Academic Doctors Research Articles

The construction of evaluation system for academic medical doctoral dissertation

Objective To explore and establish a kind of dissertation evaluation system which can fully reflects the characteristics of academic medical doctoral training. Methods 41 medical doctoral dis-sertation evaluation systems and related literatures were collected, to get the current situation of this disser-tation evaluation system in our country and find the key points of various evaluation systems. A question-naire survey was conducted among 350 doctoral supervisors coming from 6 universities so as to define the framework and connotation of evaluation indicators. Using the Delphi expert consultation method, the con-notation of evaluation indicators and composition as well as the weight of various indicators was improved. Results The doctoral supervisors who participated in the research considered that building the disserta-tion e-valuation system should follow the principle of science, innovation and fairness, and the evaluation frame-work should have secondary index and evaluation elements. The evaluation contents concluded choosing topic, literature review, basic theory and professional knowledge, paper writing, innovation, re-search ability and academic morals and so on. And on the basis of this, the paper explored and developed a more scientific and comparative dissertation quality evaluation system with medical specialty. Conclusion The cultivation u-nits should take the educational goal of evaluation target and the requirements of awarding degree into consideration, seeking opinions fully to the first-line supervisors and combing quantitative and qualitative evalu-ation effectively with scientific and operable principles when specifying evaluation system. Key words: Academic medical doctor; Dissertation; Evaluation indicator

Do personality profiles among physicians correlate with their career choices?

This article was migrated. The article was marked as recommended. PurposeWe all recognize that different types of medical doctors may have different ways to interact with patients. Here, we asked how well their personality profiles correlate with their career choice, and discuss how those personality profiles may impact on the quality of healthcare and teaching.MethodWe used Process Communication Model® (PCM) test to assess the prevalence of personality profiles among 161 medical doctors, both general practitioners and specialists, who are either in private practice or engaged in an academic career. The goal was to describe their self-assessed personality profiles and to explore whether these profiles differed according to gender, specialty choice, or private versus academic practice choice.FindingsWe found that most academic doctors envision the world predominantly through their thoughts and logic and are motivated most easily by recognition of their opinion and beliefs. On the other hand, most private practice doctors view the world through their feelings, are people-oriented, and are motivated most easily through recognition of personhood.InterpretationWe saw a clear correlation between personality traits and career choices. This leaves us with a remaining question: are the correlations indicative of causality? In other words, are trainees with certain personality traits attracted to certain specialties and practice modes, or is it the specialty environment that shapes the trainee's personality? May academic admission committees select trainees in their own image? We are firmly convinced that knowing how personalities may shape career choices, may offer deeper insights into how medical professionals communicate with their interaction partners, in particular patients and students. Likewise, we believe that such communications could be refined to the benefit of all involved when doctors of any personality types are willing to move into another person's frame of preference.

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Academic doctors overestimate their leadership skills, researchers find

Medical academics overestimate their leadership skills, according to new research which says that they may need more formal leadership education. A study found that self perception of leadership behaviour was “overinflated” while there were no significant links between particular leadership styles and healthcare research performance. Corresponding author Vanash Patel said, “We were aiming to link performance and leadership but I think there were probably other factors that contributed to academic performance—more contextual factors—that we couldn’t measure.” The research, published in the Postgraduate Medical Journal , involved 90 faculty …

BASH: badmouthing, attitudes and stigmatisation in healthcare as experienced by medical students.

Aims and method We used an online questionnaire to investigate medical students' perceptions of the apparent hierarchy between specialties, whether they have witnessed disparaging comments (‘badmouthing’ or ‘bashing’) against other specialists and whether this has had an effect on their career choice.Results In total, 960 students from 13 medical schools completed the questionnaire; they ranked medical specialties according to the level of badmouthing and answered questions on their experience of specialty bashing. Psychiatry and general practice attracted the greatest number of negative comments, which were made by academic staff, doctors and students. Twenty-seven per cent of students had changed their career choice as a direct result of bashing and a further 25.5% stated they were more likely to change their specialty choice. Although 80.5% of students condemned badmouthing as unprofessional, 71.5% believed that it is a routine part of practising medicine.Clinical implications Bashing of psychiatry represents another form of stigmatisation that needs to be challenged in medical schools. It not only has an impact on recruitment into the specialty, but also has the wider effect of stigmatising people with mental health disorders.

