Author: Anthony Llewellyn

  • A #MedEd Starter

    A #MedEd Starter

    This post was originally written as a flipped resources session for a teaching session I took  with some Psychiatry Trainees.

    The aim of this post and the teaching session is to touch on some practical issues in relation to becoming a better medical educator.

    Presentations

    There are many more bad presentations than good

    Giving a presentation is a core skill for most doctors.  It is something you are often requested to do, whether this be for some medical students, a Grand Rounds or a scientific meeting.

    It is often said that there is a real “art” to giving a good presentation.  But I’d like to call BS on that and suggest to you that actually its a science and we know a lot about what makes an effective presentation and most of the time we largely choose to ignore this.

    Some resources you might find helpful include this wonderful TEDx Talk by David J Phillips on “How to Avoid Death By Powerpoint”.  For me watching this video about 4 years ago was a game changer.  It made a massive difference to my slide presentations, partly by paradoxically lengthening the number of slides (whilst reducingthe overall content).  Before watching this video I had converted from powerpoint over to Prezi.  But it turns out I was trying to solve the wrong problem.  I thought that powerpoint made bad presentations.  Actually its people that use powerpoint to make bad presentations.  And to a lesser extent the default settings of powerpoint are also to blame.

    Death by PowerPoint David JP Phillips

    Another great resource just released by Queensland Medical Educator Kate Jurd is this eLearning Resource.

    If I was to give my 4 top tips for more effective presentations they would be this:

    1. Think firstly whether the presentation you are going to deliver will be enhanced by slides or whether it may be better (and more novel for the audience) if you don’t use slides.  There are several other options, including just an oral presentation.  I often find that if I have a good case prepared and perhaps a white board for demonstration purposes I can provide a more interactive and passionate and lively session.
    2. If you must use slides try not make your last slide “Any Questions”.  This just creates doubt and ruins any impact you have just made.  Leave the audience with the key point and a Call To Action. 
    3. There are many great places to find creative commons licensed images to enhance a presentation.  Pixabay is my general go to.

    4. Light Text, Dark Background.

    Some resources for improving your presentations:

    The Informal Teaching Session

    Many experiments have demonstrated that passion for one’s subject is the best means for engaging learners.  Whilst, the results of these experiments have been overinterpreted to infer that students learn more effectively from engaged and passionate teachers. It remains likely that being a passionate teacher is one of the ingredients to effective learning.

    There are 4 principles that form a good starting basis to an effective teaching or learning session which I always give to new medical educators.  They are FAIR and are from Ronald Harden.  You can source them from the following text (available in many medical libraries and from me if you ever work as an Education Registrar or the like with me).

    Essential Skills for a Medical Teacher

    Lets go through them in a bit more detail.

    • F – Feedback 
    • A – Activity
    • I – Individualisation
    • R- Relevance

    Feedback is fundamental as it can help to correct problems for learners, clarify learning goals and reinforce good performance (motivate learning).  More on this later.

    Active Learning has been shown to accelerate learning.  By actively involving the learner in the process.  By getting them doing things (rather than listening or observing) more cognitive processes are engaged.  There are many options for “activating learners”.  Here are a few ideas:

    • Find out what the learner already knows about the topic
    • Give the learner a problem to solve related to their new knowledge
    • Give the learner a test
    • Get the learner to carry out a procedure
    • Ask the learner to reflect on their learning
    • Ask the learner to share their knowledge with other students

    Individualisation

    • Where possible make sure that the learning your are involved with is attached to a clearly accessible and understandable syllabus.  A syllabus is a document that communicates course information and defines learning expectations. Done well it can translate the curriculum into something actually understandable by students (as well as most teachers!).  And usually includes a list of resources for the students to use to help them in their learning
    • Provide a range of different resources in different modalities to assist learners.  I often try to provide a mix of book recommendations along with blog posts and link to videos and where possible also examples of any assessments (if the course includes an assessment). 
    • Provide opportunities for the learner to come back and repeat the learning exercise.

    Relevance is particularly important in view of the ever-expanding mass of medical knowledge.  There is a temptation for everyone to view their own component of Medicine as vital for everyone else to know about.  Some strategies that clinical educators may want to apply to ensure that their teaching is relevant, include:

    • Asking the Learner.  Medical Students and Trainee Doctors will be aware of the next gaps in their knowledge and have a reasonable view on what they are attempting to learn or master.  Bear in mind that the learners view of what is important may not be the total picture and may often reflect what the learner perceives as the next steps in learning  (see Zone of Proximal Development below) as well as what they think will be on the test.
    • Obtain Feedback from the Learner.  Find out from the learner if what you are teaching and in the way you are teaching is helpful.
    • Find out what the learner needs to know.  It is not uncommon to be confronted by a situation where there are learners who would like some impromptu teaching.  In such circumstances, with no clear understanding of the curriculum, we tend to either ask the students or use our best judgement.   This may lead to teaching and learning which is perhaps useful but not what the learner “needs” to know.  If you regularly teach medical students or trainee doctors make enquiries about their curriculum, syllabus or learning outcomes. When you get your hand on a document like this find some things in it that you feel comfortable or passionate in teaching.

