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            "abstractNote": "Reprenant les grands principes d'une première loi-cadre élaborée en 1979, la loi du 31 décembre 1982 a posé les bases du système actuel, en instaurant un concours national d'accès aux filières de spécialité et un résidanat de médecine générale, aboutissant à un doctorat portant qualification de médecine générale ou spécialisée. Le nouveau concours a conservé l'appellation d'internat, bien que sa vocation ne soit plus celle de l'ancien internat des hôpitaux, qui visait à pré-recruter le corps des praticiens hospitalo-universitaires. C'est désormais l'accès global aux spécialités qui se trouve régi par la loi du concours. L'analyse des conséquences de ce changement est au cœur de la recherche qui a été menée par notre équipe. Plusieurs hypothèses ont été formulées au départ, relatives, notamment, à une probable exacerbation de la division de la profession en segments étanches et inégalement légitimes. Chemin faisant, d'autres questions ont été soulevées, notamment en matière d'incidences sexuées de la réforme ou d'effets pervers sur les disparités régionales de développement sanitaire. En effet, les tendances démographiques générales témoignaient du peu d'incidences positives de la réforme sur l'équilibrage structurel et géographique de l'offre de soins. En outre, l'objectif de \" valorisation de la médecine générale \" méritait d'être interrogé, puisque le protocole de sélection faisait reposer l'orientation des étudiants en grande partie sur un \" rang de classement \". Toutes ces observations justifiaient la réalisation d'une recherche ad hoc afin, notamment, de mieux comprendre, au-delà du \" constat d'échec \", les mécanismes mis en œuvre à l'occasion de la réforme. Méthodologie L'enquête de terrain a été réalisée sur trois sites : les facultés de Lariboisière-Saint-Louis (Paris), Marseille et Nantes. Dans chaque université, un échantillon d'étudiants a été tiré de manière aléatoire à partir des listes d'inscrits en PCEM2 en 1973, 1975, 1978, 1980, 1984 et 1986. Les parcours des 1080 étudiants ainsi sélectionnés ont été relevés à partir de leurs dossiers et des procès-verbaux d'examens. Ce fichier a été complété par des données de carrière fournies par le Conseil national de l'Ordre des médecins et par les résultats des concours de l'internat nouveau régime, fournis par le Centre inter-universitaire de traitement de l'information (CITI II). Ces données ont été exploitées sous une forme anonyme et ont été complétées par des études de documents et des entretiens auprès d'une cinquantaine de médecins, dont plus de quarante étaient issus de l'échantillon statistique. Les effets induits de la réforme portent sur trois champs principaux : 1/ Les politiques universitaires et les stratégies étudiantes : au-delà des changements prévus au cours du troisième cycle, la réforme a contribué à modifier les deux premiers cycles des études. 2/ La structure du corps médical : selon leur université, les étudiants n'ont pas les mêmes chances de réussir le concours de l'internat, et les distorsions géographiques dans la répartition entre généralistes et spécialistes en sont accrues. À ces effets locaux, la concurrence entre les étudiants contribue à favoriser les plus proches des milieux universitaires et médicaux. Comme pour les concours des Grandes Écoles, le concours de l'internat fait barrage à la démocratisation de l'accès aux spécialités. En outre, les femmes apparaissent comme les grandes \" perdantes \" de la réforme, puisqu'elle s'orientaient, sous l'ancien régime, en majorité vers la médecine spécialisée et qu'elles deviennent aujourd'hui surtout omnipraticiennes. 3/ De l'éclatement d'un diplôme à la division d'une profession : le corps médical est, depuis la réforme, plus divisé que jamais. L'enquête rend bien compte de l'état permanent de concurrence dans lequel les étudiants se socialisent durant leurs études. En conséquence, l'écart se creuse entre des généralistes stigmatisés par \" l'échec à l'internat \" et des spécialistes considérés comme \" l'élite \" des étudiants en médecine. En outre, la standardisation des modes d'apprentissage, la prégnance des critères hospitaliers rendent plus difficile pour les étudiants une pratique ambulatoire centrée sur la clinique et à l'occasion de laquelle ils sont confrontés à des exigences économiques contredisant les principes selon lesquels ils ont été formés.",
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                    "firstName": "Adriano",
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            "abstractNote": "The extinction process which the Preventive and Social Medicine Residency Programs (PSMR) have experienced in the past several years constitutes a paradox in the face of the need for physicians with at Public Health background in the Brazilian National Health System (SUS). The present paper investigated which are the practice sceneries and how the practical and theoretical activities are developed into PSMR programs. After reviewing them, it was observed that most programs include activities in health care delivery, as well as those in the three main fields of Collective Health. However, significant differences were evidenced among the programs. It was possible construct a typology, identifying the type 'Generalist in Collective Health', who approaches the three main fields of Collective Health; the type 'Epidemiology', which focuses exclusively on this field; and the type 'Community Health', which is centered in Health Basic Care. From the crossing among historical construction processes and present reality, we coould infer that the inexistance of State Policies for graduate health professionals in this area, along with the lack of participation of other social stakeholders with this residence are the most important factors resulting in the demise of this once important medical specialty in Brazil.",
