And these are the harsh realities of training today's doctors
Poor preparation of medical students, clinical interns and residents is a hot topic. Who is to blame for this is an interesting question, but the answers are ambiguous: teachers blame students, students - teachers. As a recent graduate of a medical university, I would like to reflect on this sore subject. Since job search is relevant to me right now and I understand the importance of the resume I use Medical Resume Examples to straighten my cv.
- What does the university give?
- Postgraduate suffering
- Corruption in medical schools
- The conclusion
What gives a university
The first 3 years of graduate education are very, very useful. Students study all the fundamental disciplines necessary to form their basis. Anatomy, histology, physiology, microbiology, biochemistry are sciences without the knowledge of which it is impossible to become a good doctor. However, all these objects are presented without any refraction towards clinical medicine. Students do not have the slightest understanding of how this can help them in further training in clinical departments. A rare teacher will present the essence of his subject in such a way that it is directed towards the future practice. It is understandable - there are almost no teachers with clinical experience in theoretical departments. It is from here that a completely meaningless memorization of what future doctors will hardly use in clinical practice follows.
Corruption in medical schools
Corruption in medical schools in the first three courses is a separate issue. Tariffs for tests and exams due to student word of mouth are distributed in the first months of training. In addition, there are "hidden bribes" disguised as tutoring. The teacher deals with students additionally (often formally), but the essence of this process is simple in most cases: a guaranteed credit for a weekly additional lesson. Such a "freebie" seduces many students. And not only them, but also parents. They gladly pay these “repeat”, and then they are proud of the “choirs” and “breaks” in the record book of their beloved genius.
Completely unprepared for fundamental disciplines, such students come to clinical departments, where without junior courses - nothing. Cases when fourth-year students do not know from which part of the heart the aorta comes out or how many lobes in each of the lungs are not isolated. And this is not a joke. How such students can study myocardial infarction, bronchial asthma and other nosologies is completely incomprehensible.
Education in senior courses also has a number of problems that cannot be neglected. Where, it would seem, is the very essence of medical work, students do not always see what they will encounter in practice after a couple of years. But the thing is this: the department lost its status, which it had in Soviet times. Relations of the department with the clinical base are not always good. The demonstration of this or that patient to the student group often costs the teacher considerable efforts: for this you need to find such a patient in one of the departments, then arrange with the attending physician or the head about the examination by students, etc. In some cases, the teacher may be denied this. And then he has to study in the classroom, explaining, as they say, “on the fingers”. Both doctors and teachers assign the completion of practical skills to students to study in internships and residencies. The students are not to blame. This is our system, and not everyone has the strength to fight it. It follows that many older students do not have any deep interest in a particular specialization. Many of them do not know where to go at all, since they do not have a more or less sufficient idea of a particular field of medicine.
But not everything is so sad. No one doubts that if a person wants to master knowledge, he will achieve his goal. To do this, however, you will have to work hard and hard on your own: study fresh medical journals and study the Internet. And one more thing: anyone who wants to become a doctor must know English. The most modern ideas can only be obtained in this language. Here I must admit: we are still lagging behind our Western colleagues in terms of competence in medicine.
Postgraduate suffering
Even a well-studied student is hard to independently become a real doctor. Those who have earned a red diploma by their work do not always succeed in successfully applying their knowledge in practice without the help of senior colleagues. Unfortunately, such young doctors are very quickly disappointed in the profession.
Graduates of medical schools in internship and residency in most cases are granted, as they say, absolute freedom. They are nominally assigned to 6-8 patients, whom they should supervise under the supervision of the attending physician and the department head. And here lies a very dangerous moment. Young doctors are quickly imbued with the “spirit of the ordinatory": they become cynical, formally relate to their work, communicate roughly with patients and their relatives. In other words, many young doctors, albeit unconsciously, but clearly discourage the desire to develop and grow professionally. They take an example from their senior colleagues, naively believing that, taking an example from them, you can become a good doctor. What grows out of such graduates, we often observe when seeking medical help.
It is rarely seen when an associate professor or professor in a department is involved in an intern or intern. But this is absolutely necessary - to have an experienced teacher in such a difficult and responsible business as medicine. As a rule, neither doctors nor department employees have time to deal with, instruct, share experience and somewhere to control a young specialist. But this is the only way to cultivate a worthy successor. It turns out that few people think about it. And in surgical specialties there are frequent cases when the intern or the intern and at the table have never stood during the postgraduate education. And such specialists are going to work.
The conclusion
The conclusion is simple: without mentoring in medicine - nowhere. This should be seriously considered today. Without proper training, we will not get qualified specialists. What will happen to our medicine when a change in medical generations occurs is a big question. If we do not want a catastrophe, we must immediately throw all our efforts into medical education. This is an extremely responsible business, which does not tolerate a state relationship.