    Feedback

    Lets look at feedback in a bit more depth.  Feedback is a core skill for anyone working in mental health.  We use it constantly with our patients but its also an important skill for working with colleagues.

    There are many models and approaches to feedback.  There are none that really stand out in terms of being better than others.  What is more important is how quickly or immediately you provide feedback.  The closer to the activity the better as the student or learner will be able to better relate your feedback.  As well as being specific.  Although specific does not necessarily mean detailed.  Sometimes you observe more than one thing that you would like to give feedback.  Its often best to decide on the key piece of feedback.  Be specific about that and leave the rest for another time.  This helps to avoid “cognitive overload”.  More about this below.

    If you are starting out its probably a good idea to find a model that makes sense to you and use it.  But bear in mind the need to be flexible in your approach.

    One model I recently came across which I like is from Michael Gisondi at the ICE Net Blog and is called the “Feedback Formula”

    1. Ask permission
    2. State your intention
    3. Name the behavior
    4. Describe the impact
    5. Inquire about the learner experience
    6. Identify the desired change

    To quote Michael a good summary of the research on feedback is:


    (1) feedback is important, and (2) the quality of feedback varies widely. 

    Michael Gisondi

    Psychological Safety

    One important principle of feedback is Psychological Safety. It is a term that you may hear a lot if you are ever involved in Simulation Training.  Psychological safety is a shared belief amongst members of a team that the team is safe for interpersonal risk-taking. It can be defined as “being able to show and employ one’s self without fear of negative consequences of self-image, status or career”. In psychologically safe teams, team members feel accepted and respected. It is also the most studied enabling condition in group dynamics and team learning research.

    If you are wanting to establish a psychologically safe space with a new learner (someone you are not familiar with).  Be aware that it takes time to do so.  A good rule of thumb is you need to ask a novice learner 3 times if there is something they wish to learn or are worried about before they will take you seriously.  So persist.

    The Basic Assumption

    The Basic Assumption© was developed by the Center for Medical Simulation at Harvard. It is a useful concept to carry with you as you engage with feedback.  It encourages you to have a curious mind when delving into the reasons for learners actions.

    “I believe that trainees are intelligent, capable, care about doing their best and want to improve.”

    Center for Medical Simulation, Harvard

    Practice Your Feedback

    Review some of the vignettes from the Teaching to Teach Series below and think about the process of feedback in each vignette.

    First, think about the learner and what sort of feedback you would like to give them.

    Then think about the teacher in the situation.  How would you appraise their feedback skills?  What feedback would you give them about their feedback?

    The Intern – 3 Part Video Series

    Teaching Medical Students

    Learning Theory

    In order to be a better clinical educator its worth knowing a little bit about educational theory.  If you have read this post all the way through then you have already learnt some theory in relation to feedback, as well as Cognitive Load and Action Learning.

    A great source to get started with Learning Theory is the ICE (International Clinical Educators) Net Blog which is supported by the Royal College of Physicians and Surgeons of Canada.

    A good starting post is

    In this post you will learn that knowledge is constructed (often socially) rather than transferred and learning involves a process of building new knowledge on top of existing knowledge.  So new learning is influenced by past learning experiences.  Authenticity and emotion can be useful tools to improve learning and retention of knowledge.  Along with regular challenges (assessments) to ensure embedding of knowledge.

    You will also read in this post that contrary to popular belief matching your teaching approach to learning styles is definitely not practical and probably not based in sound evidence.  And also that Adult Learning Theory is probably not a great theory.

    The ICENet also did a series of 9 posts looking at other relevant Learning Theories which are worth making your way through:

  • Doctor Interview Coach in Sydney: Medical Interview Coaching Sydney

    Doctor Interview Coach in Sydney: Medical Interview Coaching Sydney

    Interviewing for a job as a doctor can be stressful, especially when its been a while since you may have had some practice.

    A way that some doctors choose to improve their interview skills is to work with a coach. During interview coaching, a doctor meets with a professional coach to learn strategies for being more relaxed about the interview process and of course to perform better.

    Should you work with an interview coach? And if so, how can you find a doctor interview coach in Sydney?

    Why Interview Coaching?

    The most obvious reason is that interview coaching can help increase your chances of getting a job.  There are a number of ways this can occur.

    Coaching can help you overcome any nerves or anxiety you have about the process.  Coaching gives you a chance to experience answering many different interview questions. Coaches provide you with feedback to help improve your responses during interviews.The more you practice with a coach, the more confident you will become.  By engaging with a coach you are also ensuring that you commit to your own practice regimen, which is important for a good performance.

    Some reasons you may want to consider engaging a doctor interview coach in Sydney

    • It’s been awhile. If it’s been a few years since the last time you interviewed for a doctor job or if your last interview was fairly simple and you anticipate this one will not be the same, then a coach can help you rehearse and regain your interview confidence.
    • You get nervous before interviews. A little bit of anxiety is good going into an interview. But too much anxiety can affect performance. Practicing with a coach can help you feel more comfortable, relaxed and prepared.
    • You get interviews, but not offers. Often its difficult to get honest feedback from medical interviews.  A coach may be able to help work out what is going wrong for you.
    • You are not sure about something on your CV.  Maybe you have had to have a break in work. Or your last job didn’t go so well.  Are you perhaps switching specialties.  A coach can help you with how to tell the right story in relation to these sorts of issues.
    • Its your dream job and you want to land it. A coach can help with feeling confident in these situations.