The Classic from John Feagin and Walton Curl (1976) on the 5-year follow-up of the repair of the isolated tear of the anterior cruciate ligament. Is there a role for ACL repair in 2016?

‘Nothing ruins good results like long term follow-up.’Author unknownAbout 43 years ago, 2 bright young academic orthopaedic team doctors decided to review the results of anterior cruciate ligament (ACL) repair in their West Point cadet population. These initial results seemed very promising (greater than 80% good-to-excellent outcomes) at the 2-year follow-up published as an abstract in the Journal of Bone and Joint Surgery in 1972; however, instead of resting on their 2-year outcomes, they made the decision to look at this same group 5 years after surgery. What they found was very alarming and humbling in that the majority of this population had poor outcomes. Being of the highest moral integrity and calibre, they wrote up their results and submitted it to the American Journal of Sports Medicine in 1976. Ironically, the editor of the journal was the legendary Jack Hughston who was well known not to be an advocate of ACL surgery. This article most likely further fuelled his beliefs (‘gasoline on the fire’, so to say!). Since this publication over 40 years ago, there has been an explosion of basic science and clinical papers on ACL anatomy, biomechanics, healing, injury and surgical techniques. The purpose of revisiting this ‘Classic’ article is to acquire perspectives from both the original authors, Dr John Feagin and Dr Walton Curl, in conjunction with Dr Martha Murray, who is considered one of the leading experts on the science of ACL repair. This article begins with a detailed review of this ‘Classic’ and highlights the main take home points. Next, there is a discussion about the historical perspectives, the scientific and societal impact, and where we are today with basic and clinical science studies. We conclude with where we are with ACL repair in 2016 and make recommendations based on current evidence for this procedure in the spectrum of ACL surgery. The ultimate goal of this review is to expose our readership to the potential use of these techniques for select patients with ACL injuries. Most importantly, one must not overlook the primary take home message of this ‘Classic Revisited’, that careful and honest long-term follow-up is the key to evidence-based medicine.

Linking medical faculty stress/burnout to willingness to implement medical school curriculum change: a preliminary investigation.

Balancing administrative demands from the medical school while providing patient support and seeking academic advancement can cause personal hardship that ranges from high stress to clinically recognizable conditions such as burnout. Regarding the importance of clinical faculties' burnout and its effects on different aspects of their professional career, this study was conducted and aimed to evaluate the relationship between willingness to change teaching approaches as characterized by a modified stage-of-change model and measures of stress and burnout. This descriptive analytic study was conducted on 143 clinical faculty members of Tehran University of Medical Sciences in Iran. Participants were asked to complete three questionnaires: a modified stages of change questionnaire the Maslach Burnout Inventory and the General Health Questionnaire. Data were analysed by SPSS: 16 using non-parametric statistical tests such as multiple regression and ICC (intra-class coefficient) and Spearman correlation coefficient test. A significant relationship was found between faculty members' readiness to change teaching approaches and the subscales of occupational burnout. Specifically, participants with low occupational burnout were more likely to be in the action stage, while those with high burnout were in the attitude or intention stage, which could be understood as not being ready to implement change. There was no significant correlation between general health scores and stage of change. We found it feasible to measure stages of change as well as stress/burnout in academic doctors. Occupational burnout directly reduces the readiness to change. To have successful academic reform in medical schools, it therefore would be beneficial to assess and manage occupational burnout among clinical faculty members.

Semantic Doctor Assistant: An Ontology-based Disease Classification in Biomedicine

Human disease data is a cornerstone of biomedical research for diseases’ classification and recommended treatments so; there is a significant need for a standardized representation of human diseases and an efficient algorithm for retrieving information from it. The Semantic Doctor Assistant (SDA) has been designed to help doctors to find proper information about a specific disease using semantic web technology rather than other simple keyword-based search. A preliminary usability study has been done to evaluate the system by measuring user’s satisfaction through a statistical analysis of surveys. This study would measure the relevance of the information retrieved for each search query and how the system is important in the field of medicine and how it will help academic doctors in their research and non-academic doctors in their work.

