BACKGROUND:  In 2021, South Africa introduced a new 6-month internship in family medicine and primary care. This study aimed to assess the new rotation at district health facilities in the Western Cape.
METHODS:  A descriptive survey of interns and supervisors, as phase-two of an exploratory sequential mixed methods study. Questionnaires were developed from a descriptive exploratory qualitative study. Data were analysed with the Statistical Package for Social Sciences.
RESULTS:  Questionnaires were completed by 72 interns (response rate 21%) and 36 supervisors (response rate 90%), across 10 training programmes. Interns felt more independent (97.2%), confident (90.3%) and resilient (91.6%). They learnt to manage undifferentiated and chronic conditions (91.6%), to refer patients (94.3%) and conduct procedures (77.8%). Most interns were not exposed to community-based services (68.0%) and continuity of care (54.1%). Supervision was mostly adequate during the day (79.1%) and afterhours (80.6%). Many interns reported no structured teaching programme (41.7% - 55.6%). Most supervision was from medical officers and registrars. Supervisors saw interns as valuable members of the clinical team (100.0%), who required extra support and administration (42.5%). The majority of interns (75.0%) and supervisors (72.7%) thought the rotation was the right length and the best preparation for community service (67.6%).
CONCLUSIONS:  The rotation met most expectations of the Health Professions Council of South Africa. Programmes need to improve exposure to community-orientated primary care, public health medicine, palliative and ongoing care. Supervision and orientation of interns needs improvement.Contribution: This is the first evaluation of the new family medicine internship programme in South Africa.

This article was migrated. The article was marked as recommended. Introduction Students transitioning into medical school encounter a series of transitions on their journey towards graduation. In the context of undergraduate medicine, students must develop new skills common to all incoming undergraduates (e.g., academic writing, digital skills), as well as subject-specific knowledge, e.g., regarding professionalism or anatomical dissection governance. Whilst the University of Glasgow School of Medicine provides on-campus induction activities, e.g., to prepare students to participate in problem-based learning, other induction material has traditionally been delivered in a didactic manner. Methods We developed a five-unit online induction course using existing resources available under creative commons licensing. The course used an interactive approach to deliver teaching and signpost key resources related to digital and academic skills and professionalism. The course was released to incoming students ( n = 316) via the institutional public Moodle site prior to their arrival at Glasgow. Student engagement and perception was assessed using quizzes, an online anonymous survey ( n = 133) and focus group ( n = 2). Results Student engagement with the induction course was high: 95% (301/316) of students accessed the course, and 89% (280/316) of students completed the course by achieving 100% in all five end-of-unit quizzes. Students placed particular value on content relating to professional expectations and highlighted that inclusion of current students\' testimonies would improve the course. However, the requirement to engage with sections relating to fundamental digital skills was sometimes a barrier to engagement. Discussion Overall, the online induction course benefitted students by helping them understand institutional expectations and creating an opportunity to identify their digital skills needs for them to succeed in their studies. These insights will be of key importance in supporting transition as we prepare for remote induction of our students in September 2020 and should be applicable to others interested in adapting and implementing this induction course in their own settings.

This article was migrated. The article was marked as recommended. The most common debriefing structure usually includes at least three phases, a time to confront reactions and/or emotions felt during the scenario, an analysis of events and a summary or application phase, in which the learning acquired throughout the debriefing is solidified and the major take- home messages condensed. However, using only open-ended questions and/or the puls/delta method, participants\' attitudes may remain unchanged and result in only superficial reflections of the scenario. The purpose of this article is to describe and propose incorporating strategic dialogue after the healthcare high fidelity scenario in the standard debriefing. Strategic dialogue alternates analogical and digital language and uses metaphors and paraphrases, guiding the participant to live a corrective emotional experience, the primary cause of the change. The structure of the strategic dialogue is based on the use of questions with the illusion of alternatives, restructuring paraphrases, the evocation of sensations and summary redefinitions, in order to reach the discovery that leads to change. The simulation method is well suited and integrated with strategic communication. Both aim at change, which must first be experienced and then explained. The central focus of strategic short therapy is the corrective emotional experience in which the patient modifies his or her vision of reality through concrete emotional experiences. The change, in order to be rapid and effective, must primarily produce a real personal experience of transformation on a perceptive-emotional level and only then can it be the subject of cognitive reasoning. The change must first pass from the experience phase and only then to the level of cognitive awareness. The strategic language, an effective tool in strategic psychotherapy and business problem solving, is ideal and complementary to the standard debriefing methods, making them more performing and functional because, next to common logic, it makes use of non-ordinary logical language.

