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"human"

Introduction: This longitudinal tracking project by the University of Queensland Rural Clinical School (UQRCS) provides data on the early career pathways of alumni since its inception in 2002. Specifically we report on; (1) perceptions of the UQRCS regarding its influence on current career choice, (2) current speciality choices, and (3) factors that influenced these choices. Methods: A retrospective web-based survey of all graduates who undertook clinical Year 3, Year 4 or Years 3 & 4 at UQRCS from 2002 to 2006. Associations with demographics, Year(s) at UQRCS, current workplace and speciality choice were assessed. Results: Response rate was 69, (N 180). Alumni who spent two years (Years 3 & 4) at UQRCS reported significantly higher degrees of encouragement to pursue a rural career. Alumni currently working in a non-urban location had spent two years at UQRCS and were significantly higher in desire to remain rural. 'Time spent at the UQRCS' contributed most to interest in a rural career. General practice and emergency medicine were most preferred specialities. Conclusions: Findings confirm that a longer rural clinical experience is more effective in eventual choice of workplace location and future interest in a rural career. This corroborates the positive impact of Australian rural clinical schools toward rural medical workforce improvement. © 2009 Informa UK Ltd All rights reserved.

[No abstract available]

Aims: To find out to what extent The "Reflective Practice Guide" (RPG) (a semi-structured Portfolio guide) has been implemented in a Spanish Family Medicine Vocational Training Region (Unidad Docente Provincial) and the opinions of trainees and trainers after using it in actual conditions. Design: Cross-sectional study Setting: A Provincial Family Medicine Teaching Unit (a Spanish Vocational Training Region) Participants: 43 trainers and 70 residents (trainees). Methods: The participants carried out a formative assessment for 12 months on the competency areas described in the RPG. The information was collected by means of specific card notes. Trainers and Trainees filled in an ad hoc survey. Results: The trainees carried out 295 (80%) tasks and reflections out of those recommended in the GPR. First and third year trainees completed 81/108 (75%) and 65/108 (60%) of the tasks, respectively. Trainees and trainers considered that the new method is useful for reflecting on clinical practice, for knowing their own competencies better and for strengthening the trainer-trainee relationship. Conclusions: The GPR is a formative tool that trainees carried out with their trainers even to a greater extent than that recommended by the GPR. Both groups perceive this tool as useful for effectively reflecting the trainees practice and for strengthening their relationship. © 2009 Elsevier España, S.L. All rights reserved.

This article provides the context for training, development, and competence. In the training section, theory, policy, and practice are considered, including the diversity of national systems for vocational education and training (VET) and the relationship between work organization and workplace learning. The development section is distinguished from training in terms of objectives and scope, while the emergence of human Resource Development (HRD) is explained not only in terms of a more strategic focus but also in relation to initiatives like corporate universities. The competence section addresses the confusion surrounding the term, contrasting four predominant approaches derived from the USA, the UK, France, and Germany, each of which has influenced other countries to varying degrees. Drawing on these four traditions, a more holistic approach to competence is presented as the model currently being used to structure learning outcomes within the European Qualifications Framework. © Oxford University Press, 2013.

[No abstract available]

Interviews with 14-19 year olds in England and Wales are analysed to explore young people's perceptions of the experience of school and of alternative settings for learning such as further education colleges or work-based learning. Many experience school as oppressive, suggesting a defeasance of their rights as human beings. The paper posits that conceptualisations of childhood, rather than offering protection, may lead to vulnerability, and that in secondary schools there are negative and disabling relationships between teachers and learners. If secondary pupils are conceived as vulnerable and marginalised, frameworks to address issues of social justice and inclusion for disadvantaged groups may be relevant. A capabilities approach to assuring the well-being of young people is explored as an alternative theory within which to evaluate schooling and to adjust relations between young people and staff.

The problem and the solution. This article provides an overview of knowledge management and discusses its link with human resource development (HRD). It also provides a short preview of what is included in this issue. The authors outline the major points in this issue for HRD scholars and practitioners as they work to leverage knowledge management as an HRD learning tool. Copyright 2009 SAGE Publications.

We reviewed anaesthesia training program in Australia. Anaesthetists in Australia and New Zealand need to obtain the Diploma of Fellowship of the Australian and New Zealand College of Anaesthetists (FANZCA) to be recognised as specialists. The training sequence approved by ANZCA encompasses an initial two-year Prevocational Medical Education, Training (PMET) period, and the five-year period of ANZCA Approved Training, which included two-year Basic Training and three-year Advanced Training. On completion of all Training Program requirements the Trainee is awarded the Diploma of Fellowship and is entitled to use the qualification of FANZCA. The assessment of trainees in anaesthesia is principally by examination and the staff of the hospitals in which trainees work. There are a number of specific goals to be achieved during training. ANZCA accredits Hospital Departments of Anaesthesia and other training institutions across Australia, New Zealand, and South-East Asia, to provide approved training in anaesthesia for ANZCA trainees. Accreditation requires an onsite review by the College in order to assess a hospital's ability to provide training and supervision of the required standard, and its degree of compliance with ANZCA Professional Documents.

AIM: The aim of this study was to investigate whether recent changes in the National Health Service (NHS) dental contract may have caused increased anxiety and concern among vocational dental practitioners (VDPs). METHOD: A total of 606 questionnaires, which had previously been piloted, were distributed to VDPs across England and Wales at the end of the vocational training (VT) year in 2007. The questionnaires contained a range of questions about VDPs' attitudes and fears, the influence that they perceived the new dental contract for the General Dental Services of the NHS had on their VT training experience, and their expectations for the future. RESULTS: A 71% response rate was achieved. The results reflected changes in opinion about the dental profession among VDPs between when they applied for university and six years later on their completion of VT. During this period, they reported that their feelings of job security had declined from 93.1% (n=390) to 34.1% (n=145) and financial security from 94.8% (n=405) to 51.5% (n=219). Anxiety about the potential lack of funding in the NHS was felt by 77.6% (n=330). The effect of increasing numbers of dental graduates on employment prospects produced anxiety in 72.5% (n=305) of VDPs. On completion of VT, 19.4% (n=83) of VDPs did not have employment for the following year. CONCLUSION: At present, the future is more uncertain for new dental graduates than in the past. The dental profession needs to become more aware of the pressures that graduates are facing and further research is needed to investigate them and the effects that they are having on the future of dentistry.

Objective: Standardized patients (SPs) do not contribute scores in postgraduate psychiatry objective structured clinical examinations (OSCEs) in the United Kingdom. However, this may change in the near future. The primary aim of this study was to measure the degree of agreement between scores given by examiners and those given by SPs in an OSCE. Methods: The authors measured the degree of agreement in two consecutive postgraduate OSCEs for psychiatric residents on a London training scheme. Results: Fifty-five candidates participated in the two OSCEs. There was a moderate degree of agreement between examiner and SP scores for communication and for the overall mark. However, there was a stronger relationship between the examiner score for communication and the candidates' overall mark. Conclusion: Examiners and SPs scored candidates differently. Therefore, the decision to include SP scores in the marking scheme for postgraduate OSCEs would be a significant development. Copyright © 2009 Academic Psychiatry.