Relevant bibliographies by topics / Physicians (General practice) Education Victoria

Academic literature on the topic 'Physicians (General practice) Education Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Physicians (General practice) Education Victoria"

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Hallinan, Christine Mary, Jane Maree Gunn, and Yvonne Ann Bonomo. "Implementation of medicinal cannabis in Australia: innovation or upheaval? Perspectives from physicians as key informants, a qualitative analysis." BMJ Open 11, no. 10 (October 2021): e054044. http://dx.doi.org/10.1136/bmjopen-2021-054044.

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Objective We sought to explore physician perspectives on the prescribing of cannabinoids to patients to gain a deeper understanding of the issues faced by prescriber and public health advisors in the rollout of medicinal cannabis. Design A thematic qualitative analysis of 21 in-depth interviews was undertaken to explore the narrative on the policy and practice of medicinal cannabis prescribing. The analysis used the Diffusion of Innovations (DoI) theoretical framework to model the conceptualisation of the rollout of medicinal cannabis in the Australian context. Setting Informants from the states and territories of Victoria, New South Wales, Tasmania, Australian Capital Territory, and Queensland in Australia were invited to participate in interviews to explore the policy and practice of medicinal cannabis prescribing. Participants Participants included 21 prescribing and non-prescribing key informants working in the area of neurology, rheumatology, oncology, pain medicine, psychiatry, public health, and general practice. Results There was an agreement among many informants that medicinal cannabis is, indeed, a pharmaceutical innovation. From the analysis of the informant interviews, the factors that facilitate the diffusion of medicinal cannabis into clincal practice include the adoption of appropriate regulation, the use of data to evaluate safety and efficacy, improved prescriber education, and the continuous monitoring of product quality and cost. Most informants asserted the widespread assimilation of medicinal cannabis into practice is impeded by a lack of health system antecedents that are required to facilitate safe, effective, and equitable access to medicinal cannabis as a therapeutic. Conclusions This research highlights the tensions that arise and the factors that influence the rollout of cannabis as an unregistered medicine. Addressing these factors is essential for the safe and effective prescribing in contemporary medical practice. The findings from this research provides important evidence on medicinal cannabis as a therapeutic, and also informs the rollout of potential novel therapeutics in the future.
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DOMÍNGUEZ-RUÉ, EMMA. "Madwomen in the Drawing-Room: Female Invalidism in Ellen Glasgow's Gothic Stories." Journal of American Studies 38, no. 3 (December 2004): 425–38. http://dx.doi.org/10.1017/s0021875804008722.

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“Definitions belong to the definers, not the defined.” Toni Morrison, Beloved.Freud's psychoanalytic theories of fear of castration and penis-envy transformed woman into not-man, thus defining her as “other” and “lacking.” His studies also gave a sexual component to relationships among women, marking them as potentially lesbian and hence deviant. Medical men of Victorian England and America consciously or unconsciously helped to justify gender roles and women's seclusion in the domestic on the grounds that their specific physiology made them slaves of their reproductive system. As women's ovaries presumably controlled their lives and their behavior, genitals determined social roles, and doctors urged mothers to remind their daughters that any deviation from their “natural” and legitimate functions as wives and mothers could ruin their health forever. The cult of True Womanhood conveniently idealized maternity and defined the virtues of obedience, piety, and passivity as essentially feminine, while it condemned the desire for an education or the practice of birth control as unnatural and dangerous to women and to the whole of society. In the last decades of the nineteenth century, hysteria became the most fashionable of the so-called “female maladies” among middle- and upper-class women, a fact that illustrates how physicians failed to dissociate scientific evidence from social views of the period. Victorian psychologists and gynecologists mimicked contemporary male attitudes, which sanctioned the doctrine of separate spheres, while affectionate bonds between women were regarded with suspicion, as they could lead to homosexuality.
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Hansel, N. K., D. Koester, C. F. Webber, and R. Bastani. "Emergency room practice among family physicians." Academic Medicine 60, no. 11 (November 1985): 865–9. http://dx.doi.org/10.1097/00001888-198511000-00007.

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Kilo, Charles M. "Educating physicians for systems-based practice." Journal of Continuing Education in the Health Professions 28 (2008): 15–18. http://dx.doi.org/10.1002/chp.202.

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Stewart, Barry L., Cleo H. Macmillan, and William J. Ralph. "Survey of dental practice/dental education in Victoria. Part IV. Specialist dental practice." Australian Dental Journal 35, no. 3 (June 1990): 294–98. http://dx.doi.org/10.1111/j.1834-7819.1990.tb05410.x.

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Taylor, T. L. "A practice profile of native American physicians." Academic Medicine 64, no. 7 (July 1989): 393–6. http://dx.doi.org/10.1097/00001888-198907000-00012.