    On the other hand, if you’re a confident interviewer and have always tended to perform well during interviews, then a coach may not be necessary.

    Types of Interview Coaching

    There are many types of interview coaching. Some coaches meet with you in person, and others speak with you online or on the phone.In general interview coaches work on something called “performance coaching”.  Think of it like a sports coach working with an elite athlete.  A key element is practice with feedback.  The more practice and the more immediate the feedback the better.

    If you meet the coach in person or online, they can also help you develop effective visual communication. The coach can work with you on facial and body expressions that convey trust and show active listening.

    Coaches may also help you with other elements of the interview, including how to ask the right questions of the employer, how to research the job and the panel and even some advice on how to

    How to Find a Doctor Interview Coach in Sydney

    There are lots of coaches available to choose from in a capital city like Sydney.  Career coaches often offer interview coaching.  Some things you should consider in a coach are the following:

    • What is their training and experience in interview coaching?
    • What sort of knowledge and experience do they have with the actual interview process.  Medical interviews can be fairly unique, particularly in terms of the types of questions asked and what panels may be looking for.  So someone who has actual doctor interview panel experience is ideal.
    • Do they provide face to face coaching or on the phone or online.  Face to face may seem best initially.  But consider that you may need to travel to see the coach and often during normal work hours.  Phone coaching and online coaching may be more convenient and cut down on travel.
    • What feedback is provided after each session.  Phone and online coaches can often give you a recording of the session for you to review.
    • What is the price of the coaching.

    If you cannot afford a coach, there are some opportunities for less expensive or even free coaching. Your Director of Training may be skilled in interview coaching or may be able to recommend another Consultant in your hospital who is.

    Coaching

    For Job Applications || For Interview Practice || For General Needs

  • Doctor Job Interview Questions and Answers

    Doctor Job Interview Questions and Answers

    Excelling At Doctor Job Interview Questions And Answers

    Recently I hosted a free Live Webinar on YouTube about the interview process. We had over 40 trainee doctors to help everyone get better prepared for their upcoming job interviews and how to answer doctor interview questions.

    You can watch the full video above.  But just in case you are looking for some specific guidance I have taken the time to timestamp it as well so you can find the information that you want more quickly.  The timestamps are provided here on this post as well.

    Also, another hack for speed watching YouTube videos on PC is that you can turn the settings to watch the video at up to 2x speed.

    Introduction & Webinar Outline

    Logistics

    In this section we cover a little bit about dress code, finding out about the interview style and panel, getting your documents together and working out how to get to the interview.  The key emphasis should be to deal with these practical matters as quickly and soon as possible so you can focus in on your interview.

    Multiple Mini Interviews

    An emerging trend in doctor interviews is that of multiple mini interviews.  We cover what these are and how they may differ slightly from the traditional one panel interview and therefore what sort of doctor interview questions you should practice.

    Review Your CV & Don’t Forget to Smile

    Its always a good idea to review your CV prior to your doctor interview.  Similarly practicing your smile can make the doctor interview question and answer process a more relaxed one for you and the panel and help to give a positive vibe.

    Interview Frameworks for Doctor Interview Questions

    There are two Frameworks I recommend you learn which will help you with 99% of the questions

    Specific Doctor Interview Questions:

    a. Tell Us About You?

    b. Why You (for the Job)?

    c. Strengths and Weaknesses

    d. Work Conflict

    e. Ethical Dilemma

    f. The Do You Have Any Questions? Question

    Discriminatory Questions

    Some Final Thoughts on Practising Doctor Interview Questions

    I hope that this video is helpful to you.  Leave a like or comment on YouTube or below if it is.  Think about subscribing if you want to enjoy more helpful content.

    Other Videos in the Series

  • A Reminder These Questions are Still Illegal

    A Reminder These Questions are Still Illegal

    But what do you do if someone asks you discriminatory questions (in the middle of an interview for a medical job that you really want)?

    Last year there was much discussion (and rightly so) about the topic of discriminatory selection practices and illegal interview questions that occur in medical training.
    We wanted to write a post to remind both panel members and candidates that there are certain questions that you should not ask in an interview.

    But we also wanted to give some advice to candidates about what you should do if it happens.  This is because sadly these sorts of scenarios remain common-place in our profession. Something we found out when we put out the call on social media for other doctors to share their experiences about discriminatory interview questions. We were inundated with responses.  We have included a select number of deidentified quotes in this article to illustrate the point.  It probably does not need to be pointed out but by far the majority of doctors we talked to who reported a problem with inappropriate or illegal interview questions were women.  That being said, this can and sometimes does happen to anyone.

    For a Basic Physician Training interview:

    Interviewer: “What else have you done besides have a baby?”

    (as well as whether I was planning on another one and informing me that no time off in BPT was allowed and I would have to start again).

    The women on the panel looked appalled.

    In the preapplication information night the audience were told “no breaks in basic physician training unless you get pregnant with twins or develop lymphoma!”