Poor preparation of medical students, clinical interns and residents is a hot topic. Who is to blame for this is an interesting question, but the answers are ambiguous: teachers blame students, students - teachers. As a recent graduate of a medical university, I would like to reflect on this sore subject. Since job search is relevant to me right now and I understand the importance of the resume I use Medical Resume Examples to straighten my cv.
- What does the university give?
- Postgraduate suffering
- Corruption in medical schools
- The conclusion
What gives a university
The first 3 years of graduate education are very, very useful. Students study all the fundamental disciplines necessary to form their basis. Anatomy, histology, physiology, microbiology, biochemistry are sciences without the knowledge of which it is impossible to become a good doctor. However, all these objects are presented without any refraction towards clinical medicine. Students do not have the slightest understanding of how this can help them in further training in clinical departments. A rare teacher will present the essence of his subject in such a way that it is directed towards the future practice. It is understandable - there are almost no teachers with clinical experience in theoretical departments. It is from here that a completely meaningless memorization of what future doctors will hardly use in clinical practice follows.
Corruption in medical schools
Corruption in medical schools in the first three courses is a separate issue. Tariffs for tests and exams due to student word of mouth are distributed in the first months of training. In addition, there are "hidden bribes" disguised as tutoring. The teacher deals with students additionally (often formally), but the essence of this process is simple in most cases: a guaranteed credit for a weekly additional lesson. Such a "freebie" seduces many students. And not only them, but also parents. They gladly pay these “repeat”, and then they are proud of the “choirs” and “breaks” in the record book of their beloved genius.
Completely unprepared for fundamental disciplines, such students come to clinical departments, where without junior courses - nothing. Cases when fourth-year students do not know from which part of the heart the aorta comes out or how many lobes in each of the lungs are not isolated. And this is not a joke. How such students can study myocardial infarction, bronchial asthma and other nosologies is completely incomprehensible.
Education in senior courses also has a number of problems that cannot be neglected. Where, it would seem, is the very essence of medical work, students do not always see what they will encounter in practice after a couple of years. But the thing is this: the department lost its status, which it had in Soviet times. Relations of the department with the clinical base are not always good. The demonstration of this or that patient to the student group often costs the teacher considerable efforts: for this you need to find such a patient in one of the departments, then arrange with the attending physician or the head about the examination by students, etc. In some cases, the teacher may be denied this. And then he has to study in the classroom, explaining, as they say, “on the fingers”. Both doctors and teachers assign the completion of practical skills to students to study in internships and residencies. The students are not to blame. This is our system, and not everyone has the strength to fight it. It follows that many older students do not have any deep interest in a particular specialization. Many of them do not know where to go at all, since they do not have a more or less sufficient idea of a particular field of medicine.
But not everything is so sad. No one doubts that if a person wants to master knowledge, he will achieve his goal. To do this, however, you will have to work hard and hard on your own: study fresh medical journals and study the Internet. And one more thing: anyone who wants to become a doctor must know English. The most modern ideas can only be obtained in this language. Here I must admit: we are still lagging behind our Western colleagues in terms of competence in medicine.
Postgraduate suffering
Even a well-studied student is hard to independently become a real doctor. Those who have earned a red diploma by their work do not always succeed in successfully applying their knowledge in practice without the help of senior colleagues. Unfortunately, such young doctors are very quickly disappointed in the profession.
Graduates of medical schools in internship and residency in most cases are granted, as they say, absolute freedom. They are nominally assigned to 6-8 patients, whom they should supervise under the supervision of the attending physician and the department head. And here lies a very dangerous moment. Young doctors are quickly imbued with the “spirit of the ordinatory": they become cynical, formally relate to their work, communicate roughly with patients and their relatives. In other words, many young doctors, albeit unconsciously, but clearly discourage the desire to develop and grow professionally. They take an example from their senior colleagues, naively believing that, taking an example from them, you can become a good doctor. What grows out of such graduates, we often observe when seeking medical help.
It is rarely seen when an associate professor or professor in a department is involved in an intern or intern. But this is absolutely necessary - to have an experienced teacher in such a difficult and responsible business as medicine. As a rule, neither doctors nor department employees have time to deal with, instruct, share experience and somewhere to control a young specialist. But this is the only way to cultivate a worthy successor. It turns out that few people think about it. And in surgical specialties there are frequent cases when the intern or the intern and at the table have never stood during the postgraduate education. And such specialists are going to work.
The conclusion
The conclusion is simple: without mentoring in medicine - nowhere. This should be seriously considered today. Without proper training, we will not get qualified specialists. What will happen to our medicine when a change in medical generations occurs is a big question. If we do not want a catastrophe, we must immediately throw all our efforts into medical education. This is an extremely responsible business, which does not tolerate a state relationship.
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