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Nash, D. B., L. E. Markson, S. Howell, and E. A. Hildreth. "Evaluating the competence of physicians in practice." Academic Medicine 68, no. 2 (February 1993): S19–22. http://dx.doi.org/10.1097/00001888-199302000-00024.

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Sidorov, J. "Retraining specialist physicians for primary care practice." Academic Medicine 72, no. 4 (April 1997): 248–9. http://dx.doi.org/10.1097/00001888-199704000-00006.

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Mylopoulos, Maria, Lynne Lohfeld, Geoffrey R. Norman, Gurpreet Dhaliwal, and Kevin W. Eva. "Renowned Physicians’ Perceptions of Expert Diagnostic Practice." Academic Medicine 87, no. 10 (October 2012): 1413–17. http://dx.doi.org/10.1097/acm.0b013e31826735fc.

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Stewart, Barry L., Cleo H. Macmillan, and William J. Ralph. "Survey of dental practice/dental education in Victoria. Part III. Trends in general dental practice." Australian Dental Journal 35, no. 2 (April 1990): 169–80. http://dx.doi.org/10.1111/j.1834-7819.1990.tb05884.x.

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Dissertations / Theses on the topic "Physicians (General practice) Education Victoria"

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McCall, Louise 1965. "Can continuing medical education in general practice psychiatry aid GPs to deal with common mental disorders ? : a study of the impact on doctors and their patients." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8363.

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Munro, Neil Macarthur. "Postgraduate attachment to general practice : influence on doctors’ future career intentions." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6915/.

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Recruitment of medical graduates to general practice careers in the UK, as in other developed countries, remains challenging. Currently general practice attracts fewer doctors than health care planners anticipate will be needed to meet the burgeoning health needs of an ageing population. Understanding the factors that influence doctors in their career choices is important to manpower planners, the profession and society as a whole. A two year postgraduate foundation programme for all doctors was introduced into the UK in 2006. One of its main intentions was to provide doctors with postgraduate clinical attachments that would assist them in making informed career choices. This has resulted, for the first time, in large numbers of recent medical graduates experiencing several specialties before applying for specialty specific training programmes. The main aim of this thesis was to assess the influence of a four month postgraduate attachment in general practice in the second foundation year on doctors' career intent. It was hypothesised that the attachment would have a positive impact on recruitment to general practice careers. This hypothesis was tested using a combined quantitative and qualitative approach. A literature review examined career decision making in medicine. It was divided chronologically into sections covering decision making at school, university and in the early postgraduate years. In addition a section focussed on decision making in careers other than medicine. A validated career inventory (sci 59) measuring change in career preference was selected for use in this study. The output is in the form of career rankings among 59 medical specialties. In addition, a semi-structured interview questionnaire was developed based on themes emerging from the literature review and was refined following piloting. Interviews were recorded, transcribed and thematically analysed using NVivo 7. The study was conducted in the Kent, Surrey and Sussex Deanery between 2005 and 2008. Participants (n=225) included all doctors whose second foundation year programme included a four month attachment in general practice. They were sent a sci 59 questionnaire at the beginning of their attachment and a further questionnaire at the end. Those responding to both questionnaires were invited to take part in an interview. 112 participants completed sci 59 questionnaires at the beginning and end of their 4 months attachment. Initial analysis demonstrated a small, statistically non-significant improvement in career intent towards general practice. Using a measure that reflects movement in ranking between the two questionnaires, further analysis showed a small, statistically significant, improvement in the ranking of general practice among participants who had low initial rankings for general practice. 30 participants were interviewed. Placements in general practice during the second foundation year were generally regarded in a very positive light. Doctors particularly valued ongoing relationships with patients as well as involvement with local communities. They commented on the high quality of supervision and the structured learning environment of their attachments. General practice was also seen as a better lifestyle option than other main specialties as well as offering flexible working opportunities. New findings included the observation that career ranking for general practice improved following a four month postgraduate attachment in general practice among those less inclined to general practice as a career in the first place. Thematic analysis of transcribed interviews revealed enhanced respect, among foundation doctors, for general practice as a career option irrespective of their own eventual career intent. This improved regard for general practice among doctors intent on specialising may be important in the context of persisting disparagement of general practice by some students, clinicians and teachers. It may also be helpful in engendering mutual respect and more effective working relationships between specialists and generalists in the future.
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Mash, Bob. "The development of distance education for general practitioners on common mental disorders through participatory action research." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53100.

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Books on the topic "Physicians (General practice) Education Victoria"

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Forum, Australian College of Rural and Remote Medicine Scientific. Rural medicine: Integration-working together for rural medicine : proceedings of the ACRRM Scientific Forum, held jointly with the RWAV Victorian Rural General Practice Conference. Melbourne, Vic: Australian College of Rural & Remote Medicine, 2002.

