Готові списки джерел за темами / Doctors' careers

Добірка наукової літератури з теми "Doctors' careers"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "Doctors' careers"

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Batsone, G. F. "Doctors and their Careers." Postgraduate Medical Journal 65, no. 763 (May 1, 1989): 346–47. http://dx.doi.org/10.1136/pgmj.65.763.346-c.

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2

Carnall, D., and R. Smith. "Careers advice for doctors." BMJ 313, no. 7048 (July 6, 1996): 3. http://dx.doi.org/10.1136/bmj.313.7048.3.

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3

Eyre, Harris A., Rob D. Mitchell, Will Milford, Nitin Vaswani, and Steven Moylan. "Portfolio careers for medical graduates: implications for postgraduate training and workforce planning." Australian Health Review 38, no. 3 (2014): 246. http://dx.doi.org/10.1071/ah13203.

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Portfolio careers in medicine can be defined as significant involvement in one or more portfolios of activity beyond a practitioner’s primary clinical role, either concurrently or in sequence. Portfolio occupations may include medical education, research, administration, legal medicine, the arts, engineering, business and consulting, leadership, politics and entrepreneurship. Despite significant interest among junior doctors, portfolios are poorly integrated with prevocational and speciality training programs in Australia. The present paper seeks to explore this issue. More formal systems for portfolio careers in Australia have the potential to increase job satisfaction, flexibility and retention, as well as diversify trainee skill sets. Although there are numerous benefits from involvement in portfolio careers, there are also risks to the trainee, employing health service and workforce modelling. Formalising pathways to portfolio careers relies on assessing stakeholder interest, enhancing flexibility in training programs, developing support programs, mentorship and coaching schemes and improving support structures in health services. What is known about the topic? Portfolio careers are well understood as a career structure in general business. However, in medicine little is known about the concept of portfolio careers, their drivers, benefits and risks. There are significant issues faced by the Australian junior medical workforce such as a need for diversified skill-sets (e.g. increased involvement in research, public health and leadership), low job satisfaction for junior doctors and an increasing emphasis of work-life balance and mental well-being. What does this paper add? This paper critically analyses the concept of portfolio careers in the postgraduate setting by critiquing literature on the international and national experiences in this field. This paper outlines potential benefits of portfolio careers requiring further research, such as a diversification in the workforce and improved job satisfaction. Risks include reducing the health service provision capacity of junior doctors and drawing doctors away from a medical career. What are the implications for practitioners? This paper has substantial educational and workforce implications for medical students, junior doctors and medical managers. For medical students and junior doctors this paper frames the possibilities in a medical career, as well as benefits and risks of aiming for a portfolio career in medicine. For medical managers, this paper suggests strategies for further research, enhancing workforce job satisfaction and potential pitfalls of increasing opportunities for medical portfolio careers.
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4

Popat, R. "Portfolio Development for Foundation Doctors – Step® Foundation Day 1." Bulletin of the Royal College of Surgeons of England 92, no. 9 (October 1, 2010): 302–3. http://dx.doi.org/10.1308/147363510x12718607433035.

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The careers of foundation-year doctors since the advent of Modernising Medical Careers (MMC) have significantly differed from those of our predecessors. Long gone are the days when doctors could spend a few years plying their trade as senior house officers in different subspecialties, taking their time to develop an extensive skill set before finally settling on the area in which they wished to forge their career.
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5

BARDEN, J. "Surgical careers and female doctors." Lancet 340, no. 8810 (July 1992): 56–57. http://dx.doi.org/10.1016/0140-6736(92)92472-r.

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6

Smith, Fay, Michael J. Goldacre, and Trevor W. Lambert. "Adverse effects on health and wellbeing of working as a doctor: views of the UK medical graduates of 1974 and 1977 surveyed in 2014." Journal of the Royal Society of Medicine 110, no. 5 (March 20, 2017): 198–207. http://dx.doi.org/10.1177/0141076817697489.

