Добірка наукової літератури з теми "Future family doctor"

The significance of the familial approach in the process of preparing future family doctors for professional activity highlights in the article. The peculiarities of the formation of the values of healthy lifestyle of medical students are determined. The content of the concepts “familogy”, “family values”, “value of personal health”, “values of healthy lifestyle” is revealed. The purpose and tasks of the familial approach in forming the values of a healthy lifestyle of future family doctors are determined. On the basis of theoretical analysis of philosophical, pedagogical, medical, psychological, literature, determined the state of development of the research problem. The proposed scientific and pedagogical approach to the formation of the values of a healthy lifestyle of future family doctors involves the formation of medical students of the traditional system of value orientations for our people, which specify the orientation to the interests and aspirations of the individual, the hierarchy of individual preferences, the motivational program of activity and, ultimately, determine the level of readiness of the family doctor to implement the principles of healthy lifestyle in the family.

Objective. The prevention of mental health disorders and the promotion of mental health are valuable tools for reducing the incidence and prevalence of mental health disorders. These tools can be used by family physicians, early, since the perinatal period. The objective of the research was to identify the barriers perceived by family doctors in communicating preventive measures for mental health disorders, through medical education, to the young patient in the preconception period and the pregnant patient. Method and results. The research was conducted on the basis of a self-administered, anonymized questionnaire. The target group was represented by 153 family doctors from Romania. The answers to the questions aiming to identify the possibility for the family doctors to do medical education for the prevention of mental health disorders of the future conception product, in the young woman, in the preconception period as well as in the pregnant woman were analyzed. The results showed that 32.89% of respondents express their willingness to do medical education to prevent mental health disorders of the future product of conception in women in preconception and 41.45% in pregnant women. The ranking of the reasons chosen for the lack of availability to communicate preventive measures during the consultation, in the patient in the preconception period, puts on the first place the lack of necessary work tools (45.10%), and on the second place, the lack of knowledge of communication techniques for such situations (22.55%), and on the third, the fact that patients do not come to the doctor with such questions (17.65%). In pregnant women, the perceived barriers are: lack of necessary work tools (47.19%), lack of knowledge of communication techniques for such situations (22.47%), and the fact that patients do not come with such questions to the family doctor (14.67%). Conclusions. Family physicians express their willingness to communicate preventive measures and to promote mental health through early applied medical education, since the perinatal period. The research reveals that the lack of knowledge of communication techniques, the lack of adapted work tools and the fact that patients do not come with such questions to the family doctor are the main barriers perceived by family doctors.

The role of the family doctor in a properly established health system is to provide primary health care, family assistance and nursing. Today it is inconceivable that, in absence of the health care team, to meet its obligations and health indicators to be improved.

The article is dedicated to the memoirs of the sister of the outstanding scientist, Doctor of Sciences in Physics and Mathematics, Professor Yuriy Kozachenko. It tells about the friendly and creative family of Kozachenkos, in which the future mathematician grew up. Some stories from the childhood of Yuriy Kozachenko are described with great warmth.

Goal of research - the study aims to identify characteristic features that create a personal and social image of a doctor of osteopathic medicine.Materials and methods. The study was conducted with undergraduate students (fi rst year to forth year), and graduates (including the teaching staff) of St. Petersburg Institute of Osteopathy. The information was obtained from anonymous surveys completed onsite and remotely.Results. The following image of a doctor of osteopathic medicine is based on the results of this paper. This professional group includes men and women, the majority of them worked as neurologists and chiropractors rather than other medical specialists. Most of them have families with more children than in the average family of doctors. Doctors of osteopathic medicine are specialists with a high potential for personal development and professional growth.Conclusions. The analysis of the professional group in the study sample showed that the majority of respondents specialized in neurology, chiropractic medicine and pediatrics. The main motivation for choosing osteopathy is the professional growth. The created image of a doctor-osteopath is intended to help future specialists compare themselves with this professional group and overcome inevitable doubts about competency.