    Yep I’ve been asked if I planned to have kids in an interview.

    They tried to soften the blow by prefacing it with – I’m not allowed to ask this but…..

    illegal interview questions

    Things they are not allowed to ask you – what are the illegal interview questions?

    Let’s just get this bit right out of the way first.  There are a number of areas that according to Australian law are “out of bounds”.  The basic principle is that questions should only be used to discriminate between applicants when they relate to the candidate’s actual ability to perform the job regardless of other personal circumstances.  Asking other types of irrelevant questions at interview may disadvantage some people and could amount to discrimination.

    Employers are required by law to ensure that discrimination does not occur when recruiting staff and this responsibility extends to ensuring that those involved in the selection process avoid asking discriminatory questions. In other words, employers are liable for the actions of the members of the selection panel.
    Discrimination is illegal unless it is relevant to a person’s ability to perform the inherent tasks of the role.  Discrimination is specifically against the law in Australia if it is based on a person’s

    • age
    • disability
    • race, including colour, national or ethnic origin or immigrant status
    • sex, pregnancy, marital or relationship status, family responsibilities or breastfeeding
    • sexual orientation, gender identity or intersex status

    So, questions like:
    “Do you plan to have children?” and “Do you really think you can complete training at your age?” are clearly not permitted and are illegal interview questions.

    For a job as a GP registrar in a rural town:

    Interviewer: “Are you single?”

    (I was)

    Interviewer: “Would you like a hand finding a nice local boy to settle down with?”

    (I politely declined)

    Other areas of possible discrimination

    But it does not stop there, under the Australian Human Rights Commission Act, individuals can also lodge complaints with the Commission concerning discrimination in employment for a number of other reasons, including religion, political opinion, national extraction, nationality, social origin, medical record, trade union activity and even your criminal record.

    While interviewing for entry onto the GP training program:

    Interviewer: “What did you do with all your time on maternity leave?”

    (I was proud of myself for completing the Diploma of Child Health during that period, so thats what I said)

    Interviewer: “Yeah and what else?”

    Interviewing for GP training.  The Director of Training during a teleconference meeting, planning my training
    DOT: “Older trainees find it hard to settle down into training”

    Grey Areas

    A blatantly discriminatory question can and sadly still does happen.  In some situations, it’s a case of the interviewer not knowing better. But some do know and have also “wised up” to this and invented new and clever ways of finding out information about your personal details.

    The pre-interview small talk can be an area of danger.  Some panels like to make candidates comfortable by kicking off with a bit of banter prior to the first actual question but this can often stray into the “tell us a bit about yourself?” question, which can then often lead into more personal topics such as “what does your partner do?” or of course a range of questions about children.

    Interviewer: Where are you from?

    Me: I grew up in Western Australia

    Interviewer: No…what’s your background?

    Me: My genetics? It’s a mess. Bit of everything but mainly a combination of communist and terrorist.

    Interviewer: (Stern unimpressed frown)

    Me: I guess I’m a world citizen with an Australian citizenship.

    This was at an interview for O&G training an offer which I didn’t take up.

    In the formal part of the interview, someone experienced will normally vet the set questions.  But there are still certain questions that interviewers can use to “fish” for information or as a chance to ask a “follow-up” question of individual candidates.

    Coping with the Stress of the Job?

    One question we hate particularly, for a whole host of reasons is: “How will you cope with the stress of this position?”

    First of all, we should all be working hard to make sure that we make the job experience in medicine more civilised, so we don’t have to ask a question about coping with stress.  But more than that in most cases a “good response” to this question would include an outline of social supports and how one balances work with other responsibilities. Which very handily gives the person asking the question the opportunity to probe a bit deeper into each candidate’s personal circumstances.

    What should honest panel members be doing to prevent discrimination and illegal interview questions?

    The first piece of advice we would give is “know the law”.  Know what is discriminatory and know what you should not be asking about and why?  Most employers will offer training in recruitment and selection its wise to attend this as they will generally cover in depth equal employment opportunity.

    The second piece of advice is to be aware that others on the panel may not be as well versed in “what’s ok to ask and what’s not ok”.  Sadly, not everyone who sits on a panel has undertaken the correct training.  Make sure you step in and guide another panel member if they are straying into inappropriate territory.

    I’ve never been asked inappropriate questions but have had (on two separate occasions) older male interviewers say casually racist things (I’m Caucasian). Do they assume it’s ok to speak that way when there’s only white people in the room?

    I was interviewed by a panel of 3 male GPs and as a closing question one asked if I was planning on having any more children, thankfully he was shut down by the other two before I had a chance to answer.

    Panel members should step in to prevent illegal interview questions.

    So many of the anecdotes we heard were about other panel members being uncomfortable but choosing not to step in.  Candidates are looking to know if it is just an isolated “dickhead on the panel” problem.  Or a more systemic cultural problem with the whole program. So what you do in this circumstance definitely does matter.

    At my first Consultant interview one of the Consultants was a good female friend. She deliberately asked me about partners and pregnancy to see if it was challenged by the rest of the panel. Because this had happened to her at the same interview a few years prior and she had called them on it. I quoted all the reasons why it was none of the panel’s business and they all blustered an apology. We both had a good laugh about it afterwards as we celebrated with coffee. Didn’t happen to any of other female Consultants after that!