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Summary Objective To report on any adverse effects on health and wellbeing of working as a doctor, as described by senior doctors. Design Questionnaires sent in 2014 to all medical graduates of 1974 and 1977. Participants 3695 UK medical graduates. Setting United Kingdom. Main outcome measures Statements about adverse effects upon health, wellbeing and career. Results The aggregated response rate from contactable doctors was 84.6% (3695/4369). In response to the question ‘Do you feel that working as a doctor has had any adverse effects on your own health or wellbeing?’, 44% of doctors answered ‘yes’. More GPs (47%) than hospital doctors (42%) specified that this was the case. Three-quarters of doctors who answered ‘yes’ cited ‘stress/work–life balance/workload’ as an adverse effect, and 45% mentioned illness. In response to the statement ‘The NHS of today is a good employer when doctors become ill themselves’, 28% of doctors agreed, 29% neither agreed nor disagreed and 43% disagreed. More women doctors (49%) than men doctors (40%) disagreed with this statement. More general practitioners (49%) disagreed than hospital doctors (37%). Conclusions Chronic stress and illness, which these doctors attributed to their work, were widely reported. Although recent changes may have alleviated some of these issues, there are lessons for the present and future if the NHS is to ensure that its medical workforce receives the support which enables current doctors to enjoy a full and satisfying career and to contribute fully to health service provision in the UK. Older doctors, in particular, need support to be able to continue successfully in their careers.
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Cuesta-Briand, Beatriz, Mathew Coleman, Rebekah Ledingham, Sarah Moore, Helen Wright, David Oldham, and Denese Playford. "Extending a Conceptual Framework for Junior Doctors’ Career Decision Making and Rural Careers: Explorers versus Planners and Finding the ‘Right Fit’." International Journal of Environmental Research and Public Health 17, no. 4 (February 20, 2020): 1352. http://dx.doi.org/10.3390/ijerph17041352.

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This study uses data from a Rural Clinical School of Western Australia (RCSWA) and WA Country Health (WACHS) study on rural work intentions among junior doctors to explore their internal decision-making processes and gain a better understanding of how junior doctors make decisions along their career pathway. This was a qualitative study involving junior doctor participants in postgraduate years (PGY) 1 to 5 undergoing training in Western Australia (WA). Data was collected through semi-structured telephone interviews. Two main themes were identified: career decision-making as an on-going process; and early career doctors’ internal decision-making process, which fell broadly into two groups (‘explorers’ and ‘planners’). Both groups of junior doctors require ongoing personalised career advice, training pathways, and career development opportunities that best “fit” their internal decision-making processes for the purposes of enhancing rural workforce outcomes.
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MacDonald, Rhona. "Modernising Medical Careers and overseas doctors." BMJ 328, no. 7454 (June 19, 2004): s256. http://dx.doi.org/10.1136/bmj.328.7454.s256.

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Gurney, Ian. "Guiding Doctors in Managing Their Careers." BMJ 333, no. 7562 (August 5, 2006): s60.1—s60. http://dx.doi.org/10.1136/bmj.333.7562.s60.

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MacDonald, Rhona. "Some doctors need special careers advice." BMJ 322, Suppl S6 (June 1, 2001): 0106173. http://dx.doi.org/10.1136/sbmj.0106173.

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Дисертації з теми "Doctors' careers"

1

Elston, Mary Ann C. "Women doctors in the British health services : a sociological study of their careers and opportunities." Thesis, University of Leeds, 1986. http://etheses.whiterose.ac.uk/247/.

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This thesis is an examination of the careers of women in medicine in Britain from the 1860s to the 1970s. It begins with an analysis of some of the sociological literature on the medical profession and argues that much of this has been guided by inappropriate assumptions concerning the history and present position of women within the British medical profession. An analysis of statistical evidence on the numbers of women doctors follows which shows that the number of women within the profession has often been underestimated. The trends in women's entry to medical schools in Britain are examined in detail, showing fluctuation in their entry over the past century and the changing pattern of segregation into particular medical schools. This section includes a brief consideration of the development and significance of the practice of reserving 'quotas' of places for women in medical schools from 1947 to 1975. Part Two consists of an historical analysis of the careers of women in medicine in successive periods over the past century. It begins with an analysis of the campaign for women's access to medical education in the late-nineteenth century, in relation to the contemporary women's movement and the professionalization of medicine. The following two chapters examine in detail the education and careers of women entering medicine before the First World War. The implications of the limitations of medical women's practice to women and children only are explored in relation to the contemporary organization of medical care. This limitation persisted until the First World War which brought about a marked increase in the numbers of women entering medicine, and wider opportunities for women to practise medicine, at least in the short-term. The subsequent reaction within medical schools and the profession is then analysed, as is the significance of the increasing state involvement in health service provision. The final chapter considers the implications of the development of the National Health Service for medical women's careers.
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Tregoning, Catherine Louise. "Doctors' career & retirement choices." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504696.

