Multiple and multi-dimensional transitions from trainee to trained doctor: A qualitative longitudinal study in the UK

Objectives To explore trainee doctors’ experiences of the transition to trained doctor, we answer three questions: (1) What multiple and multidimensional transitions (MMTs) are experienced as participants move from trainee to trained doctor? (2) What facilitates and hinders doctors’ successful transition experiences? (3) What is the impact of MMTs on trained doctors? Design: A qualitative longitudinal study underpinned by MMT theory. Setting: Four training areas (health boards) in the UK. Participants: 20 doctors, 19 higher-stage trainees within 6 months of completing their postgraduate training and 1 staff grade, associate specialist or specialty doctor, were recruited to the 9-month longitudinal audio-diary (LAD) study. All completed an entrance interview, 18 completed LADs and 18 completed exit interviews. Methods: Data were analysed cross-sectionally and longitudinally using thematic Framework Analysis. Results: Participants experienced a multiplicity of expected and unexpected, positive and negative work-related transitions (eg, new roles) and home-related transitions (eg, moving home) during their trainee–trained doctor transition. Factors facilitating or inhibiting successful transitions were identified at various levels: individual (eg, living arrangements), interpersonal (eg, presence of supportive relationships), systemic (eg, mentoring opportunities) and macro (eg, the curriculum provided by Medical Royal Colleges). Various impacts of transitions were also identified at each of these four levels: individual (eg, stress), interpersonal (eg, trainees’ children spending more time in childcare), systemic (eg, spending less time with patients) and macro (eg, delayed start in trainees’ new roles). Conclusions: Priority should be given to developing supportive relationships (both formal and informal) to help trainees transition into their trained doctor roles, as well as providing more opportunities for learning. Further longitudinal qualitative research is now needed with a longer study duration to explore transition journeys for several years into the trained doctor role

Sociodemographics of pet ownership among adolescents in Great Britain : findings from the HBSC Study in England, Scotland, and Wales

This study presents findings from the first stage of a three-year project (“An investigation of 13–17- year-olds’ attitudes and behaviour to animals and development and testing of interventions to promote the concept of Duty of Care” -SMDO-ZGLD15) that aims to ascertain the most effective ways to promote a duty of care (DOC) towards animals among children and young people. The project was instigated by a call from the Department for Environment Food and Rural Affairs (DEFRA) for research in this area in line with recent changes in animal welfare law.The aim of this study was to assess the prevalence of pet ownership among adolescents in Great Britain and identify any sociodemographic differences between pet owners and non-pet owners. A total of 14,328 11-to 15-year-old adolescents from England, Scotland, and Wales were included in the analysis. Results revealed 15-year-old adolescents were significantly more likely than 11-year-old adolescents to own dogs (OR = 1.146, p < 0.001) but less likely to own fish, reptiles, or amphibians (OR = 0.629, p < 0.001), and small mammals (OR = 0.630, p < 0.001). Thirteen-year-olds were significantly more likely than 11-year-olds to own dogs (OR = 1.240, p = 0.021) and birds (OR = 1.299, p = 0.010), but significantly less likely to own fish, reptiles, or amphibians (OR = 0.795, p < 0.001). No gender differences were found. White adolescents were more likely than non-white adolescents to own all pet types. Those living in single-parent families were significantly more likely than those living with two parents to own dogs (OR = 1.186, p = 0.013) and cats (OR = 1.319, p < 0.001). Furthermore, those who reported living in stepfamilies were also more likely to own cats (OR = 1.428, p < 0.001). Adolescents with siblings were more likely to own cats (OR = 1.391, p = 0.001), fish, reptiles, or amphibians (OR = 1.220, p = 0.037) than adolescents without siblings. Adolescents with employed parents (both or one) were significantly more likely than those with unemployed parents to own dogs (OR = 1.414, p = 0.002) and birds (OR = 1.523, p = 0.018). Adolescents from high-affluence families were less likely than adolescents from low-affluence families to own dogs (OR = 0.888, p = 0.037), small mammals (OR = 0.832, p = 0.005), and birds (OR = 0.801, p = 0.046). Furthermore, family affluence differences were found in different pet types. Differences in all pet types and siblings were also found in a proxy measure of attachment to pets. This study provides evidence that pet ownership is related to several sociodemographic factors. These are relevant to take into account when performing HAI studies on adolescents.PostprintPeer reviewe

Exploring children’s perspectives on the welfare needs of pet animals

This work was supported by the Department for Environment, Food and Rural Affairs (grant number AW1404).Children are increasingly viewed as important recipients of eduational interventions to improve animal welfare, yet research examining their perspectives is lacking, particularly within the UK. Helping children to care appropriately for animals depends, not least, on an ability to understand the needs of different species and correctly identify cues given by the animal that indicate its welfare state. This study began to explore: (a) children’s perceptions of welfare needs, focusing on four common pet animals; (b) influences on the development of knowledge; (c) beliefs about whether or not (all) animals are sentient, and (d) their confidence in identifying when their own pets are in need. Fourteen focus groups were carried out with 53 children aged 7 to 13 years. Findings highlighted an affirmative response that animals have feelings (dogs especially), albeit with doubts about this applying universally. There was wide variation in children’s knowledge of welfare needs, even among owners of the animal in question. Conversely, some children lacked confidence in spite of the extensive knowledge they had developed through direct experience. An important finding was a perceived difficulty in identifying the needs of particular species or specific types of need in their own pets. Fitting well with a recent emphasis on “positive welfare,” children felt that many animals need demonstrative love and attention, especially cats and dogs. While there is clearly scope for educating children about common needs and cues that indicate animals’ welfare state, other areas pose a greater challenge. Emotional connection seems important in the development of extensive knowledge and concern for welfare. Accordingly, animals that do not possess the kind of behavioral repertoire that is easy to interpret or allows for a perceived sense of reciprocity are possibly at risk of negative welfare experiences.PostprintPeer reviewe

Validating mental well-being items of the Scottish Health Behaviour in School-aged Children (HBSC) Survey

This research was funded by NHS Health Scotland as a developmental part of the national HBSC study.Publisher PD

Wanting to be ‘known’:re-defining self-awareness through an understanding of self-narration processes in educational transitions.

The aim of this paper is to initiate discussion about the pursuit of self-awareness – a concept embedded in recent policy – as an educational goal. We argue that complex theoretical questions need to be addressed if improvements in policy and practice relating to personal, social and emotional education are to ensue. Such questions relate to possible interpretations of ‘self-awareness’, a term that may be linked to out-dated theories, implying a ‘self’ to be discovered and the possibility that people can sustain a ‘sense of self’ across time and place. From this perspective, self-awareness may seem overly individualistic, obscuring more pro-social goals (e.g., empathy, compassion, citizenship). Drawing on sociological and social psychological literature, as well as data from an empirical study of identity construction, we hope to contribute to the provision of firm foundations for personal, social and emotional education through a stronger theoretical exposition of ‘self-awareness’. Our re-conceptualised version highlights the importance of an expanded and flexible story of self, which we view as an invaluable tool for learning, fostering an openness to change