TRAINING PROGRAM

Training Program for Young Doctors



Training Program for Young Doctors

Introduction

This paper presents a comprehensive description of a training planning that I intend to to provide to a group of two doctors, namely Dr. A.W. John and Dr. Z. L. Lee, along with my support staff over a period of 4 months. The paper discusses the various important aspects of the training program, including the concepts of curriculm planning, learning needs assessment, educational theories, assessment and feedback, potential constrains and the different learning styles that I have chosen for my program.

The paper also offers a critical analysis of a medical trainer role, his services, which he renders in the professional development of fresh medical graduates and young doctors (Wellington, 2001, 1). Training is a process by which I can provide guidance and assistance to my trainee for his or her personal and professional development, by investing time, energy and knowledge. Training can also be taken as a committed personal learning process, whereby a person takes ownership and responsibility for their personal and professional development.

I, being a trainer, see myself as a true generator of change, promoting growth at all levels: personal, professional, organisational and social. His contribution to humanity is transforming. Today, the trainer becomes a protagonist necessary for the dissemination of knowledge to accelerate learning processes in a world that often seems to have no coherence. The trainer is responsible to provide guidance and help his subordinates in the best possible way (Overwien, 2000, 621). One of the most important characteristics of a trainer is that he understands the strengths and weaknesses of individuals, working under his supervision. He assists individuals in their course of training and coaching; thus, polishing an individuals' attributes to develop further in his career.

Curriculum planning

The term curriculum has numerous definitions. A curriculum is an entire range of experiences in its broadest sense and, that only some of those experiences fall under the auspices of schooling. Further, these experiences outside of schools are both directed and undirected in nature (Schugurensky, 2000, 69). In my observation, the concept of curriculum remains underdeveloped in the field of healthcare, clinical education, although many of the issues concerning knowledge, power, and identity addressed in curriculum studies also manifest within education for adults. The lack of explicit recognition of curriculum and the concomitant lack of engagement with curriculum theory and the literature of curriculum studies derives from a highly diversified field, with few broad curriculum structures and an entrenched commitment to learner-centred planning. This is changing, however, as increasing numbers of healthcare, clinical education scholars are coming to embrace perspectives that focus on the politics of the curriculum, including race, gender, class, and sexual orientation, as integral aspects of the formal, hidden, and lived curricula of healthcare clinical education (Schugurensky, 2000, 69). Healthcare clinical education scholars are also exploring cultural studies approaches to curriculum, and thus are taking up conversations concerning popular culture that have occurred for some time in curriculum ...