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            "abstractNote": "BACKGROUND: The satisfaction of surgical residents with their training programs plays an important role in dictating its output. This survey was conducted to explore the satisfaction of surgical residents with their training programs in the Riyadh area. METHODS: A survey questionnaire was distributed in four major hospitals to explore the view of surgical residents regarding their training programs. Frequency tables were generated for each question in the survey. RESULTS: About 78 survey forms were distributed and 52 were retrieved (67%). About 45% of residents had a comprehensive orientation on admission to the program, but only 20% felt it was helpful. Only 40% of residents felt that their trainers were committed to training and that the consultants who were trained abroad were more committed than those trained locally (62% vs 36%, P =.01). Only 15% felt the residents themselves had enough bedside teaching or operative experience. Seventy-eight percent of the residents felt that current training does not meet their expectations. However, 85% felt that training abroad was better than local training, and 60% felt it should be mandatory. While 90% felt that training programs should be unified nationally and controlled by one organization, only 6% felt that the current governing body was capable of monitoring the training. Moreover, only 28% felt that current reviews of programs by the governing body are effective. CONCLUSIONS: These results show that surgical residents are generally dissatisfied with current training programs. The study suggests that there are significant weaknesses in the current programs and the governing body may be ineffective in monitoring the programs. We feel that a national review of surgical training programs is warranted in view of these results.",
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            "version": 59,
            "itemType": "journalArticle",
            "title": "Exploring the major difficulties perceived by residents in training: a pilot study",
            "creators": [
                {
                    "creatorType": "author",
                    "firstName": "Christophe",
                    "lastName": "Luthy"
                },
                {
                    "creatorType": "author",
                    "firstName": "Arnaud",
                    "lastName": "Perrier"
                },
                {
                    "creatorType": "author",
                    "firstName": "Eliane",
                    "lastName": "Perrin"
                },
                {
                    "creatorType": "author",
                    "firstName": "Christine",
                    "lastName": "Cedraschi"
                },
                {
                    "creatorType": "author",
                    "firstName": "Anne-Françoise",
                    "lastName": "Allaz"
                }
            ],
            "abstractNote": "OBJECTIVES: To assess residents' difficulties during the first year of residency. In contrast to previous studies that mainly used structured questionnaires, a qualitative procedure was applied. METHODS: Twenty-four consecutive first-year residents in internal medicine were asked to \"Please identify two to three major difficulties or concerns related to your practice of medicine within this hospital\". The answers were submitted to content analysis performed by three independent researchers. Inter-rater agreement was high (kappa coefficient = 0.92). Disagreements were solved by consensus. RESULTS: Physicians' characteristics: female 37%, mean age 28 +/- 2.2 years, mean duration of postgraduate training 2.5 +/- 1.3 years. Total number of answers: 122, average answers/resident 5.1 +/- 1.3. Nine categories were extracted from content analysis: communication problems at the workplace, feelings of not being respected, constraints of collaborative work, experiencing the gap between medical school and clinical care, work overload, responsibility towards and emotional investment in patients, worries about career plans, and lack of theoretical knowledge. Residents expressed major difficulties in communicating with and being respected by seniors and peers in particular, and hospital staff in general. They also voiced problems in coping with emotions, either their own or those of their patients. CONCLUSIONS: The residents' responses stressed the complexity of blending the requirements of the physician's role when instrumental/cognitive knowledge is not sufficient to deal with problems requiring personal and relational dimensions. Learning to combine medical knowledge and practice necessitates helping students/residents identify and deal with the constraints of these requirements.",
            "publicationTitle": "Swiss Medical Weekly: Official Journal of the Swiss Society of Infectious Diseases, the Swiss Society of Internal Medicine, the Swiss Society of Pneumology",
            "publisher": "",
            "place": "",
            "date": "Oct 16, 2004",
            "volume": "134",
            "issue": "41-42",
            "section": "",
            "partNumber": "",
            "partTitle": "",
            "pages": "612-617",
            "series": "",
            "seriesTitle": "",
            "seriesText": "",
            "journalAbbreviation": "Swiss Med Wkly",
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            "ISSN": "1424-7860",
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            "shortTitle": "Exploring the major difficulties perceived by residents in training",
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            "tags": [
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                    "tag": "Attitude of Health Personnel",