Abstract The international ‘#1WordforFamilyMedicine’ initiative explores the identity of General Practitioners (GPs) and Family Physicians (FPs) by allowing the international Family Medicine community to collaborate on advocating for the discipline via social media. The New Zealand version attracted 83 responses on social media. Thematic analysis was performed on the responses and a ‘word cloud’ image was created based on an image identifying the country around the world - that of the silver fern. The ‘#1WorldforFamilyMedicine’ project was promoted by WONCA (World Organisation of Family Doctors) globally to help celebrate World Family Doctor Day on 19 May 2015. To date, over 80 images have been created in 60 different countries on six continents. The images represent GPs’ love for their profession and the community they serve. We hope that this initiative will help inspire current and future Family Medicine and Primary Care providers.

The most important thing in education is the development of future doctor is method of preliminary diagnosis of any disease, including surgical. The previously used textbooks on surgery has been described mainly the clinical manifestations of diseases and their treatment techniques, without clarifying the principles and preliminary diagnosis capabilities for students. After medical education the doctors of the general medical practice tasks determinations basic requirements of scope of knowledge and practical skills for graduating student of institute of higher education of IV level of accreditation: goal-directed methodical algorithm of questioning of the patient (getting anamnesis), physical examination, substantiation of provisional diagnosis, determinate algorithm of additional methods of investigations with analysis of received results, differential diagnosis, forming clinical diagnosis, substantiation of treatment program and it’s realization. In the future the young doctor can work not only the doctor of family medicine, but also the expert of other directions, for example - the surgeon. For preparation to practical workies application textbook “General Surgery” for students 2-3 years education and textbooks “General Surgery” and “Surgery” for 2-6 years education English language foreign students and including information on methods and principles of forming of preliminary diagnosis, differential diagnosis, clinical diagnosis and treatment of surgical patients (Ed: Bereznytskyy, Zakharash, Mishalov, Shidlovskyj, 2016, 2019).

Research Report For Masters of Public Health 30 March 2015
Introduction: The South African government recently began the implementation of the new National Health Insurance (NHI) and Re-engineering of Primary Health Care (PHC) policy proposals (green paper) in order to achieve universal health coverage and health equity. One of the vital aspects of these policy proposals is the recruitment and retention of doctors within PHC in the public sector. This study therefore aims to examine the training, current practices and future intentions of doctors completing community service in 2010, 2011 and 2012 in order to ascertain which factors may be associated with employment in PHC. Methodology: The study was designed as a cross sectional study with an analytical component. Doctors in the cohorts of interest were contacted via email and requested to fill in an anonymous self-administered online survey. Univariate analysis was done to describe socio-demographic characteristics, current employment status and future intentions. Bivariate analysis was done to examine any associations between exposure to family medicine and PHC during undergraduate training, internship and community service, and employment in PHC. Results: The database yielded a sample of 350 doctors, of which 61 responded. Of the respondents, 35.59% worked as a private general practitioner whilst 11.86% work in public PHC. The study showed no statistically significant association between exposure to family medicine and PHC and employment in PHC but female gender was the socio-demographic variable found to be associated with PHC employment (p=0.02). Factors that deterred doctors from pursuing a specialization in family medicine were related to employment conditions such as poor resources and under staffing and not to factors related to the specialty itself such as an unchallenging scope of work or poor professional perception of the specialty. Conclusion: Whilst the study showed no association between exposure to family medicine and PHC and career choices in that field, it has highlighted that the conditions within the public service are the biggest deterrent to doctors. Thus whilst medical school admissions should aim to increase the number of students with characteristics positively associated with PHC employment such as female gender, it is important that the Department of Health in South Africa aims to Mosam, Atiya. 0003032K. MPH 2015 ensure that the conditions within the public service are optimized in order to recruit and retain as many doctors as possible in light of the human resource requirements of the new policy.

From a medical perspective, the genome can today be used primarily as a source of health information for diagnoses and prospective disease risk management. Gene therapy may be an option in the future. For scientists, the genome is the sum of an organism’s DNA molecules, which can be sequenced and used to explain heredity and development. What is a genome for those who have it in their bodies and who live it? How do they make sense of it? What meanings are associated with the genome in their lifeworlds, where identities are formed and decisions taken in personal, family and cultural contexts? It is a matter of perspectives. We all live a genome, but the questions that arise from people who live a genome are different from those raised by doctors and scientists who look at the genome as a functional part of cells. From the perspective of their own embodiment, people act