    What should you do if confronted by an illegal interview question?

    Of course, you can just tackle the question head-on and point out to the panel that it is inappropriate.  You might also ask them which selection criteria it addresses (they probably will not be able to answer).  But there may be a number of reasons why you don’t feel empowered to do this. From feeling disempowered. To not expecting the question. To really wanting the position and not wanting to put the panel offside by engaging in a conflict with a panel member.

    A better strategy for many is to deflect the question by ignoring that part of the question which is discriminatory and focusing on the appropriate parts.

    Deflecting the Question.

    Sometimes this might require you to think a bit more about the rationale behind the interviewer’s question. For example, you might receive an initial question about the challenges of the position and your availability to work after hours shifts. A follow-up question might then centre around your childcare arrangements. This question may well stem from the interviewer’s concern for you and your family’s well-being OR it might just stem from a more self-centred concern about filling the roster.

    Whilst a candidate can outline the panel their childcare arrangements in detail and go over the fact that they spend at least 2 hours a week coordinating diaries with their partner. The panel actually has no need for this information. Instead, you might respond by pointing out that in your last 3 appointments there were never any concerns about your ability to show up for work on time and participate in your share of the overtime roster. Thus, bringing the discussion back to job-related qualities.

    Do you foresee any problems?

    Another question that can commonly be used to discriminate against candidates is: “Do you foresee any problems in fulfilling the requirements of the position?” This question is obviously probing for a reason why a candidate might be at risk of not completing their contract.  The two big reasons why this might be the case are health-related and pregnancy-related. Again. We have to stress that both health and pregnancy are personal matters.  Ones which employers are not able to discriminate against employees. Moreover, employment law requires that employers make provision for employees requiring sick leave and maternity or paternity leave.

    So you don’t actually have to tell them about any plans you have for children or any concerns that you might require sick leave as you will actually be able to take leave under your contract for these things.
    Instead, we suggest just answering this sort of question with a simple “No. I don’t foresee any issues with fulfilling the requirements of the position.”

    The panel asked me the question of whether there was any reason that I was going to take time off the following year. I just told them right back that they couldn’t ask me that! They just all chuckled and said they just needed to organise the year.

    What should you do afterwards?

    Ok. You’ve managed to survive the interview. You are probably feeling either uncomfortable, anxious or annoyed or a bit of all three. These feelings may also turn into feeling conflicted at some stage. Especially if you were pinning your hopes on the job you were applying for. At this stage it’s a good idea to talk to someone else, be it a friend, a family member, a mentor, a union official or a lawyer. Something you may have to decide is whether you now want the job if it is offered to you. Or to put it another way is the job really worth it?

    What you have just encountered is a red flag. A sign that all may not be well with the culture of the team you are potentially about to join. This probably requires further research. Many candidates may already have some awareness of the culture of the program or department they are applying to join. They may have worked in the same location already. Others will probably need to ask around, particularly of other current trainees.
    One possible big indicator is whether other panel members interrupted or at least looked uncomfortable when the person who asked you an inappropriate question asked you that question.

    Consider Lodging a Complaint.

    As a medical trainee you can always complain about the situation. There are many avenues for doing this. Firstly, you may wish to contact the hospital directly to let them know what has happened or contact the hospital Human Resources Department.  Secondly, you may wish to contact your union or the AMA or speak with a lawyer.  Finally, you can contact the Australian Human Rights Commission. If you are offered the job and decided to turn it down.  You might wish to indicate that the interview process was part of your reason for declining.

    Thank You

    We would like to thank the many doctors who responded to our request for stories on social media. We are sorry that we cannot print all of them.

    I wasn’t asked this in the interview. But one of my referees was asked if it was true that I had a child

    I had my 35 week pregnant tummy patted by the interviewer

    Interviewer: ‘What do we have here?…How do you plan to feed the child?…Who is going to look after the child?’

    I did not get any questions relating to my job

    Dr Anthony Llewellyn

    Anthony Llewellyn

    FRANZCP, MHA, GAICD | Medical HR Expert and Coach. Anthony is an experienced health public sector executive, medical educationalist and coach. Anthony is an expert in Medical HR. He has reviewed numerous CVs, chaired and conducted over a thousand job interviews and provided advice to a number of employers and Colleges about selection processes. Anthony’s background: Consultant Psychiatrist and Medical Manager with 20 years’ experience as a medical practitioner in public health services in a range of roles. From 2012 to 2016, Anthony was the Medical Director of the Health Education & Training Institute (HETI), involved in overseeing a number of network training programs. He is also a Senior Lecturer at the University of Newcastle’s School of Medicine & Public Health, and Year 5 Psychiatry Coordinator. He is currently completing a PhD in Medical Education, exploring personal learning environments in the intern training space. Anthony recently delivered for the Royal Australasian College of Physicians a Best Practice Guide for Trainee Selection into Employment Roles Anthony was born on Mouheneenner land in Hobart (Tasmania) and pays respect to the traditional owners of lands he lives and works on, and elders past and present. His most important role in life is proud father of two boys.