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This research investigates the influences on doctors' career and retirement choices. It looks at what influences the career choices of 1993-1996 medical graduates from The University of Manchester (in the North West of England) and also explores what makes-them leave the North West region during this training stage. Doctors in the late stage of their career are also studied to investigate what makes hospital consultants in the North West over the age of 55 retire from the UK's National Health Service (NHS). THE UNIVERSITY OF MANCHESTER ABSTBACJOFTHESI~submittedby Catherine Tregoning for the Degree of PhD and entitled Doctors' Career and Retirement Choices March 2008 . '. ~ .. - ....... ~. ,'., ....;- The research shows that trainees who make career choices based upon an interest in the specialty and/or opportunities as they arise at the time, are more likely to remain in the medical profession. If they have children, they are less likely to remain in medicine. Those who grew-up in the North West or have a partner who originates from the region, can more often be expected to remain in the North West. Furthermore, relocation during training is less likely if an individual has a preference for working with a mixture of deprived and affluent populations. Over 55 hospital consultan'ts are more likely to retire if they obtained their primary medical qualification before 1970, or have a disability or significant health problem. There is also a greater likelihood that they will retire if they consider issues with management to be an important factor in their decision to leave their NHS career. Conversely, they are more likely to remain working in the NHS if achieving their maximum NHS pension entitlement is important to them. The research was conducted in two stages. In stage 1, 47 doctors were interviewed from the two sample groups. The qualitative data gathered, informed the development of a questionnaire distributed to 1, 483 doctors in stage 2. Of these 534 (36%) responded. 32.1% responded from the trainee group and 55.5% from the over 55 consultant group. Pilot studies were conducted at both stages. The research draws upon several different theoretical perspectives to develop the concepts of individual, social and job influences on careers, as well as explore the process of change. The results of the research inform academic work by considering doctors' choices in the context of literature from the fields of careers, medicine and psychology, which has rarely been done. '~lt~aH:f6-U:jKes twOSamples~at different career stages and compares the influences on careers at these different stages. Recommendations for further research include more in-depth investigation of the difficulties for female doctors of combining their career with motherhood, and work into consultants' retirement intentions versus retirement behaviour.
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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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Edge, Rhiannon Louise. "A mixed methods study exploring early career doctors' and medical students' seasonal influenza vaccination." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/87730/.

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Seasonal influenza is an acute, contagious respiratory infection that causes considerable morbidity and mortality each year. The Chief Medical Officer for England recommends that healthcare workers have a seasonal influenza vaccination in an attempt to protect both patients and NHS staff. Despite current recommendations and campaigns targeted at improving vaccination uptake, many healthcare workers do not have a seasonal influenza vaccination. It is clear that more research is necessary to fully understand the vaccination decision of healthcare workers. This mixed methods thesis employed a range of novel methodological approaches to understanding the influences on the seasonal influenza vaccination decision by medical students and junior doctors. Social network analysis is a well-established research approach that looks at individuals in the context of their social connections. I used an outbreak simulation model to investigate to assess whether an individual’s risk of infection could be linked with their position in the social network. Expanding further on this, the auto-logistic regression model was applied to social network data to predict an individual’s likelihood of vaccinating given the behaviour of their peers. Finally, a qualitative approach was used to explore the factors informing vaccination decisions. Findings gathered throughout this programme of work were synthesised together to produce a more detailed evaluation of seasonal influenza vaccination amongst medical students and junior doctors. These have been disseminated widely, particularly to occupational health practitioners and the wider academic community – demonstrating that this public health research has impact in practice. By gaining a better understanding of the social effects on influenza vaccination it will be possible to improve seasonal influenza vaccination uptake by healthcare workers, in turn better protecting patients and staff.
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Gelles, Laura A. "Career Prospects and Resources of Domestic Engineering Doctoral Students." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7650.