Our hope is to enlighten and encourage those affected by aniridia and WAGR Syndrome by providing patient support and medical information. There is information to inform parents, teachers, doctors, employers, and the public about aniridia and what it is like to live with it. Several renowned doctors contribute medical chapters. Personal experiences from individuals with aniridia and parents with children with aniridia provide encouragement. Contact information for Aniridia Foundation International (AFI) is included. When a child is born without a complete iris, it is usually a symptom of a broader condition. Known as aniridia, this condition can also be a sign other parts of the eye are underdeveloped as well. Moreover, recent research shows that the gene involved can also affect the kidneys, pancreas and forebrain, so aniridia can coincide with a range of symptoms known as WAGR syndrome. Until recently, however, there was very little information available on aniridia and WAGR Syndrome. Even now, not all of the available information is current or correct, so that when a child is diagnosed with aniridia, the parents often find or are given information that is confusing and even frightening. We created this book to help those families see that they are not alone, and there are a lot of answers and a great deal of hope. It contains information about aniridia and WAGR Syndrome for parents, other family members, friends, teachers, doctors, and employers. We have been very fortunate to have several renowned doctors contribute current and comprehensive medical information that will help to provide concrete answers to basic questions and demystify these conditions. The book has many personal stories from individuals and parents that will help to give a more complete picture of what it is like to live with aniridia and WAGR Syndrome and provide encouragement and comfort. It also contains information about where to go for more answers and support, including the Aniridia Foundation International (AFI), http://www.aniridia.net, a non-profit organization created by one of the authors, Jill Nerby. We hope that you will read this book and join us in creating a better future for those with aniridia and WAGR Syndrome.

Many people are interested in pursuing a career in mental health but may be uncertain about career options. This book helps to identify the best educational path for their interests and prepare for success. Throughout, mental health professionals share inspiring wisdom to build realistic expectations and highlight key decision points. Comprehensive information about the disciplines of counseling, marital/couples and family therapy, psychology, psychiatry, psychiatric nursing, and social work is provided, along with an expansive array of job possibilities. Practical guidance about master’s versus doctoral degrees, graduate admissions success, educational costs, and salary projections is offered. Readers learn about how diversity and inclusion issues as well as laws and ethics impact mental health and how to prevent career burnout. Thought-provoking chapters promote balanced respect for both the healing art and the science of mental health and forecast innovations that will shape the field into the future. Finally, multimedia resources are recommended to boost career preparedness.

In spite of the family troubles, these were happy days for Beatrice. It so seldom happens that young ladies on the eve of their marriage have their future husbands living near them! This happiness was hers, and Mr Oriel made the most of it....

Mrs. A.’s reflections on her daydream of “Hindu Socialism” continually returned to the conditions of marriage and her life as a privileged but unhappy Hindu wife. The eldest daughter in a progressive Gandhian family, though her marriage was a love match, she had been hurried into it and made to put aside her education when her family suffered a turn in financial fortune. As she reflected on thwarted ambitions, past loves, and current friendships, new concerns arose: perhaps her husband was having an affair, perhaps his parents were seeking another wife. Weaving these concerns with memories of childhood, she mapped connections between sexuality and the ethical foundations of marriage, those emphasizing emplacement, certainty, and belonging and casting dilemmas of female agency as matters of relationships. Describing the gendered double standards of those ideals, she imagined herself alongside Draupadi, heroine of the Mahabharata, and reflected on her erotically charged friendship with woman named Vidya. As a vision of life beyond marriage came into view, so did counter-ethical ideals for founding her future. Ideas about singularity and the pleasures of uncertainty helped her imagine not only her own future, but that of a just, independent society with an equal place for women.

The tendency to obey bullies generates the most violent ideas, but they can be overcome by training in Compassionate Reasoning and elicitive peacebuilding. This entails drawing wisdom from each person, thus building peace between groups. Enter the sciences of medicine and public health. The helping professional—the nurse, the doctor, the epidemiologist, or the health official—makes moment-to-moment decisions in order to save lives. This includes honoring and listening to each patient and their unique needs. The practitioner looks at scientific studies of the human condition across cultures, and also contexts of mental health, family, community, and environment. Public health focuses on health more than illness. Compassion cultivation, imagination, self-control, meaningfulness, and a future orientation are essential. A focus on contagion and epidemiology can be applied by Compassionate Reasoning toward threats against compassion practice and moral reasoning, as well identifying opportunities for the positive “contagion” of compassion and collective reasoning.