‘Quackery’ in the Academy? Professional Knowledge, Autonomy and the Debate over Complementary Medicine Degrees

In 2012, the group ‘Friends of Science in Medicine’, mostly comprising academic doctors and scientists, lobbied to remove teaching in complementary and alternative medicine (CAM) from Australian universities. Seemingly inspired by an earlier UK-based campaign, the group approached vice-chancellors and the media, arguing that CAM degrees promoted ‘pseudo-science’ and ‘quackery’. Although epistemological disputes between biomedicine and CAM are well documented, their emergence in a higher education context is less familiar. This article explores the position-taking of those on each side of the debate, via a thematic analysis of stakeholders’ views as reported in news articles and other outlets. Bourdieu’s concepts of capital and autonomy are used to sketch out the stakes of the struggle. It is argued that the debate is significant not only for what it reveals about the current status of CAM professions in Australia, but for what it suggests more broadly about legitimate knowledge in the university.

Experts, experimenten en veepestbestrijding in de Oostenrijkse Nederlanden, 1769-1785

Abstract Experts, experiments, and the fight against rinderpest in the Austrian Netherlands, 1769-1785When rinderpest broke out in the Austrian Netherlands in 1769, a policy of eradication was instituted in which koeimeesters ‐ local lay veterinary healers ‐ played a pivotal role. They continued to be relied upon despite criticism by academic doctors and the failure of experiments in which cures were attempted. This is explained by the construction of disease and expertise by both koeimeesters and doctors: since both groups saw disease as a matter of imbalance and corruption in the humours, necessitating an individual program of purgative and purifying remedies, neither was able to satisfy state demands for a quick and simple treatment. Nevertheless, the koeimeesters’ ability to diagnose the illness, as well as their presence throughout the countryside, meant that government elites continued to rely on these lay healers and their judgement in the execution of policy.

Gabriel Richet (1916-2014).

Raymond A. Ardaillou1 and Pierre M. Ronco2,3 for the Tenon community 1National Academy of Medicine, Paris, France; 2Renal Medicine, University Pierre and Marie Curie, Paris, France and 3Department of Nephrology and Dialysis and INSERM 1155, Tenon Hospital, Paris, France Correspondence: Pierre M. Ronco, University Pierre and Marie Curie, INSERM Unit 702, 4 rue de la Chine, Tenon Hospital, F-75020 Paris, France. E-mail: pierre.ronco@tnn.aphp.fr B orn in 1916 during the First World War, Gabriel Richet was the fourth of a lineage of famous academic medical doctors, all professors at the Faculte de Medecine in Paris, including his grandfather Charles Richet, who was awarded the Nobel Prize in 1913 for the discovery of anaphylaxis. Gabriel Richet was 23 years old at the outbreak of the Second World War. He had just passed the highly competitive residency examination when he was enlisted in the French army and actively participated in the military campaign. After being a prisoner of war in Germany for a short period, he was released and resumed his activities as a physician in the Paris hospital system. During the German occupation all members of the Richet family were actively engaged in the resistance movement. His father, Charles Richet, was deported by the occupational forces to the concentration camp Dachau, his brother Olivier to Dora, and his cousin Jacqueline Richet-Souchere to Ravensbruck, and his mother, Marthe, was jailed at Fresnes outside of Paris. Soon after the liberation of Paris in 1944, Gabriel Richet enrolled in the army under the high command of General Leclerc, whose army freed Strasbourg in November 1944. In the first months of 1945, fights continued in the area of Colmar in the south of Alsace where Gabriel Richet was active as a doctor of the French commandos. He was injured, received three military citations, and was decorated with the award of Chevalier de la Legion d’Honneur by General de Gaulle in April 1945. Demobilized from the army, Gabriel Richet joined the department of Louis Pasteur ValleryRadot, where he met Jean Hamburger, whom he followed to Necker Hospital to establish in 1950 the first French department of nephrology. He worked together with Jean Hamburger for 10 years, and both are considered to rank among the postwar rebuilders of French academic medicine. At Necker Hospital, Richet introduced treatment of acute kidney injury with the artificial kidney, which dramatically improved the prognosis of acute kidney failure associated with sepsis and crush syndrome. Together with the other members of the team of Jean Hamburger, Gabriel Richet was a leading investigator contributing to the worldwide reputation of the Necker ne phrology department. He was involved in the first allogenic kidney transplantation from a mother to her son, opening up exciting new therapeutic perspectives in living related transplantation. Introducing the percutaneous kidney biopsy pioneered by Claus Brun, Richet together with Hamburger contributed to the routine histological diagnosis of glomerular diseases, including the first studies by electron microscopy. The Necker team also demonstrated that most patients with advanced renal failure died from serious electrolyte changes rather than from retention of waste products such as urea. This led Richet together with Jean Hamburger and Jean Crosnier to develop the concept of renal intensive care aimed at correcting disorders of the major fluid, electrolyte, acid–base, and other metabolic functions, thereby markedly improving the prognosis of acute renal failure. In 1961, Gabriel Richet was appointed chief of nephrology at Tenon Hospital, at that time an inconspicuous city hospital in the middle of nowhere. He immediately set out to create a clinical and research nephrology center by recruiting a team that initially included Claude Amiel, Raymond Ardaillou, and Liliane Morel-Maroger. This team was then joined by Francoise Mignon, JeanDaniel Sraer, Pierre Verroust, Pierre Ronco, Eric Rondeau, and many others. This nephrology center was made possible by a new hospital wing supported by the French state through the Assistance Publique–Hopitaux de Paris and by INSERM (the French equivalent of the US National Institutes of Health), the University of Paris, the Association Claude Bernard, and the CNRS (National Center for Scientific Research), which also supported the research. Thereby Gabriel Richet succeeded in his goal of making the nephrology center at Tenon Hospital a place of national and international excellence for renal diseases as well as an intellectual haven, a foyer intellectuel, as he used to call it. The success could be measured by the large number of fellows and visiting faculty from countries all over the world who trained or did research in this multilingual and multicultural Tenon community, a virtual nephrological tower of Babel. Gabriel Richet provided a unique atmosphere of intellecGabriel Richet (1916–2014)