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Career prospects are a motivating factor for entry and retention of doctoral students, especially in the discipline of engineering. While doctoral student training provides them with highly specialized skills to be an independent researcher, they may not have the requisite skills or guidance to secure the job position of their choice. Therefore, it is important to provide doctoral students with opportunities, training, and information (i.e., resources) about different types of careers to not only ensure they are productive contributors of teaching and research, but also equip them for future career prospects. Research techniques based upon in-depth narrative interviews and combining research with action were used to explain how doctoral students develop and fit in with their intended careers and was used to explore what supports and challenges contribute to their intended career paths. Analysis of the data revealed three themes: (1) Engineering Doctoral Identity; (2) Engineering Doctoral Skill Development; and (3) Time. Research emerged as central to engineering doctoral identity and was reinforced by ‘Insiders’, or people who had a Ph.D. in engineering. Insiders’ and doctoral students’ value of research came at the cost of relatively devaluing other skills (e.g., teaching) and associated career resources. These students had to consider and compromise how they fit within an engineering doctoral identity that is premised on research. This negotiation influenced the skills they developed and how they crafted tactics to acquire necessary skills for future careers. At the same time, participants were struggling to cope with immediate demands of their study while also working towards future career goals. Participants struggled to optimize their time, and in response utilized “Time Adaptive Tactics” such as flexibility, networking, and leveraging career resources. Engineering doctoral student and university staff perceptions of career resources were compared against each other which revealed that students utilize resources based upon a hierarchy that considers how specific and close in time and location those resources are. Whereas staff believed their resources were beneficial regardless of these factors. Additionally, the career resources that participants used were influenced by Insiders and how they implicitly showed they valued those resources.
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Zebelman, Edna S. "Attitude change towards faculty careers during the socialization experience in nursing doctoral programs /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7717.

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Frick, Liezel, Ruth Albertyn, Eva Brodin, Sioux McKenna, and Silwa Claessson. "The role of doctoral education in early career academic development." SUN Press, 2017. http://hdl.handle.net/10962/66658.

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The social and economic significance of the doctorate is recognised across the world, as doctoral candidates are considered to be key contributors to the knowledge society by contributing to socio-economic development through innovation (Barnacle 2005; Taylor 2012). Doctoral students – regardless of their discipline – are expected to take part actively in the knowledge creation process at universities, and this is especially important for those who will remain in academia and continue to contribute in this way.1 But knowledge creation is a complex process. Knowledge creation at the doctoral level and beyond requires a comprehensive understanding of relevant knowledge, sound judgment, and the ability to advise with insight. Doctoral learning also includes aspects such as abstract reasoning, the ability to conceptualise, and problem solving. Thus, through the original contribution candidates are expected to create during the doctorate, they are supposed to become experts in their chosen field of study. This process has been described by Evans (2014) as disciplinary acculturation. Various authors (for example Danby & Lee 2012; Lin & Cranton 2005; Manathunga & Goozée 2007) point out that this process of becoming an expert is by no means easy or straightforward. Rather, developing as a scholar is a lifelong process in which moving from a novice to an expert is an essential rite of passage into academic practice (Dreyfus & Dreyfus 1986). Benmore (2014) states that for those pursuing academic careers, it involves coming to know, but also coming to be an academic. Such a process of becoming doctorate implies movement over time, progression, and transformation (Barnacle, 2005).
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Morningstar, Mary, and Pamela J. Mims. "Grants and External Funding: Doctoral Student and Early Career Workshop." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/173.

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Bedard, Angela C. "Career Research Goals of Genetic Counselors in Training." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1092839314.

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Pierce, Jennifer. "The dual career couple : a human resource management perspective." Thesis, Queensland University of Technology, 1998.

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Книги з теми "Doctors' careers"

1

Allen, Isobel. Doctors and their careers. London: Policy Studies Institute, 1988.

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2

Great Britain. Department of Health., ed. Women doctors andtheir careers. London: Department of Health, 1991.

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3

Allen, Isobel. Doctors and their careers: A new generation. London: Policy Studies Institute, 1994.

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4

Allen, Isobel. Any room at the top?: A study of doctors and their careers. London: Policy Studies Institute, 1988.

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5

Research, Institute for Career. Careers in reproductive healthcare: Medical doctors, nurses, technologists devoted to helping couples enjoy the blessing of children. [Chicago, Ill.]: Institute for Career Research, 2002.

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6

Panayiotou Charalambous, Charalambos. Career Skills for Doctors. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13479-6.

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Davies, Mary A. Doctors, carers and general practice. London: MSD Foundation, 1989.

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8

photographer, Humphrey Bobby, ed. Doctor. London: Franklin Watts, 2015.

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9

Corporation, British Broadcasting, ed. Doctors to be. London: B.B.C. Books, 1992.

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10

Parkhouse, James. Doctor's careers: Aims and experiences of medical graduates. London: Routledge, 1991.

