Can the transition process from foundation doctor to neurosurgical specialty trainee be improved through “learner-centered induction programs”?
Vikas Acharya,1 Sami Mansour,2 Samuel M Amis,3 Amir Reyahi3 1Department of Neurosurgery, University Hospitals Coventry and Warwickshire, 2Warwick Medical School, University of Warwick, Coventry, 3Luton and Dunstable University Hospital, Luton, UK Abstract: The transition period from foundation progr...
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ftdovepress:oai:dovepress.com/24190 2023-05-15T18:13:26+02:00 Can the transition process from foundation doctor to neurosurgical specialty trainee be improved through “learner-centered induction programs”? Acharya,Vikas Mansour,Sami Amis,Samuel M Reyahi,Amir 2015-10-16 text/html https://www.dovepress.com/can-the-transition-process-from-foundation-doctor-to-neurosurgical-spe-peer-reviewed-fulltext-article-AMEP en eng Dove Press info:eu-repo/semantics/altIdentifier/doi/10.2147/AMEP.S90256 https://www.dovepress.com/can-the-transition-process-from-foundation-doctor-to-neurosurgical-spe-peer-reviewed-fulltext-article-AMEP info:eu-repo/semantics/openAccess Advances in Medical Education and Practice Original Research info:eu-repo/semantics/article 2015 ftdovepress https://doi.org/10.2147/AMEP.S90256 2022-12-27T21:56:34Z Vikas Acharya,1 Sami Mansour,2 Samuel M Amis,3 Amir Reyahi3 1Department of Neurosurgery, University Hospitals Coventry and Warwickshire, 2Warwick Medical School, University of Warwick, Coventry, 3Luton and Dunstable University Hospital, Luton, UK Abstract: The transition period from foundation program doctor to specialty trainee can be difficult for junior doctors. This difficult period often acts as a major obstacle for learning in the workplace. Existing induction programs are commonly seen as inadequate at easing this transition, and therefore, a pilot study intervention was undertaken to assess if the initiation of “learner-centered induction programs” could help improve the confidence, knowledge acquisition, and satisfaction of junior doctors as they begin specialty training in neurosurgery. Ethnographic and anecdotal evidences were collated from junior doctors, specialty trainees, and consultants in order to investigate if further work on this subject would be beneficial. All participants were working in the Department of Neurosurgery at University Hospital Coventry and Warwickshire, Coventry, UK, over a 4-week period in March/April 2015. A review of the relevant literature was also undertaken. This report found that despite the reservations around the increased organizational demands of induction programs of this nature, as well as concerns around a single junior doctor covering the ward alone during the induction period, feedback following the intervention was largely positive. Junior doctors appreciated being taught about their roles and responsibilities from their predecessors as well as deciding among themselves what topics they wanted covering. As a result, the induction sessions tended to focus on clinical skills rather than theoretical knowledge, which most of the junior doctors believed they could cover adequately in their own time. The junior doctors felt that they benefited from learning/refreshing their relevant practical skills in a safe environment under senior supervision, prior to starting ... Article in Journal/Newspaper sami Dove Medical Press Advances in Medical Education and Practice 591 |
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Advances in Medical Education and Practice Acharya,Vikas Mansour,Sami Amis,Samuel M Reyahi,Amir Can the transition process from foundation doctor to neurosurgical specialty trainee be improved through “learner-centered induction programs”? |
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Vikas Acharya,1 Sami Mansour,2 Samuel M Amis,3 Amir Reyahi3 1Department of Neurosurgery, University Hospitals Coventry and Warwickshire, 2Warwick Medical School, University of Warwick, Coventry, 3Luton and Dunstable University Hospital, Luton, UK Abstract: The transition period from foundation program doctor to specialty trainee can be difficult for junior doctors. This difficult period often acts as a major obstacle for learning in the workplace. Existing induction programs are commonly seen as inadequate at easing this transition, and therefore, a pilot study intervention was undertaken to assess if the initiation of “learner-centered induction programs” could help improve the confidence, knowledge acquisition, and satisfaction of junior doctors as they begin specialty training in neurosurgery. Ethnographic and anecdotal evidences were collated from junior doctors, specialty trainees, and consultants in order to investigate if further work on this subject would be beneficial. All participants were working in the Department of Neurosurgery at University Hospital Coventry and Warwickshire, Coventry, UK, over a 4-week period in March/April 2015. A review of the relevant literature was also undertaken. This report found that despite the reservations around the increased organizational demands of induction programs of this nature, as well as concerns around a single junior doctor covering the ward alone during the induction period, feedback following the intervention was largely positive. Junior doctors appreciated being taught about their roles and responsibilities from their predecessors as well as deciding among themselves what topics they wanted covering. As a result, the induction sessions tended to focus on clinical skills rather than theoretical knowledge, which most of the junior doctors believed they could cover adequately in their own time. The junior doctors felt that they benefited from learning/refreshing their relevant practical skills in a safe environment under senior supervision, prior to starting ... |
format |
Article in Journal/Newspaper |
author |
Acharya,Vikas Mansour,Sami Amis,Samuel M Reyahi,Amir |
author_facet |
Acharya,Vikas Mansour,Sami Amis,Samuel M Reyahi,Amir |
author_sort |
Acharya,Vikas |
title |
Can the transition process from foundation doctor to neurosurgical specialty trainee be improved through “learner-centered induction programs”? |
title_short |
Can the transition process from foundation doctor to neurosurgical specialty trainee be improved through “learner-centered induction programs”? |
title_full |
Can the transition process from foundation doctor to neurosurgical specialty trainee be improved through “learner-centered induction programs”? |
title_fullStr |
Can the transition process from foundation doctor to neurosurgical specialty trainee be improved through “learner-centered induction programs”? |
title_full_unstemmed |
Can the transition process from foundation doctor to neurosurgical specialty trainee be improved through “learner-centered induction programs”? |
title_sort |
can the transition process from foundation doctor to neurosurgical specialty trainee be improved through “learner-centered induction programs”? |
publisher |
Dove Press |
publishDate |
2015 |
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https://www.dovepress.com/can-the-transition-process-from-foundation-doctor-to-neurosurgical-spe-peer-reviewed-fulltext-article-AMEP |
genre |
sami |
genre_facet |
sami |
op_relation |
info:eu-repo/semantics/altIdentifier/doi/10.2147/AMEP.S90256 https://www.dovepress.com/can-the-transition-process-from-foundation-doctor-to-neurosurgical-spe-peer-reviewed-fulltext-article-AMEP |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/10.2147/AMEP.S90256 |
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Advances in Medical Education and Practice |
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