    Dr Amandeep Hansra

    Amandeep Hansra

    Digital Health Leader | Evermed Consulting
    Dr Amandeep Hansra is a locally trained specialist General Practitioner who has worked both nationally and overseas and continues to work in clinical medicine at a General Practice in Bondi, Sydney.  She has a passion for startups and supporting women in Medicine and was awarded “Women Leading in Business Scholarship” for the Global Executive MBA at the University of Sydney.

    Her past career has included both public, volunteer and private work, as well as in Aboriginal Health, Refugee Health, Occupational Medicine and Travel Medicine. She is a Fellow of the RACGP, an examiner for the College, holds a Master’s in Public Health and Tropical Medicine, the Australia Certificate in Civil Aviation Medicine, mentors junior doctors through the AMA and has completed the Company Directors Course through AICD.

    Amandeep is a leader in digital health and telehealth sevices in Australia. Amandeep co-founded Evermed Consulting and provides consulting services to insurers, start ups, health service, investors and businesses. She was most recently the CEO & Medical Director of Telstra’s telemedicine business ReadyCare; a joint venture between Telstra and Medgate, Switzerland’s leading telemedicine provider. She also served as the Chief Medical Officer for Telstra Health and separately has assisted Medgate in setting up a telemedicine business in the Philippines where she remains the Chair of the Clinical Advisory Board.

  • How Does the Panel Review your Medical CV?

    How Does the Panel Review your Medical CV?

    The Implications for Medical CV design, structure and content

    We recently hosted an evening webinar on the Medical CV.  70 trainee doctor registrant learnt how the selection panel reviews your Medical CV.

    Trainees are often surprised when they find out how little time is spent looking at their Medical CV at each stage of the process (in some cases a few seconds to minutes).  This is probably even more shocking when trainees often spend hours putting one together.

    Generally speaking, there are 3 phases in which your Medical CV is considered post submission.

    Stage 1 Initial Review of your Medical CV

    This is often done by only one person (usually the Chair of the Panel). The process can literally be a few seconds per CV.  The main purpose of this stage is determining who should be interviewed and who should not.  This is sometimes referred to as shortlisting or culling.  Your main aim at this point of the process is for your CV to provide all the essential information required to get into the interview pile.  Standing out is only a secondary aim.  So make sure you have reviewed the job description and put all the essential stuff that may be required, such as medical degree, registration status, years of experience, trainee status somewhere on the front page, preferably in either the header or the career goal section.

    Stage 2 Pre Interview Review of Medical CV

    This is when the other panel members have the opportunity to browse your CV prior to the interview day.  Some will do this in more depth than others.  It’s your first chance to stand out.  So again a good career goal statement and a well laid out CV is essential at this point.  Because they are just browsing again the front page should include all the main things you want them to know about you, as they are only likely to glance at the rest at best.

    Stage 3 The Interview

    Your CV (and application) will probably be sitting amidst a pile of others in the interview room so that panel members can refer to it.  So why not refer to it yourself in your interview responses.  This reminds the panel that its there and contains further information about you to support your candidacy.

    For much more about how the panel reviews your Medical CV and the implications for structure, content and design see our video below, where we also talk about whether you need to do a cover letter or not.

  • How to Write a Medical CV Video. Medical CV Template.

    How to Write a Medical CV Video. Medical CV Template.

    We recently recorded a “how to put together a medical trainee CV video” (Resume).

    There’s tremendous interest in the topic of how to put together a medical trainee CV.  Medical students are also interested in the topic.  For many, it may be the very first time you have have to assemble a CV or resume.

    That’s why we put the call out via email and our facebook community group (lots of good stuff in there to help you with your medical career in there by the way) for folks interested in a webinar on key points for putting together a good medical trainee CV that will satisfy the needs of employers.

    So a few Mondays ago, we held a Webinar of around 40 trainees and medical students to discuss some of the key aspects of putting together your CV.

    So here it is:

    How to Put Together a Medical Trainee CV video

    This is a long video but we encourage you to watch it through entirely. By the way On Youtube, you can adjust the speed settings to listen a bit quicker if that works for you.

    A bit of a summary of what was covered in this post (all the headings here link to sections of the video if you want to fast forward):

    Overview

    Hopefully self-explanatory this gives you an overview of everything covered in this video on how to put together a Medical Trainee CV

    Why everyone says CVs are only reviewed for 6 seconds and whether you should use a photo?

    Search for more than a couple of minutes on the internet for information about CVs and you will find someone who tells you that the average first pass review for a CV is 6 seconds.  I suspect many of these folks don’t even know where that reference comes from.  Well, here it is.  The study was an eye-tracking study and whilst its got its criticism and there’s a bit of a lack of detail.  The study certainly meets face validity when you talk to people who are experienced with reviewing hundreds of CVs.  When you are reviewing applications as part of an annual medical recruitment process its not unusual to receive hundreds of CVs.  If you dig a bit further into the article, however, there’s another interesting finding.

    If you were looking for an additional reason why you should not include a photo the study provides you one.  I generally advise against photos on CVs for the following reasons.  1. Medical job applications tend to be conservative affairs.  2.  It can come across as a bit narcissistic.  3. It also removes a key opportunity to make a first impression.  If someone can see a picture of you, then they are already forming all sorts of biased opinions about you based on this photo.