A tracking evaluation of the quality of clinical science doctors graduating from military medi-cal colleges

Objective To evaluate the level situation of clinical doctors graduating from military medical university within a certain period, understand their career development, and explore and analyze the problems and deficiencies in doctoral education and training to provide reference for deepening the reform of clinical disciplines doctoral education. Methods Stratified random samples of 9 Hospitals were selected and the established evaluation index system of clinical discipline quality tracking and investigation questionnaire was used to evaluate doctoral quality. Evaluation was surveyed by self rating and other rating combination. Quality evaluation system contains 4 first level indicators such as the military and political quality, clinical, teaching and research level, the development potential as well as 15 second-level indexes. The scores of self-assessment and other evaluation were compared by Pearson rank correlation analysis. The corresponding indicator scores of different doctorate types were compared using the test of variance and the subject research and published papers were analyzed by χ^2 inspection. Results The comprehensive score of graduated doctors is excellent, with self-evaluation score （92.72±7.06） and other evaluation score （93.61±8.05）. Correlation coefficient is 0.33（P=0.04）; The academic doctors have done better in publishing papers（χ^2=5.97, P=0.01） and undertaking subject research（χ^2=6.08, P=0.00）, but poorer in clinical work compared with the doctors of professional degree. The assessed groups are inadequate in publishing high level papers and in undertaking research projects and doctors of different degree types have different cognition of the elements of improving the quality. Conclusions Cultivating the doctors＇ clinical ability and innovation ability are the cores of deepening the reform of clinical doctoral education. We should focus on innovation ability , value the cultivation of the clinical professional doctoral degree and explore various joint evaluation systems to attain the goal of enhancing the education quality of doctors. Key words: Clinical science; Quality of doctor; Science degree; Professional degree; Evaluation system

Hypermedicalization in White Noise

The Nazis hijacked Germany's medical establishment and appropriated medical language to hegemonize their ideology. In White Noise, shifting medical information stifles the public into docility. In Nazi Germany the primacy of language and medical authority magnified the importance of academic doctors. The muddling of identities caused complex insecurities and the need for psychological doubles. In White Noise, Professor Gladney is driven by professional insecurities to enact a double in Murray. Through the manipulation of language and medical overreach the U.S., exemplified in the novel White Noise, has become a hypermedicalized society where the spirit of the Hippocratic Oath has eroded.