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Attwood, M. Professional development: A guide for general practice. 2nd ed. Malden, Mass: Blackwell, 2005.

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European Academy of Teachers in General Practice. Congress. Drug education in general practice: Selected papers from the first congress of the European Academy of Teachers in General Practice 1993. London: Royal College of General Practitioners, 1995.

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J, Kunitz Stephen, and Brandon William P, eds. The Training of primary physicians. Lanham, MD: University Press of America, 1986.

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GP ST: Stage 2, Practice questions. Knutsford, Cheshire, England: PASTest, 2007.

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GP ST: Stage 3 : assessment handbook. Knutsford: PasTest, 2008.

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The inner apprentice: An awareness-centred approach to vocational training for general practice. Dordrecht: Kluwer Academic Publishers, 1992.

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The inner apprentice: An awareness-centred approach to vocational training for general practice. Newbury: Petroc, 1996.

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The GPVTS guide to success: The truth about hospital posts, the ePortfolio, working as a registrar, the dreaded exams, plus finding and getting a job at the end of it all... Oxford: Oxford University Press, 2011.

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Khan, Saba. The complete GPVTS stage 2 preparation guide: Questions and professional dilemmas. Chichester, West Sussex: John Wiley & Sons, 2012.

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Book chapters on the topic "Physicians (General practice) Education Victoria"

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Rothstein, William G. "Graduate Medical Education." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0027.

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Graduate medical education has become as important as attendance at medical school in the training of physicians. Up to 1970, most graduates of medical schools first took an internship in general medicine and then a residency in a specialty. After 1970, practically all medical school graduates entered residency training in a specialty immediately after graduation. Residency programs have been located in hospitals affiliated with medical schools and have been accredited by specialty boards, which have been controlled by medical school faculty members. This situation has led to insufficient breadth of training and lax regulation of the programs. The internship, which followed graduation from medical school until its elimination after 1970, consisted of one or two years of hospital training, usually unconnected with any medical specialty. It was designed to provide gradually increasing responsibility for patient care, supplemented by formal teaching in rounds and seminars. In practice, as George Miller observed in 1963, it was “virtually impossible to find an internship [program with] a graded and sequential course of study leading to relatively well-defined goals.” This was also the finding of several surveys of interns and physicians. A 1959 survey of 2,616 interns found that the two most frequently cited deficiencies of internships were lack of “sufficient review and criticism of your work with patients,” cited by 47 percent, and “adequate instruction in the application of scientific knowledge to patient care,” cited by 34 percent. A 1952 survey of 6,662 graduates of the medical school classes of 1937 and 1947 and a later survey of over 3,000 interns and residents produced similar findings. Formal instruction during the internship was usually casual and unsystematic. Stephen Miller's study of one university hospital found that interns spent only a few hours per week in formal lectures and conferences and on rounds. In teaching on rounds, “the visiting physician does not prepare a lecture or other teaching material. He simply walks onto the ward and responds to patients and their problems with opinions and examples from his own clinical experience.” The educational value of rounds therefore depended on the illnesses of the patients and the relevant skills of the physicians.
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Rothstein, William G. "Undergraduate Medical Education." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0026.

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Undergraduate medical education has changed markedly in the decades after mid-century. The basic medical sciences have been de-emphasized; clinical training in the specialties has replaced that in general medicine; and both types of training have been compressed to permit much of the fourth year to be used for electives. The patients used for teaching in the major teaching hospitals have become less typical of those found in community practice. Innovations in medical education have been successful only when they have been compatible with other interests of the faculty. As medicine and medical schools have changed, major differences of opinion have developed over the goals of undergraduate medical education. Practicing physicians have continued to believe that the fundamentals of clinical medicine should be emphasized. A survey in the 1970s of 903 physicians found that over 97 percent of them believed that each of the following was “a proper goal of medical school training:” “knowing enough medical facts;” “being skillful in medical diagnosis;” “making good treatment plans;” “understanding the doctor-patient relationship;” “understanding the extent to which emotional factors can affect physical illness;” “being able to keep up with new developments in medicine;” and being able to use and evaluate sources of medical information. Only 52 percent felt that “being able to carry out research” was a proper goal of medical school training. Medical students have also believed that undergraduate medical education should emphasize clinical training. Bloom asked students at one medical school in the early 1960s whether they would prefer to “work at some interesting research problem that does not involve any contact with patients,” or to “work directly with patients, even though tasks are relatively routine.” About 25 percent of the students in all four classes chose research, while 58 percent of the freshmen and 70 percent of the juniors and seniors chose patient care. The same study also asked students their criteria for ranking classmates “as medical students.” Clinical skills were the predominant criteria used by students, with “ability to carry out research” ranking far down on the list. Faculty members, on the other hand, have emphasized the basic and preliminary nature of undergraduate medical education.
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Bonner, Thomas Neville. "Toward New Goals for Medical Education, 1830-1850." In Becoming a Physician. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195062984.003.0011.

