Educational Objectives of the Pre-registration Year

Calman, Kenneth C.; Fraser, Jennifer; Harden, R. M.; Murray, Craig

doi:10.3109/01421598609028998

Cited by 5 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: The 1983 Asme Reviewsupporting

confidence: 63%

“…The verbal accounts by PRHOs are seen as of greater value than subsequent written comments. The pattern emanating from Manchester, which is also followed in most other regions, is similar to that prescribed by Calman et al (1986). A written record of house officer training and achievement. Little appears to have been written about records or log‐books in the last 5 years though a pilot scheme is understood to have been started under the aegis of regional postgraduate deans, supported by the BMA.…”

Section: The 1983 Asme Reviewsupporting

confidence: 60%

“…A review of the first graduate year in the USA stressed the importance in teaching of good example and decried the common learning situation of long hours, repetitive tasks and poor supervision (McCue 1985). In the view of the Scottish Postgraduate Deans, the quality and enthusiasm of supervision was one of the most important features of a good post (Calman et al 1986). They urged the naming of a specific consultant as supervisor for each post and recommended an introductory meeting of supervisor and PRHO with subsequent set interviews to assess progress and give feedback on the house officer's progress.…”

Section: The 1983 Asme Reviewmentioning

confidence: 99%

“…The absence of comment on this aspect of general clinical training in 1984‐88 suggests that the problem is understood. One paper considered that the actual content of a post was more important than whether it was labelled ‘general’ or ‘specialist’ (Calman et al 1986). Personal discussion with postgraduate deans or subdeans confirms an awareness of potential difficulties and shows that steps are taken to avoid them. The advantages of including other disciplines in pre‐registration training.…”

Section: The 1983 Asme Reviewmentioning

confidence: 99%

See 3 more Smart Citations

The pre-registration year 1983-1988

Biggs

1989

Medical Education

View full text Add to dashboard Cite

The pre-registration year, a mandatory period of general clinical training in the United Kingdom, has been the subject of recent comment and criticism. The literature on the year is analysed, taking as a starting point and framework the 1983 review by the Association for the Study of Medical Education (ASME), and focusing on the 1987 Recommendations of the General Medical Council. It is concluded that the pre-registration programme has been improved, but that attention needs to be given to house officers' hours of duty, to career counselling for them and to training for teachers and supervisors.

show abstract

Section: The 1983 Asme Reviewsupporting

confidence: 63%

Section: The 1983 Asme Reviewsupporting

confidence: 60%

Section: The 1983 Asme Reviewmentioning

confidence: 99%

Section: The 1983 Asme Reviewmentioning

confidence: 99%

See 2 more Smart Citations

The pre-registration year 1983-1988

Biggs

1989

Medical Education

View full text Add to dashboard Cite

show abstract

“…These two years are the period when the graduates acquire and increase clinical skills, experience and responsibility for patients under supervision of senior doctors (Yano et al 1992). The period is equivalent to that of the pre‐registration year and the successive year of vocational training in the UK, or to the period of internship and the first residency year in the US (Raffel 1984; Calman et al 1986). Some studies on PGME examined clinical competence of graduates either in Japan or the UK (Elizabeth & Hughes 1986; Yano et al 1992), but no comparative study has been conducted so far and more research is needed in this field.…”

Section: Discussionmentioning

confidence: 99%

Length of in-patient stay in teaching hospitals in Japan

1993

View full text Add to dashboard Cite

The average length of in-patient stay (LOS) in Japan is longer than that of the other Organization for Economic Cooperation and Development (OECD) countries. The tendency towards long LOS is also apparent in teaching hospitals in Japan. This paper examines factors responsible for the long LOS in teaching hospitals, focusing on conditions of residency training. The study was conducted as a part of the first nation-wide study of teaching hospitals for postgraduate medical education in Japan and covered most teaching hospitals (61 university hospitals out of 80 and 153 non-university general hospitals out of 193). The multivariate analysis suggested that longer LOS was more common in the hospitals with lower autopsy rate per bed, higher operation rate per admission, and smaller number of in-patients (P < 0.01, respectively). It was also suggested that those hospitals where residents decided a work-up plan and where residents were engaged in out-patient clinics tended to show shorter LOS (P < 0.05, respectively). The results indicated that LOS was related to not only general characteristics of the hospitals but also the conditions of residency training.

show abstract

The pre-registration house officer year: a critical incident study

Calman

Donaldson

1991

Medical Education

View full text Add to dashboard Cite

To define the major problems faced by pre-registration house officers, 328 critical incidents from 200 house officers and related staff were collected. Each incident was analysed and key words representing the main features were abstracted. These were then aggregated into eight broad categories; personal aspects, clinical skills, communication and relationships, problem-related, organization skills, education, dying patients, and administration. Further analysis of the incidents suggested a series of conclusions which include the need for effective supervision of the house officer with feedback on performance. An induction/orientation period is necessary; there is evidence that a proportion of house officers need additional experience of practical procedures; house officers often have difficulty in setting priorities and they have little experience, prior to qualification, of organizational skills; during the year they are very busy with little time off. Facilities and accommodation may be less than adequate. They perceive a lack of support from senior staff to help with personal problems and career guidance; they are conscious that communication skills are of great importance and would like additional help with this; there is little time for formal education during the year. The range of clinical material presented is enormous, however, and the challenge for medical education is to ensure that the opportunities for learning are not missed.

show abstract

Educational Objectives of the Pre-registration Year

Cited by 5 publications

References 0 publications

The pre-registration year 1983-1988

The pre-registration year 1983-1988

Length of in-patient stay in teaching hospitals in Japan

The pre-registration house officer year: a critical incident study

Contact Info

Product

Resources

About