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Частини книг з теми "Doctors' careers"

1

Crompton, Simon. "Doctors." In The Carers Guide, 20. London: Palgrave Macmillan UK, 1994. http://dx.doi.org/10.1007/978-1-349-13869-2_11.

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Burford, James, and Cat Mitchell. "Doctoral carers." In Student Carers in Higher Education, 121–37. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003177104-9.

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Charalambous, Charalambos Panayiotou. "Introduction." In Career Skills for Doctors, 1–2. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13479-6_1.

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Charalambous, Charalambos Panayiotou. "Obtaining the Next Post." In Career Skills for Doctors, 183–202. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13479-6_10.

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Charalambous, Charalambos Panayiotou. "When Things Go Wrong." In Career Skills for Doctors, 203–17. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13479-6_11.

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Charalambous, Charalambos Panayiotou. "Looking After Yourself." In Career Skills for Doctors, 219–41. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13479-6_12.

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Charalambous, Charalambos Panayiotou. "Organisation." In Career Skills for Doctors, 3–20. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13479-6_2.

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Charalambous, Charalambos Panayiotou. "Communication." In Career Skills for Doctors, 21–52. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13479-6_3.

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Charalambous, Charalambos Panayiotou. "Professionalism." In Career Skills for Doctors, 53–86. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13479-6_4.

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Charalambous, Charalambos Panayiotou. "Learning and Teaching." In Career Skills for Doctors, 87–107. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13479-6_5.

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Тези доповідей конференцій з теми "Doctors' careers"

1

Knott, C., J. King, J. Smith, C. Fertleman, P. Winyard, J. Poisson, and S. Sharma. "080 The impact of a summer school on medical student and foundation doctors attitudes to careers in paediatrics." In Great Ormond Street Hospital Conference 2018: Continuous Care. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/goshabs.80.

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Fiddes, Catherine, Sarah Farquharson, and Kathryn Smith. "1394 Choose paediatrics: engaging medical students and foundation doctors in a career in paediatrics during the Covid-19 pandemic via an online paediatric careers conference." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference, Liverpool, 28–30 June 2022. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2022. http://dx.doi.org/10.1136/archdischild-2022-rcpch.657.

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Knott, C., J. King, J. Smith, H. Boyf, J. Poisson, S. Sharma, and P. Winyard. "G632(P) How a tertiary children’s hospital summer school influences attitudes to careers in paediatrics amongst medical student and foundation doctors." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.611.

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Dominguez-Vergara, Nicolas, and Daniel Nicolas Dominguez-Perez. "QUALITY CONTROL TOOLS IN THE ANALYSIS OF COVID-19 CAUSED PROBLEMS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end105.

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Quality control tools are taught in engineering careers to analyze and try to solve problems in the production of goods and in the performance of service businesses. Those tools can be used to analyze and understand many problems. The coronavirus pandemic has caused many problems around the world, like many people infected in people’s agglomerations in public transportation, in celebrations like parties, in political rallies and in public markets because of the people not wearing masks. A Pareto diagram clearly shows the most dangerous comorbidities in case of covid-19 infection. A lot of doctors and nurses have been contagious around the world in many cases because of lack of protection materials for them, hopefully health and safety procedures (check lists) and Poka Yoke devices are being created and implemented to reduced contagion. In this paper we identified and analyzed some covid-19 caused problems using basic quality control tools and for some cases we proposed solutions to them. Examples of a Pareto Diagram in analyzing the death rate in age ranges is used to explain the decrement in deaths in the United States of America if certain age groups are first vaccinated, an Ishikawa Diagram is used to analyze the ineffective distant learning in Mexico, a Check List is elaborated to avoid contagion in shopping and a Dispersion Diagram is used to find a relation between the number of contagious and the number of deaths in many countries of the world. Some other tools are briefly explained and some problems which could be analyzed with those are identified. The examples could enhance the interest of the students in learning the usefulness of those tools in a variety of fields.
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Buche, Mari. "Session details: IT careers." In SIGMIS-CPR '08: 2008 Computer Personnel Doctoral Consortium and Research Conference. New York, NY, USA: ACM, 2008. http://dx.doi.org/10.1145/3246922.

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Jirsáková, Jitka, and Lukas Herout. "CAREER ANCHORS OF DOCTORAL STUDENTS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1393.

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Cusack, Tara, Nicola Mountford, Minna Isomursu, Guido Giunti Garcia, Dimitris Filos, and Ioanna Chouvarda. "INTERDISCIPLINARY AND INTERSECTORAL DOCTORAL EDUCATION DESIGNED TO IMPROVE GRADUATE EMPLOYABILITY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end136.