A Systematic Review: A Collaborative Partnership on Evaluating Graduate Nursing Education in Chronic Symptomatic Disease

The Institute of Medicine, the U.S. Department of Health and Human Services, and the Centers for Medicare and Medicaid are engaged in initiatives to address the escalating population of patients who are living with chronic symptomatic disease. These federal initiatives, escalating costs of care, and the increasing prevalence of chronic disease has prompted an evaluation and analysis of the academic preparation for graduate nurses who will provide care and services to this growing patient population. Graduate nurses represent nursing leadership as clinicians, educators, and researchers. These professionals require the knowledge and skills to meet the burgeoning health care demands of the largest segment of the adult American population. The objective of this systematic review was to identify and summarize the existing evidence that demonstrates the inclusion of chronic disease and its associated management in graduate nursing curriculum. A collaboration of 9 doctoral faculty members representing 5 universities preformed a comprehensive review of the literature over 5 months through the use of multiple databases and several formats of search and MeSH terms. A predefined protocol was developed to reduce bias and included the objectives, inclusion criteria, and exclusion criteria used to guide the review. Findings revealed limitations in current curriculum regarding chronic disease education specifically related to symptom and self-management.

The art of getting published

Getting academic research published can be a daunting undertaking at first, and before the advent of academic junior doctor posts, was a hidden art for most. Publications remain an important...

Stres proza życia – analiza wybranych grup zawodowych w perspektywie zagrażajacych bodzców stresowych

Article examines the occurrence of professional stress among academic teachers (postgraduate students), doctors and policemen particularly exposed to intensive in uence of stressful impulses for social character of the functions they perform. Basing on the literature of object, author enriches the analysis with his own ndings. In rst instance he de nes the notion of stressors and then he tries to nd and make them up in the form of specific threats, adequate for each of the above mentioned professional groups. His analysis is extended by the aspect of professional transformations taking into consideration their social-cultural conditions. Thanks to it the author shows the existence of relationship not only between the age of respondents and susceptibility on stress but he underlines as well how important place in human’s needs hierarchy takes the professional job. Frustration, fear, tension and anxiety destructively in uence the psychical form of an individual e ecting in negative consequence de ned by the hereby article as a professional burnout.

One university's approach to defining and supporting professional doctorates

The changing market for doctorally prepared workers led one institution to examine its overall approach to defining and supporting professional doctorates. After a review of existing scholarship and internal practices, a white paper was created to capture the various ways that these degrees can be distinguished from the academic doctorate (PhD) at this university. This article summarizes its key conclusions in areas such as relationship to the masters, program goals and foci, research training, the doctoral capstone, and faculty selection. Ways that these recommendations have begun to effect policies and practices at this particular institution are also highlighted, especially program development and evaluation.

Formação pedagógica na pós-graduação stricto sensu em saúde coletiva

The scope of this research is to discuss the relevance and need for pedagogical training of university lecturers in the Public Health field. The contention is that college teaching is a practice that requires specific training, since it is characterized by complex elements that transcend the mastery of given content. Considering stricto sensu graduate studies as an important stage in the training of future university lecturers, an attempt was made to identify and analyze the subjects and practices of pedagogical training in academic masters and doctorate programs in Public Health. To achieve the research aim, this work was based on Pierre Bourdieu's field theory and on Tomaz Tadeu da Silva's curriculum theory. Results indicate that the programs do not consider the aspect of teacher training as a major issue. With regard to the Public Health field approximately 61% of masters and 38% of doctorate programs have pedagogical training subjects/practices. Furthermore, there is a tendency for technical-instrumental training, which is in line with the history of the Public Health field. The conclusion is that there is a need to develop a culture that values college and graduate Public Health teaching, considering the complexity of pedagogical practice in all its dimensions.