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UNASSIGNED: Clinical Relationship (CR) is a more comprehensive term than doctor-patient relationship and is currently used to describe the health team\'s contact with the patient and their families, as well as the team\'s interaction with each other. To establish satisfactory interpersonal relationships, it is important to bring together communication and empathy skills that play a key role in building the CR. However, such topics are given little attention during medical training, with a more focused study on diseases and treatments. Rigid protocols and guidelines have accounted for a large proportion of undergraduate medical curricula, leaving less time for discussion of more abstract subjects related to the humanities and the subjectivity of patients, a view that is part of people\'s reality.
UNASSIGNED: To provide spaces and theoretical references for the discussion of topics less addressed in the medical curriculum and to encourage the importance of communication and empathy in health/disease processes.
UNASSIGNED: In view of the importance of providing medical students with humanizing experiences, we have proposed theoretical-practical workshops and conducted a qualitative research in order to evaluate the students\' views on learning about CR themes. In total, 33 second-year medical students participated in the project, by voluntary adhesion in response to an invitation distributed via electronic mail. Six theoretical-practical workshops were offered and executed in small groups and addressing topics such as: empathy, mourning, palliative care, end of life and communication of difficult news. The data collection methods were two focus groups conducted at the end of the six meetings encounters and participant observation, the notes from which were taken in a field diary.
UNASSIGNED: Content analysis (Bardin, 2011) was the method chosen to study the results, following transcription and analysis of the speech of the groups. At the end of the analysis, four main categories (and five subcategories) emerged, of which two are highlighted in this article: \"Art, cinema and literature evoke feelings: seeking humanism\" and \"Difficult news in the view of patients - the living experiences\". To this end, we used active methodologies such as small group work, use of videos and excerpts from films, music, reports, reading texts and conversation wheels.
UNASSIGNED: The participants\' statements showed satisfaction with the proposed theme and methodologies. We therefore evaluated the use of such techniques to sensitize students, leading them to reflect on the importance of empathy and communication in the work of physicians and health staff, developing interpersonal skills.

Social Media includes different forms of online communication from Twitter, Facebook, Instagram, LinkedIn, podcasts, YouTube etc. and has advanced how information is exchanged. A notable use is engaging on Twitter at medical conferences, both for those attending the conference and the global audience who are not able to attend. It is also increasingly used as an educational tool similar to e-learning. The objective of this paper is to: 1) highlight the impact of using Twitter at cardiovascular congresses as an interactive platform for active learning as compared to passively listening to a presentation; 2) present perspectives from not only clinicians, researchers but also patients on how this information is interpreted; 3) provide recommendations for conference organizers for best practice live tweeting to share the information and knowledge beyond those in attendance; with potential for not only engagement but also educating our global community.

We surveyed internal medicine residents regarding how they approach febrile patients in cross-cover settings. Residents frequently use the term \"full fever work-up,\" and rely on this for sign-out. Despite this, residents felt fever work-ups were not evidenced-based, and definitions of when and how to respond to a fever varied.

Purpose To examine the extent to which medical school interviewers consider perceptions of applicant personality traits during a semi-structured panel interview, the interrater reliability of assessments, and the impact of such perceptions on individual admission decisions. Method Semi-structured panel interviews were conducted with applicants to the Doctor of Medicine Program at the University of Western Ontario in London, Canada. Interviewers also provided voluntary, \"research only\" ratings of applicants on nine relevant personality traits. Data from 345 applicants under consideration for admission were available for analysis. Results Significant correlations were observed between personality ratings and important operational variables (e.g., interview scores). Applicants who were most likely to be admitted to the program were perceived as high on certain traits (i.e., Achievement, Nurturance, Endurance, Cognitive Structure, & Order) and low on other traits (i.e., Abasement, Aggression, & Impulsivity). Statistically removing variance shared with personality ratings from interview scores resulted in different admission decisions for over 40% of the applicants. Interrater reliabilities for personality perceptions were relatively low. However, interrater reliability of the panel interview used to make admission decisions was acceptable. Nonlinear relations between personality perceptions and interview scores were also explored. Conclusion Some evidence was found that interviewers? perceptions of applicant personality may affect their judgments when assigning interview ratings. Given that non-cognitive characteristics are perceived as important in the admissions process and that perceptions of personality traits have implications for decisions about which candidates to admit, suggestions for identifying desirable non-cognitive characteristics and for increasing the quality of assessments are offered.

BACKGROUND: Clinical audit is one approach to improve the quality of patient care, completion of request form inclusive. Radiology request forms are essential communication tools between the clinician and the radiologist. The aim of this study is to audit the adequacy of completion of X-ray request forms.
METHODS: A review of all consecutive request form received at the X-ray unit of the over a period of six weeks to assess the completeness of filling of the forms, details of biodata/clinical information, previous exposure and information about the requesting officer. The data was entered into a SPSS statistical software and analysed descriptively and results presented in tables/figures.
RESULTS: Two hundred and two request forms were analysed. All the request had names on it however 89.1% had complete and adequate information while 10.9% have incomplete and inadequate information on names, one hundred and ninety-six (97%) had dates while, 6(3%) did not have information regarding date of request, space for the addresses were filled in 80 (39.6%) out of which only 24 (11.9%) had adequate and complete information. Clinical information were adequate and complete in 34.4%, only 6(8.3%) of those with previous x-rays submitted their previous film with the new request.
CONCLUSIONS: We concluded that radiological investigation forms are still incompletely and inadequately filled. This will have effect on the quality and the overall service provided by both the radiographer and the radiologist and may have effect sometimes on the clinical decision and outcome.