This task assesses the following clinical skills: … ● Patient safety ● Communication with patients ● Information gathering ● Applied clinical knowledge … You are working alongside your consultant in the termination of pregnancy clinic and have just seen 15- year- old Chantelle Briar who has come with her friend requesting a termination of pregnancy. She insists she has a surgical termination of pregnancy as she does not want to have any pain during the procedure. Please take the appropriate consent for the procedure. You have 10 minutes for this task. (+ 2mins initial reading time). This station assesses the candidate’s ability to consent and their understanding of the important principles of Gillick/ Fraser competence and the issues surrounding Jehovah’s witness. Please do not interrupt them. You are Chantelle Briar, 15- year- old and attending the clinic requesting termination of pregnancy. You are in the High school and are preparing for your GCSEs. You like the school and have good friends. You are training for competitive swimming and have lot of plans for your future career. You have recently been going out with one of your classmates who recently moved to your school. You have used condoms during sex but do not understand how you got pregnant. Your friend suggested you take a pregnancy test after you felt sick in your last swimming lesson and it was positive. You are shocked and worried as your parents are not aware that you are sexually active. You have not informed any of your family members or teachers or GP regarding the pregnancy. You googled for the termination services and got an appointment at the clinic. Your boyfriend is aware and is supportive; he has not informed his parents either. You wish to have surgical termination so that it is all done quickly and with no pain. Your friend has accompanied you to the clinic and has been very supportive throughout. When you are seen by the doctor you insist that it is all kept confidential and that you would not wish either your parents or your family doctor know about it. You would want the procedure to be done as soon as possible and the first thing in the morning so you could go home by the end of the day.

Doctors and patients confront decisions of whether to perform “positive selection”—to choose embryos for various socially desired characteristics—most commonly sex but also deafness and dwarfism. Physicians routinely screen embryos for sex not only to prevent the transmission of serious sex-associated diseases (e.g., autism) but also for “family balancing”—though differing widely in how they define this concept. University-affiliated clinics tend to consult formal external ethics committees about these issues, while free-standing private clinics do not. While many countries explicitly prohibit social sex selection, US providers regularly perform it, raising concerns about a possible “slippery slope” toward eugenics. In the near future, screening for genes associated with other non-medical “desired traits” such as blond hair and blue eyes will probably also be developed and requested. Providers and patients wrestle with whether certain types of embryo selection might restrict a child’s “open future” and ability to make key choices for him- or herself, as well as how to uphold the child’s best interests.

A LOW/WARM conformity pattern coupled with a HIGH and WARM conversation pattern produces positive family learning for the Partner caregiver, with family members working on their own to adapt, cooperate with each other, and engage in emotions associated with caregiving. Partner caregivers present to others as supporter of the experiences of the care recipient. Caregiving is an emotionally intense experience for the Partner caregiver, who becomes entrenched in the adjustment process of chronic illness. Partner caregivers perceive their role to involve (a) support care recipient decision-making by trusting doctors and honoring his or her decisions; (b) advocating on behalf of care recipient in communication with doctors and the healthcare team, including asking questions and finding out more information about prognosis and future; and (c) emphasizing family harmony through collaborative efforts that involve taking time to converse as a family.

Torture can be prevented by first understanding why it happens, and secondly by taking a combination of actions to reduce risks of it occurring: replace discriminatory and abusive practice with professional policing that conforms with international human rights law. With reference to country-specific experiences and an academic research commissioned by the Association for the Prevention of Torture, the authors provide examples of measures that work to reduce the risk of torture and other ill-treatment. The most effective measures are the application of detention safeguards, such as the immediate notification of family, access to a lawyer and a medical doctor, and being brought promptly before a judge. The presence of a lawyer during interrogation, in particular, has an important preventive effect. These safeguards have greater impact when combined with other measures that tackle discriminatory practice and injustices. For example, independent oversight bodies, especially OPCAT National Preventive Mechanisms, who have the mandate to visit all places where persons are deprived of their liberty, have not only a deterrent effect but also act as agents of change by presenting well-informed recommendations to prevent possible future abuse. The authors use country-specific examples (e.g., Sri Lanka, Fiji, Northern Ireland, South Africa, Georgia, Turkey, and Chile) to explain how sociopolitical order, cultural traditions, and institutional culture that are discriminatory and prejudiced in nature need to be addressed, challenged, and changed. Examples are given of when this has and hasn’t been achieved through professional skills training; institutional, judicial, and legal reform. Put simply, prevention works best when anchored within a rights-based paradigm of dignity, justice, and equality before the law.