                    "type": 1
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                {
                    "tag": "Communication",
                    "type": 1
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                {
                    "tag": "Female",
                    "type": 1
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                {
                    "tag": "Hospitals, University",
                    "type": 1
                },
                {
                    "tag": "Humans",
                    "type": 1
                },
                {
                    "tag": "Internal Medicine",
                    "type": 1
                },
                {
                    "tag": "Internship and Residency",
                    "type": 1
                },
                {
                    "tag": "Interprofessional Relations",
                    "type": 1
                },
                {
                    "tag": "Male",
                    "type": 1
                },
                {
                    "tag": "Physician's Role",
                    "type": 1
                },
                {
                    "tag": "Physician-Patient Relations",
                    "type": 1
                },
                {
                    "tag": "Pilot Projects",
                    "type": 1
                },
                {
                    "tag": "Qualitative Research",
                    "type": 1
                },
                {
                    "tag": "Stress, Psychological",
                    "type": 1
                },
                {
                    "tag": "Switzerland",
                    "type": 1
                },
                {
                    "tag": "Workload",
                    "type": 1
                },
                {
                    "tag": "Workplace",
                    "type": 1
                }
            ],
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            "dateAdded": "2014-02-06T16:11:56Z",
            "dateModified": "2014-02-06T16:11:56Z"
        }
    },
    {
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        "version": 59,
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            "creatorSummary": "Imseis and Galvin",
            "parsedDate": "2004-11",
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        "data": {
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            "version": 59,
            "itemType": "journalArticle",
            "title": "Faculty and resident preference for two different forms of lecture evaluation",
            "creators": [
                {
                    "creatorType": "author",
                    "firstName": "Hytham M",
                    "lastName": "Imseis"
                },
                {
                    "creatorType": "author",
                    "firstName": "Shelley L",
                    "lastName": "Galvin"
                }
            ],
            "abstractNote": "OBJECTIVE: This study was undertaken to compare the use of 2 different lecture evaluation forms developed for obstetrics and gynecology residents to evaluate core curriculum lectures given by faculty. STUDY DESIGN: Content and delivery of faculty lectures were evaluated by residents using (1) a 10-question evaluation form that used a 5-point rating scale and (2) a checklist evaluation form that offered multiple options to improve lectures but provided no numerical score. Each form was used exclusively for 4 months. Faculty received feedback from both forms; then faculty and residents were surveyed regarding their preferences. RESULTS: A total of 384 rating scale and 398 checklist evaluation forms were completed during the study period. Residents preferred to complete the rating scale evaluation forms (67%), whereas faculty preferred feedback from the checklist evaluation forms (62%). Faculty were more likely to plan changes to their lecture format with feedback from the checklist evaluation forms (75% vs 25%, P = .031). CONCLUSION: Although devoid of structured positive feedback, the checklist lecture evaluation form was preferred by faculty.",
            "publicationTitle": "American Journal of Obstetrics and Gynecology",
            "publisher": "",
            "place": "",
            "date": "Nov 2004",
            "volume": "191",
            "issue": "5",
            "section": "",
            "partNumber": "",
            "partTitle": "",
            "pages": "1815-1821",
            "series": "",
            "seriesTitle": "",
            "seriesText": "",
            "journalAbbreviation": "Am. J. Obstet. Gynecol",
            "DOI": "10.1016/j.ajog.2004.07.068",
            "citationKey": "",
            "url": "http://www.ncbi.nlm.nih.gov/pubmed/15547571",
            "accessDate": "2010-09-29T08:47:57Z",
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            "PMCID": "",
            "ISSN": "0002-9378",
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                    "tag": "Internship and Residency",
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                {
                    "tag": "North Carolina",
                    "type": 1
                },
                {
                    "tag": "Obstetrics",
                    "type": 1
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                    "tag": "Program Evaluation",
                    "type": 1
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                    "tag": "Teaching",
                    "type": 1
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            ],
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            "dateAdded": "2014-02-06T16:11:56Z",
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]