Introduction: Residency programmes are in transition to a framework for competency-based medical education (CBME). The intersection of CBME with transformational learning (TL) experiences and professional identity formation (PIF) - particularly within senior learners in transitional states - is unknown but important to understand in order to develop and implement strategies to support trainees' professional development.
Methods: Through inductive qualitative methods, we conducted semi-structured interviews (n = 22) of current trainees and recent graduates from adult cardiology residency training programmes within Canada to explore the impact of TL experiences on residents' professional growth and identity formation.
Objectives: To compare reoperation rates of acute versus delayed reverse total shoulder arthroplasty (RTSA) following a period of nonoperative treatment for proximal humerus fractures (PHFs). We also aimed to identify an optimal time interval from PHF to RTSA before the risk of reoperation significantly increased.
Methods: .
Background: We aimed to establish a standardized protocol for managing multidrug-resistant (MDR) spinal tuberculosis (TB), addressing the surgical options, ranging from computed tomography-guided biopsy to intraoperative sampling.
Methods: This study developed a treatment/management protocol based on an analysis of clinical, radiological, and postoperative outcomes for 21 patients with spinal MDR-TB. Over 24 months, 21 patients with multidrug-resistant spinal TB underwent the following testing: erythrocyte sedimentation rate (ESR), C-reactive protein (CRP), numerical rating scale (NRS), and the American Spinal Injury Association Scale.
Introduction: Health professions training programmes face increasing reports of professionalism lapses, which can delay, or end, trainee progression. How programmes respond to professionalism lapses to facilitate professional identity development has not been clarified. The objective of this study is to identify factors that facilitate and impair transformations around professionalism lapses in health professions training programmes.
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