Social Work and Postdoctoral Experience

Doctoral education has been the primary conduit for social workers to develop research skills and is an important component in achieving a long-term research-based career genson, Briar-Lawson, & Flanzer, 2008). In social work, doctoral training affords students opportunities to identify and study meaningful substantive topics and acquire advanced methodological and analytical skills (Jenson et al., 2008). This preparation alone, however, may not be a sufficient foundation for all social workers to build a successful research career. Postdoctoral research training can help social workers strengthen their research skills and build a collaborative research agenda. Although postdoctoral training for social workers is not a new phenomenon, it is a pathway for social work research training that has not gained the momentum it has in other social science fields (for example, psychology). The limited experience with formal postdoctoral training within the field of social work may create challenges for students interested in postdoctoral research positions and the faculty members who are mentoring such students. Further, unfamiliarity with postdoctoral training presents challenges for graduates who pursue these positions as they may not fully understand their role, the role of postdoctoral mentors, and the opportunities available to them as trainees. Although career development articles exist for students considering postdoctoral training in a variety of fields (for example, Committee on Science, Engineering, and Public Policy [COSEPUP], 2000; DeMets et al., 2006; Gennaro, Deatrick, Dobal, Jemmott, & Ball, 2007; Khalsa & Pearson, 2007), the linfited number of articles related to postdoctoral training for social workers have focused on individual experiences (for example, Fenster, 2006) and specific funding mechanisms (for example, Matthieu, Bellamy, Pena, & Scott, 2008). To help fill this gap in the social work literature, this article provides an overview of postdoctoral research training opportunities for a variety of substantive areas and describes the potential benefits of postdoctoral training. In addition, this article highlights some potential drawbacks that should be considered when deciding whether to complete a postdoctoral research position. This practical advice may be particularly helpful for students or junior scholars considering postdoctoral research training and doctoral faculty members who supervise students considering such training. POSTDOCTORAL TRAINING Although postdoctoral training has been a traditional step in the education process for the physical sciences, it has not played a similar role in the career of most social work scholars. As many fields grow more complex, the difficulty of familiarizing one's self with interesting and relevant material has increased, at least within the time limits of traditional graduate programs (COSEPUP, 2000; DeMets et al., 2006). Postdoctoral training is one way to balance the need to train students in new and evolving methodologies and ensure that they receive training in the basic core of theory, methods, and their substantive areas. Irrespective of discipline, the primary purpose of postdoctoral training is to expand research skills and grow intellectually (O'Mara & Bakos, 2003). Postdoctoral positions can help recent graduates expand their collaborative research base and develop independent research programs (COSEPUP, 2000; DeMets et al., 2006). Postdoctoral training also provides opportunities for early career researchers to interact intensively with senior investigators and establish collaborations with other junior researchers. In certain settings, this type of training can help promote interdisciplinary research that brings together different disciplines and combines their respective theoretical and methodological approaches. POSTDOCTORAL TRAINING FOR SOCIAL WORKERS Research capacity at the postgraduate level has been a relatively neglected part of the social work research training continuum (Fraser, Jenson, & Lewis, 1993; National Association of Deans and Directors Task Force, 1997). …

Understanding responses to feedback: the potential and limitations of regulatory focus theory

Regulatory focus theory posits the existence of two systems of self-regulation underlying human motivation: promotion focus, which is concerned with aspirations and accomplishments, and prevention focus, which is concerned with obligations and responsibilities. It has been proposed that regulatory focus theory may help to explain learners' variable responses to feedback, predicting that positive feedback is motivating under promotion focus, whereas negative feedback is motivating under prevention focus. We aimed to explore this link between regulatory focus theory and response to feedback using data collected in a naturalistic setting. In a constructivist grounded theory study, we interviewed 22 early-career academic doctors about experiences they perceived as influential in their learning. Although feedback emerged as important, responses to feedback were highly variable. To better understand how feedback becomes (or fails to become) influential, we used the theoretical framework of regulatory focus to re-examine all descriptions of experiences of receiving and responding to feedback. Feedback could be influential or non-influential, regardless of its sign (positive or negative). In circumstances in which the individual's regulatory focus was readily determined, such as in choosing a career (promotion) or preparing for a high-stakes examination (prevention), the apparent influence of feedback was consistent with the prediction of regulatory focus theory. However, we encountered many challenges in applying regulatory focus theory to real feedback scenarios, including the frequent presence of a mixed regulatory focus, the potential for regulatory focus to change over time, and the competing influences of other factors, such as the perceived credibility of the source or content of the feedback. Regulatory focus theory offers a useful, if limited, construct for exploring learners' responses to feedback in the clinical setting. The insights and predictions it offers must be considered in light of the motivational complexity of clinical learning tasks and of other factors influencing the impact of feedback.