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Typically, less than half of doctoral graduates will be employed in academia immediately after graduation, with less than 10%-15% achieving a long-term academic career. This leaves 85-90% of PhD graduates seeking employment outside the academic setting, for example in industry and government. The objective of the CHAMELEONS study (CHampioning A Multi-sectoral Education and Learning Experience to Open New pathways for doctoral Students) is to develop innovative educational interventions that shape more adaptable, entrepreneurial, and employable graduates, ready to meet the challenges of the future. Stakeholders from the connected health industry, clinical care, charities, patients, patient representatives, government, recent doctoral graduates, and academics were invited to participate in a “World Café” participatory method for collecting qualitative data. Owing to the COVID-19 health situation this took place via Zoom. Analysis of the results revealed 4 key learning objectives for doctoral graduates to: 1. Develop networking and communication skills. 2. Understand user centred research design. 3. Market research capacity and research skills. 4. Build an understanding of themselves and others. This led to the development of three bespoke doctoral modules: 1. Forging relationships: Building and Sustaining your Doctoral Network; 2. Managing the Project: Keeping on Track with an Eye to the future; Module 3: Starting your Career: Future Proofing your Career and Getting a Job. These modules are available to doctoral students across five European Universities.
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Rutner, Paige. "Session details: Career choices." In SIGMIS-CPR '08: 2008 Computer Personnel Doctoral Consortium and Research Conference. New York, NY, USA: ACM, 2008. http://dx.doi.org/10.1145/3246914.

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Vančo Véghová, Veronika. "Participation of the Female Wokforce and Its Impact on the Economic Development of the Country." In EDAMBA 2021 : 24th International Scientific Conference for Doctoral Students and Post-Doctoral Scholars. University of Economics in Bratislava, 2022. http://dx.doi.org/10.53465/edamba.2021.9788022549301.541-548.

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The labor market situation is complex and influenced by many unwritten and mostly unconscious norms and prejudices that apply to both women and men. However, more women in society pay for this setting. Firstly, by offering them a priori lower wages than equally qualified men (although "only" by women, the second thing is that more women than men work in human resources, so discrimination has a greater real impact) and secondly because men who perceive that they can be socially (less positively) and economically punished (more frequent dismissals) if they are not the best and if they prefer family and / or health if necessary will not be willing to promote a more equal distribution of responsibilities at home and in childcare. This in turn leads to a greater burden on women's unpaid work and slower career growth for women. A vicious circle is forming where the notion that domestic work and caring for children and other members of the household is a "women's" specialization persists, forcing women to combine family life with work and men to work earlier. career (although perhaps both would prefer a family-work balance). Such an approach has far-reaching consequences, not only economic but also psychological.
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Gelles, Laura A., and Idalis Villanueva. "Co-constructing Engineering Doctoral Identities Through Career Prospects." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274164.

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Звіти організацій з теми "Doctors' careers"

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Levine, Felice, Na'ilah Suad Nasir, Cecilia Rios-Aguilar, Ryan Gildersleeve, Katherine Rosich, Megan Bang, Nathan Bell, and Matthew Holsapple. Voices from the field: The impact of COVID-19 on early career scholars and doctoral students. American Educational Research Association, January 2021. http://dx.doi.org/10.3102/aera20211.

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This joint report from the American Educational Research Association (AERA) and the Spencer Foundation explores the impact of the COVID-19 pandemic on early career scholars and doctoral students in education research. The report presents findings and recommendations based on a focus group study held in May and June of 2020. The purpose of the study was to listen to and learn from the experiences of education researchers. The study included separate groups of scholars of color, women of color, and doctoral students of color, given that the COVID-19 crisis was highly racialized and having a disproportionate impact on communities of color. The aim of the report is to provide information that higher education institutions, agencies funding research, professional associations, and other research organizations can use to support the next generation of researchers and help buffer or contain adverse impacts to them. The report offers seven recommendations that could help to foster institutional and organizational responses to COVID-19 that are equitable and enriching. It is part of an ongoing initiative by AERA and Spencer to survey and assess the pressing needs of early career scholars and doctoral students at this pernicious time of a national pandemic.
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.
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Doctoral students' career expectations: principles and responsibilities. The Royal Society, December 2014. http://dx.doi.org/10.1098/report.2014.0001.

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