    But the Ladders study adds another reason not to do it.  It distracts the attention of the reviewer from other more important information.

    2 Options for Structuring Your Medical Trainee CV

    Basically, I recommend, the following format:

    • Personal Details (include a brief qualification summary)
    • Career Goal Statement
    • Work Achievements
    • Education Achievement
    • The Rest (in whatever order represents you best)
    • Referees

    Why not Education before Work?  Because this is an employer interview and that’s what is of most interest.

    There are some circumstances where Education could or should come before Work.  This is generally when you have been educating more recently than working, for example still in Medical School or an International Medical Graduate.

    Whether to use an Employer Recommended Template or Not?

    If you look at these templates they are not overly attractive.  Filling one in will mean that yours looks like everyone else’s’.  So its hard to put together a medical trainee CV that stands out in those circumstances.  All these templates are really trying to achieve is that you provide the reviewer with a minimum amount of information.  So you can refer to them and still adopt your own style. So far, everyone I have reviewed in Australia and New Zealand is published as a guide (meaning you don’t have to use it).  Feel free to send me one that is not but so far I have looked at:

    How Talk About ‘Non-Medical’ Related Work?

    In general, its good to talk about any substantive work you have done in a previous life outside of Medicine.  Where you list this will depend on other work history and education and how much of a strength you feel this is. You can also cross-reference some things in other headings like Skills or even the career goal statement.  For example, if you were previously an Executive Assistant then you have definitely done a job in the past that required high level organisational, time management, stakeholder management and communication skills.

    The Importance of Career Goal Statements

    I could go on about the importance of these and in fact, have done so in another post and video

    Talking About Work Achievements

    Try to give some evidence for what you have achieved in your past roles.  Avoid listing common job responsibilities this will bore a CV reviewer.  They already know what OR at least think they know what an Intern does on a day to day basis.

    A Brief Discussion on Referees

    In summary:

    • Don’t fret about getting more than one College referee
    • Try to have a diverse mix (think about including at least one non-doctor and at least one male and female)
    • Make sure your first referee is a recent manager or supervisor

    Exactly How Many Referees should I have?

    3 is good.  But remember they will be contacted in the order you put them.  And the 3rd is only normally contacted as a back-up if one of the other two goes missing.

    You can have more. But probably more than 5 or 6 is starting to look excessive.

    Some Other Tips on Improving Your CV

    The biggest take-home message here is.  GET SOMEONE ELSE TO REVIEW YOUR CV FOR YOU.  Attention to detail in CVs is important.  You have probably spent a few hours putting it together and revising it.  You will probably now be overlooking a typo or formatting error.

    Audience Q&A:

    The Audience Q&A included a discussion about Cover Letters and Personal Statements.  For Personal Statements, I generally recommend a Career Goal Statement instead.  I will at some point try to write a post or do a video on Cover Letters.

    A Quick Reminder about the YouTube Channel

    I’ve decided to start a Youtube Channel.  I really would like to share with a wider audience some of the knowledge that I have gained over several years doing jobs in Medicine that I really love. But let’s face it most other doctors really hate.  I’m talking about things like medical manager roles, executive leadership roles, recruitment roles, coaching roles, committee roles and clinician engagement roles.  So some of the stuff I know is fairly unique.  I also have a network of peers that could contribute useful information in the broad are of doctors careers.

    So I’ve started out vlogging on a couple of topics.

    One is about the idea that if senior doctors could become better bosses (people managers). And if trainees could understand that being a boss is quite difficult at times.  Then we might have a positive impact on the culture of medicine.

    The other topic.  Quite relevant at this point in time.  Is the one we have been talking about.  The job application and interview preparation process.

    My current goal is 100 subscribers by the end of July.  As of the time of writing this post I was sitting at 40.  Why 100?  Well, that’s the magic number at which point Youtube lets you have your own custom channel name.

    So if you feel inclined you could really help me out by doing any or all of the following (none of which will take up more than a small amount of your time):

  • How Do You Deal with a Difficult Boss in Medicine?

    How Do You Deal with a Difficult Boss in Medicine?

    Those who know me know that I am a big fan of Robert Sutton‘s classic book on Workplace Civility (The No Asshole Rule).  In this book Sutton demonstrates how one bad egg can have such a devastating effect on workplace culture and harmony.   Including, yes you guessed it! Hospitals, where the difficult boss in medicine can and does exist.

    That book dealt mainly with how organizations can detect if they have an asshole problem and how to deal with it if they found one. On its tenth anniversary, Sutton has published a follow (The Asshole Survival Guide) which is more of a personal help aid if you encounter a jerk in your workplace.

    The main purpose of this post is not, however, about Assholes in Medicine.  Its about that Difficult Boss in Medicine.  The Consultant or Trainee who sometimes might be temporarily labelled an asshole (sometimes even fairly) for some of the things they do or don’t do. The folks who are not deliberately trying to up set others and who are generally well-meaning.  These types of Bosses are much more common than the true workplace asshole but can still create grief and concern for those who work with them.

