Work–Life Balance: A Different Scale for Doctors

Nievas, I. Federico Fernandez; Thaver, Danyal

doi:10.3389/fped.2015.00115

Cited by 17 publications

(11 citation statements)

References 7 publications

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“…Lack of balance between time for clinical responsibilities and time for teaching has been reported by other studies. 17,18 Increased number of students, few patients, opportunistic teaching at bedside and lack of resources are some of the reported challeges. 19 In addition, clinicians are trained throughout medical school to achieve clinical competence without adequate preparation to teach.…”

Section: Discussionmentioning

confidence: 99%

Developing role models in clinical settings: A Qualitative Study of Medical students, residents and clinical teachers

2020

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Objective: To explore how positive role modelling attributes can be developed in students, residents and clinical teachers. Methods: The qualitative study using focus group discussions was held at Aga Khan University, Karachi from March to May 2018, and comprised medical students, residents and clinical teachers. Overall 11 focus group discussions were conducted till data saturation was achieved. Content analysis was used to analyse the data which was transcribed verbatim. Results: Of the 116 subjects, 60(51.7%) were medical students, 35(30.2%) were residents and 21(18%) were clinical teachers. Of the 11 focus group discussions, 4(36.5%) each were held with the students and the residents, while 3(27%) were held with the teachers. Five major themes that emerged from the study included definition of role models, attributes of role models, role modelling as a learnt behaviour, challenges in developing role models, and recommendations for developing positive role models. A number of attributes of positive and negative role models were identified by the participants. All the participants including students, residents and teachers appreciated the importance of role modelling in developing professionalism among health professionals and medical students. Factors hindering development and demonstration of positive role modelling were also identified and possible solutions were suggested. Conclusion: Clinical teachers needed to be made cognizant of their role as positive role models in developing professionally competent physicians. The medical institutions needed to develop and implement policies that would enhance positive role modelling by the teachers and facilitate learning of positive attributes at all levels.

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Section: Discussionmentioning

confidence: 99%

Developing role models in clinical settings: A Qualitative Study of Medical students, residents and clinical teachers

2020

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“…By the time physicianscientists become hospital staff or chief investigators, their medical school colleagues will have already seen years of clinical practice. Furthermore, engaging in research on top of a dense medical curriculum (among other obligations) is challenging and can be discordant with the current movement towards work-life balance in the healthcare profession (11). Aside from the fear of burnout, students may be hesitant to commit heavily to research given the plethora of non-academic endeavours, such as involvement in health policy and advocacy, international health, and social accountability, which may be of interest.…”

Section: Scientists During Undergraduatementioning

confidence: 99%

Supporting the Development of Physician-scientists

Deng

2021

UOJM

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In the last decade, there has been a discrepancy between the increasing recognition for research involvement in medical training and the stagnation in the number physician-scientists. Health research funding cutbacks, inadequate mentorship, heavy schedules, and unfamiliarity with scientific methodology are obstacles that limit research interest amongst junior medical learners and cause attrition of promising physician-scientist in training. This article outlines five strategies to promote and facilitate the development of physician-scientists with the understanding that research is integral to clinical excellence. Some of the ways the undergraduate and postgraduate medical curricula can better lend themselves to producing clinicians with the skillset to address clinical uncertainties through an evidence-based approach are: partnerships between healthcare and academia, increasing admission to MD/PhD and Clinical Investigator programs, establishing fundamentals of scientific thinking, long-term research mentorship, facilitating knowledge translation.

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“…Staying late, working through lunch, squeezing in a patient who is 2 hours late, examining and processing patients' electronic health record (EHR) when at home, and monitoring patients during time off are examples of self-sidelining that are common in the lives of physicians. 5 There are good reasons to be wary of extremist self-sidelining. When our mental well-being is compromised by extreme self-sidelining, our patients might suffer with us, or even because of us.…”

Section: Self-sidelining and Bad Reasoningmentioning

confidence: 99%

Pronouns and Advocacy in Medicine

Mulkey

2020

AMA Journal of Ethics

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In September 2019, a prominent dictionary recognized they as a proper pronoun for nonbinary individuals. This change can be seen as a source of newfound legitimacy for students and trainees self-advocating for nonbinary pronoun recognition in health care practice and training. This article considers one student's experience after coming out as nonbinary and voicing that their pronouns are they/them.

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Work–Life Balance: A Different Scale for Doctors

Cited by 17 publications

References 7 publications

Developing role models in clinical settings: A Qualitative Study of Medical students, residents and clinical teachers

Developing role models in clinical settings: A Qualitative Study of Medical students, residents and clinical teachers

Supporting the Development of Physician-scientists

Pronouns and Advocacy in Medicine

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