Most Koreans would prefer to withdraw from medically futile life-sustaining treatment, but many Koreans still receive futile treatment even after their conditions are diagnosed as terminal. Korean law does not allow doctors to remove life-sustaining treatment, regardless of the patient‘s condition or desires or those of family members. The limited hospice palliative care that is offered often demands a high degree of family responsibility; the caregivers of terminal patients are usually immediate family members or private caregivers hired by the family. For these reasons, Korean family members of terminally ill patients experience heavy physical, emotional, and social stresses, much more so than families in the West.

From the moment you discover that you are going to be a parent, the hopes, dreams, and expectations you have for your­self and your child flood your mind. No matter how your child is to arrive, your heart is full of hope and promise. You begin to let yourself plan your future. Will your child become president, a doctor, a lawyer, work in the family business, or win the Nobel Peace Prize? Will he or she possess a special talent or skill? Your mind wanders and daydreams of all that is to come. The moment they place your beautiful child in your arms, you realize that there is no greater feeling. You are in love. There is no feeling deeper or grander. The unimaginable joy and gratitude for the blessing of your child is overwhelming. We all know those moments where your heart surged out of your body in awe of the blessing you were given. You may have even asked yourself, “How did I get so lucky?” I can relate. The moment they placed my daughter in my arms for the first time, I knew I had a greater purpose. I would not find out how much for another two years. I devoted myself to her; her care, her introduction to the world, and to the very amazing person I knew she would become. I gave everything of myself tirelessly to her. Her every whimper, cry, or gesture was met with a response. I could anticipate her needs and wants before she fully expressed them. I thought I had an undeniable bond with my daughter. I did. I had a bond that needed no words. That was the problem: we did not need words. If you are like me, you noticed at first subtle differences in your child, and then later there were glaring and alarming indications something was not developing correctly. But, no matter your education or your intelligence level, denial can be a powerful thing.

A family health management system deals with a safe and secure way of managing family member health details such as illness diagnosis, treatment, medical prescriptions, medical reports, and life insurance policies. All health records are encrypted and stored in chronological order utilizing blockchain technology so that authenticity, integrity, security, and privacy of the records are safeguarded. All stages of medical treatment are documented and stored for ease of future reference by the family. This becomes very handy if a person changes doctors and/or relocates to some other place/country for varied reasons. All the necessary health reports are shared with the life insurance company so that insurance claims become hassle free, if applicable. Medicine details are cross-verified with the manufactures to avoid fake drugs. This chapter explores the compatibility of using ethereum with the interactive MyEtherWallet to implement the proposed model.

Aspiring physicians’ motivational discourses have mostly delineated intrinsic versus extrinsic factors in the literature, lacking further comprehension of factors underpinning such decision. The purpose of this qualitative study is to deepen the understanding of factors and motivations that lead students to aspire to the medical profession. Semi-structured interviews were applied to 55 medical students from 3 Universities in Mexico, transcriptions were submitted to iterative rounds of coding for analysis using grounded theory. Predominant reasons to enter the profession were: I) Interest in the medical science, II) Aspiring to honorability and status, III) Having a physician family member, IV) Personal experience with illness and V) Desire to help (altruism). Beyond discourse, one striking finding was that most chose their career lacking conscious reasoning and autonomy either because a)ideation/decision was conceived during childhood, b) lacked clear motivation arguments and c)had significant external influence (particularly from parents) on their choice. Such findings helped develop a model that recognizes factors that underly the conscious motivations that students exhibit including: 1) Parental desire/pressure. 2) Proximity of family medical models and lack of exposure to other disciplines. 3) Idealization of the doctor figure during childhood. 4) Influence of television programs. 5) The notion that the career ensures future economic stability/prosperity. 6) Desire of social mobility. The prior socialization of students conditions an aspiration based on a perception of heightened professional status of the medical profession that may differ from the current context. The motivations have an extrinsic preponderance and do not reflect autonomy and adequate understanding of the implications of studying medicine and the future practice of the profession. This can generate problems about their own satisfaction and identity and with respect to the social impact in the exercise of their future role. Keywords: motivations, medical students, medical profession, medical education, socialization

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.