.

Background: When students transition into new clerkships, it can be useful to provide them with information to assist them in their adjustment to the new social environment. Handbooks could support students by providing information, particularly during clerkship orientation. The authors explored aspects of existing handbooks that students found useful, and sought additional desirable content.

Exploring the transition of undergraduate medical students into a clinical clerkship using organizational socialization theory.

Background: Transitions in medical education are emotionally and socially dynamic; this may affect learning. Students transitioning from preclinical to clinical training may experience negative consequences. Less is understood about students' experiences during transitions within clinical training and influential factors.

Towards an inpatient diabetes curriculum: medical student-generated aims, objectives and methods for ward-based learning of non-critical, non-perioperative inpatient diabetes care.

Aims: To create a summative document containing aims, objectives and methods that can be used for the training of healthcare professionals in inpatient diabetes care.

Methods: A four-stage approach was introduced for the ward-based teaching of inpatient diabetes care at the University of the West Indies, Cave Hill over the 2014-2015 academic year. Within this approach, 55 students (100%) submitted aims, objectives and methods to support two 2-h, ward-based sessions.

A checklist that enhances the provision of education during insulin initiation simulation: a randomized controlled trial.

Aim: The study tested the hypothesis that doctors using an insulin information checklist during simulated insulin initiation would impart more information regarding insulin use.

Methods: A total of 128 simulations were conducted. Doctors (n = 64) were recruited from practitioners recently completing internship (n = 19) and those established in primary care (n = 45).

This thing called life.

Academic pursuits are inseparable from the medium within which they take place - life. The lives of medical trainees can present many challenges that are independent of academic demands. Poor psychological health has been found to develop in medical trainees.

How we implemented a classroom-based educational intervention for ward-based diabetes care.

Background: Junior doctors require training to adequately manage the increasing numbers of adult, hospitalized patients with diabetes whom they encounter.

Aims: Junior doctors experiencing the intervention acquire knowledge and skills that improve their management of inpatients with diabetes.

Methods: We designed and administered, a one-hour, classroom-based, educational intervention to 242 juniors doctors.