Abstract
This review highlights the non-clinical training needs of new consultants, identifying strategies for meeting these needs. Non-clinical activities are integral to the consultant's role and senior clinicians need training in these areas. Concerns over the quantity and quality of current provision are compounded by changes the European Working Time Directive and Modernising Medical Careers initiative will bring. Accelerated progression to senior level and reduction in time for training suggest a pressing need to respond to the needs of new consultants. Ad hoc initiatives in a range of healthcare contexts offer examples of how training needs may be met, including mentoring and continuing professional development schemes. A multi-professional strategy, incorporating elements of higher professional education in general practice and other NHS initiatives (particularly management/leadership training), may offer an appropriate framework within which to capitalise on existing opportunities. There are, however, resource implications that need to be addressed.
Full Text
The Full Text of this article is available as a PDF (68.6 KB).
Selected References
These references are in PubMed. This may not be the complete list of references from this article.
- Atkins S., Ersser S. J. Education for advanced nursing practice: an evolving framework. Int J Nurs Stud. 2000 Dec;37(6):523–533. doi: 10.1016/s0020-7489(00)00030-4. [DOI] [PubMed] [Google Scholar]
- Black Carol. The thoroughly modern consultant? Modernizing consultant careers. Hosp Med. 2003 Apr;64(4):196–197. doi: 10.12968/hosp.2003.64.4.1791. [DOI] [PubMed] [Google Scholar]
- Evans Julie, Goldacre Michael J., Lambert Trevor W. Views of junior doctors on the specialist registrar (SpR) training scheme: qualitative study of UK medical graduates. Med Educ. 2002 Dec;36(12):1122–1130. doi: 10.1046/j.1365-2923.2002.01381.x. [DOI] [PubMed] [Google Scholar]
- Gibson D. R., Campbell R. M. Promoting effective teaching and learning: hospital consultants identify their needs. Med Educ. 2000 Feb;34(2):126–130. doi: 10.1046/j.1365-2923.2000.00472.x. [DOI] [PubMed] [Google Scholar]
- Gould D., Kelly D., Goldstone L., Maidwell A. The changing training needs of clinical nurse managers: exploring issues for continuing professional development. J Adv Nurs. 2001 Apr;34(1):7–17. doi: 10.1046/j.1365-2648.2001.3411735.x. [DOI] [PubMed] [Google Scholar]
- Grainger Caron, Manek Neeta. Consultant development. Role rehearsal. Health Serv J. 2002 Aug 1;112(5816):26–27. [PubMed] [Google Scholar]
- Heath K. J., Jones J. G. Experiences and attitudes of consultant and nontraining grade anaesthetists to continuing medical education (CME). Anaesthesia. 1998 May;53(5):461–467. doi: 10.1046/j.1365-2044.1998.00373.x. [DOI] [PubMed] [Google Scholar]
- Khera N., Stroobant J., Primhak R. A., Gupta R., Davies H. Training the ideal hospital doctor: the specialist registrars' perspective. Med Educ. 2001 Oct;35(10):957–966. [PubMed] [Google Scholar]
- MacDonald Joanna, Cole Julia. Trainee to trained: helping senior psychiatric trainees make the transition to consultant. Med Educ. 2004 Apr;38(4):340–348. doi: 10.1046/j.1365-2923.2004.01790.x. [DOI] [PubMed] [Google Scholar]
- Saidi Guitta, Weindling A. Michael. An evaluation of a national scheme for continuing professional development (CPD) for career grade doctors: the Royal College of Paediatrics and Child Health's programme for paediatricians evaluated by focus group methodology. Med Educ. 2003 Apr;37(4):328–334. doi: 10.1046/j.1365-2923.2003.01464.x. [DOI] [PubMed] [Google Scholar]
- Smith L. F., Eve R., Crabtree R. Higher professional education for general practitioners: postal questionnaire survey. Br J Gen Pract. 2000 Apr;50(453):288–292. [PMC free article] [PubMed] [Google Scholar]
- Talbot Martin. Good wine may need to mature: a critique of accelerated higher specialist training. Evidence from cognitive neuroscience. Med Educ. 2004 Apr;38(4):399–408. doi: 10.1046/j.1365-2923.2004.01778.x. [DOI] [PubMed] [Google Scholar]