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The years around 1830, as just described, were a turning point in the movement to create a more systematic and uniform approach to the training of doctors. For the next quarter-century, a battle royal raged in the transatlantic countries between those seeking to create a common standard of medical training for all practitioners and those who defended the many-tiered systems of preparing healers that prevailed in most of them. At stake were such important issues as the care of the rural populations, largely unserved by university-trained physicians, the ever larger role claimed for science and academic study in educating doctors, the place of organized medical groups in decision making about professional training, and the role to be played by government in setting standards of medical education. In Great Britain, the conflict over change centered on the efforts of reformers, mainly liberal Whigs, apothecary-surgeons, and Scottish teachers and practitioners, to gain a larger measure of recognition for the rights of general practitioners to ply their trade freely throughout the nation. Ranged against them were the royal colleges, the traditional universities, and other defenders of the status quo. Particularly sensitive in Britain was the entrenched power of the royal colleges of medicine and surgery— “the most conservative bodies in the medical world,” S. W. F. Holloway called them—which continued to defend the importance of a liberal, gentlemanly education for medicine, as well as their right to approve the qualifications for practice of all other practitioners except apothecaries. Members of the Royal College of Physicians of London, the most elite of all the British medical bodies, were divided by class into a small number of fellows, almost all graduates of Oxford and Cambridge, and a larger number of licentiates, who, though permitted to practice, took no part in serious policy discussions and could not even use such college facilities as the library or the museum. “The Fellows,” claimed a petition signed by forty-nine London physicians in 1833, “have usurped all the corporate power, offices, privileges, and emoluments attached to the College.”
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Curley, Anna. "Medical Regulation." In A Medic's Guide to Essential Legal Matters, 141–56. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198749851.003.0011.

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Regulation of the medical profession is to ensure medicine is only practised by qualified individuals. Regulatory systems set and maintain standards of education and training, control entry into practice, and ensure competence of practising physicians. Medical regulators also identify and take action against incompetent, unethical, or immoral practices by physicians. In the UK, these regulatory roles are carried out by the General Medical Council (GMC). The Medical Act 1983 provides the statutory basis for the GMC’s overall functions. Its role in education has evolved significantly of late as it now holds responsibility for postgraduate medical education and training in the UK and is tasked with developing combined standards for undergraduate and postgraduate education. The GMC also governs medical revalidation, the purpose of which is to improve the safety, quality, and effective delivery of care for patients by bringing all doctors into a governed system that prioritizes professional development and accountability.
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Ingram, Cory. "Communicating With Families." In Mayo Clinic Critical and Neurocritical Care Board Review, edited by Eelco F. M. Wijdicks, James Y. Findlay, William D. Freeman, and Ayan Sen, 1001–4. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190862923.003.0139.

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Professionalism guides how intensivists provide care, and communicating effectively is a core principle of professionalism. Communicating with families is common in intensive care units because patients may be in extremis or unable to understand their critical illness. Interpersonal and communication skills are core competency areas at all levels of medical training and practice. The Accreditation Council for Graduate Medical Education included interpersonal and communication skills as a general competence, and the American Board of Medical Specialties endorsed the same competencies for practicing physicians. Nonetheless, a physician must rely on experience to recommend certain options to patients’ families, guide them toward understanding, and proceed with the best professional choice.
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Deis, D. A., O. S. Wegner, and P. G. Wegner. "THE SPECIFICS OF THE ORGANIZATION OF CLASSES ON PHYSICAL CULTURE AT A MEDICAL UNIVERSIT." In Filosofskie, sociologičeskie i psihologo-pedagogičeskie problemy sovremennogo obrazovaniâ., 225–28. Altai State Pedagogical University, 2021. http://dx.doi.org/10.37386/2687-0576-2021-3-225-228.

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The study is devoted to the analysis of the formation of physical culture of students in a medical university. The specificity of the medical profession contains a number of important characteristics (emotional and volitional stability, endurance, physical and mental endurance, dexterity in carrying out medical procedures, motor coordination, etc.) that require appropriate physical training. Physical culture in this regard for physicians is not only a part of general culture, but also a professional culture. However, as shown by a sociological survey of medical students, they do not sufficiently assess the degree of importance of the discipline “Physical culture”. This requires the development of new approaches to organizing and conducting physical education classes in a medical University including such as the proposed practice-oriented (D.A. will allow raising the status of the discipline in question in a medical university and linking it with the professional training of medical students.
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