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| http://dx.doi.org/10.4300/JGME-D-23-00428.1 | DOI Listing |
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The Empathy Quandary in Postgraduate Medical Training.
Int J Appl Basic Med Res
November 2024
Department of Medical Education, Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine, Florida, United States.
Background: Empathy stands as a cornerstone of humanistic qualities and is essential in healthcare for understanding and alleviating emotional suffering. Despite its necessity, formal empathy training remains elusive in postgraduate medical education across the globe, contributing to decline of humanistic practice among trainees. This study aims to assess and establish the need for empathy training by evaluating the perspectives of postgraduate trainees and faculty.
View Article and Find Full Text PDFTransitioning to residency: a qualitative study exploring residents' perspectives on strategies for adapting to residency.
BMC Med Educ
January 2025
Center for Education Development and Research in Health Professions (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University of Groningen, University Medical Center Groningen, Groningen, the Netherlands.
Background: The transition to residency (TTR) goes along with new opportunities for learning and development, which can also be challenging, despite the availability of preparation courses designed to ease the transition process. Although the TTR highly depends on the organization, individual combined with organizational strategies that advance adaptation are rarely investigated. This study explores residents' strategies and experiences with organizational strategies to help them adapt to residency.
View Article and Find Full Text PDFRapid microbiological respiratory point-of-care-testing: a qualitative study with primary care clinicians.
Br J Gen Pract
December 2024
University of Bristol, School of Psychological Science, Bristol, United Kingdom.
Background: Rapid microbiological point-of-care tests (POCTRM) present an opportunity to reduce antibiotic exposure and antimicrobial resistance. So far, there is limited understanding of how POCTRM may support clinicians in primary care in the UK and how POCTs might be integrated into practice.
Aim: To investigate clinicians' views on how POCTRM could influence clinical decisions and routine practice, and perspectives on how POCTRM may impact the clinician-patient relationship.
Long-term studies should provide structure for inclusive education and professional development.
Ecol Lett
December 2024
UC Santa Cruz, Ecology and Evolutionary Biology, Santa Cruz, California, USA.
Long-term studies are critical for ecological understanding, but they are underutilized as inclusive opportunities for training ecologists. We use our perspective from the Año Nuevo elephant seal programme along with surveys from community members to propose that long-term studies could be better leveraged to promote inclusive education and professional development in ecology. Drawing on our experiences as mentors and mentees, we demonstrate how long-term studies can use their resources, including rich data, robust logistics and extensive professional networks, to improve recruitment and retention of diverse groups of trainees.
View Article and Find Full Text PDFFood for thought: a qualitative assessment of medical trainee and faculty perceptions of nutrition education.
BMC Med Educ
December 2024
Department of Medical Education, Geisinger Commonwealth School of Medicine, Geisinger College of Health Sciences, 525 Pine Street, Scranton, PA, 18509, USA.
Background: The American Society of Clinical Nutrition recommends 37 to 44 h of undergraduate medical nutrition education. The Total Health Curriculum at Geisinger Commonwealth School of Medicine (GCSOM) contains 14 h of objective-based nutritional instruction. This study aimed to examine the perceptions of key stakeholders regarding the role of nutrition in medicine and to identify barriers, opportunities for improvement, and roles/responsibilities for innovative implementation of nutrition education.
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