     

    Bosses shape how people spend their days and whether they experience joy or despair, perform well or badly, or are healthy or sick.  Unfortunately, there are hoards of mediocre and downright rotten bosses out there, and big gaps between the best and the worst.

    Robert Sutton – Good Boss, Bad Boss: How to be the Best…and Learn from the Worst.

     

     

    Is the Difficult Boss in Medicine a real problem?

     

    I think the majority of medical trainees would answer yes to this question.  In my own research 17-20% of medical trainees reported bullying and sexual harassment in the last year, with 60% of this coming from senior medical staff[1].  And of course bullying and sexual harassment is at the extreme end of difficult or bad bossness!

    Perhaps part of the problem is who is a boss in Medicine?  Registrars or Trainee tend to refer to their Consultant as “their boss”.  Interns and Residents do as well, but then report on a daily matter to their Registrar.  Very few of these Consultants or Registrars however have the title Manager or Director or something equivalent.  So we have lots of bosses but most of them are not formal bosses.  And many Consultants also speak openly about not wanting to be a boss.

    I think that’s a real problem.  CanMEDS has recognized that at the core of every good medical practitioner is the need to develop a level of Leadership and Management capability, along with other useful “boss skills” such as Professionalism and Communication.  Colleges have started to pick up on this in training but sadly a focus n Leadership and Management skills still tends to come late in the curriculum.

    When I talk to Advanced Trainees about their worries about transitioning to the Consultant level they tell me that they are not concerned about how to handle clinical problems as a boss, they are concerned about how to handle management problems (mostly people management).

    So if we are not adequately preparing doctors for becoming a boss and have systems where nearly everyone becomes a boss at some point is it such a surprise that many are on what Sutton call the “mediocre to rotten” end of the spectrum?

     

    So how many Types of Difficult Bosses in Medicine are out there?

     

    The short answer is too many to describe in a blog post.

    The longer answer is that not all Bosses are the same to all medical trainees.

    An example of this is what I call the “Micromanager Boss“.

    The Micromanager is concerned about avoiding risks and problems with their patients.  They tend to have problems trusting others to ensure that what needs to be done is done (problems with delegating).  They can be a great source of frustration for an experienced trainee as, despite your best effort, the Micromanager always seems to be wanting you to check or confirm something.

    For an experienced trainee a Micromanager becomes a headache and you may start to resent their presence as an annoyance on the Ward.  But consider this.  What if you are an Intern who hasn’t reached that level of feeling experienced enough to know what to do?  All of a sudden the Micromanage Boss becomes the Caring and Nurturing Boss.  The Boss who goes the extra mile to make sure you have covered all the things that need to be done for the patient.

     

    First seek understanding.

     

    The point here is that in order to understand the Difficult Boss Problem you both need to understand yourself and your needs as a trainee.  Try to understand the perspective of the Boss at question.  If possible own your Difficult Boss in Medicine problem.

    In our example above it may very well be that our boss has had some very bad outcomes in past.  This may have been through a failure to check certain things with patients.  OR perhaps under pressure from their own bosses to ensure that some things are done in a certain way?

    So one strategy for overcoming your difficulties with your boss might be to seek further information about the source of the insecurities.  Perhaps you can engage with them directly.  Perhaps a previous trainee or one of the experienced nursing staff can shed some insight.  If you can learn about what makes your Boss anxious you can take steps to reduce this.  For example, by presenting them with a personal report each day showing how you have checked all these important things.  Show them you have their back!

     

     

    A couple of other examples of  Difficult Bosses in Medicine, including possible reasons and how to own the problem:

    The not so helpful boss.

    Presentation:

    This is the Boss that believes in old school teaching, likes to put you on the spot in the middle of the Ward round and quiz you on the 31 causes of hypertension.

    Possible Reason:

    This Boss may be very keen to teach and believe what they are doing is helpful.  They may never have been taken aside and told that their teaching approach is no longer considered the best.

    How to own it:

    May be a difficult one to tackle front on.  But perhaps if you are more observing this Boss interrogating another colleague you may feel able to take them aside for a private conversation.  Otherwise, it might be useful to share with your Boss what you are currently studying and suggest that they could help you to focus on learning this (rather than anything that just happens to come up on the Ward Round).

     

    The too nice boss.

    Presentation:

    This is the Boss who says yes to anything anyone, staff and patients because they seemingly “don’t want to upset anyone”.  They leave you frustrated because a lot of those “yesses” mean you have to do extra things.  Like an extra day on take, reorganizing a theatre list, or negotiating with a frustrated secretary about cramming extra time into an outpatient clinic.

    Possible Reason:

    Your Boss may be very new to the role and unsure of themselves.  They may be wary of establishing credibility with their peers before saying no to things.

    How to own it:

    Such a Boss may be very receptive to a friendly empathic conversation about feeling new and unsure.  Make it clear that you are happy to support more firm decisions when they are needed.  But also make clear what you need to get your job done and what you may need from a boss.  If possible see if there is another person around who can help with these but make sure that your Boss knows about this.

     

    How to not become a Difficult Boss yourself.

    Its never too late to avoid becoming known as one of those Difficult Bosses in Medicine.  Of course you can learn the science and art of Management in Medicine by enrolling in a University Management training degrees.  But there may be something a little shorter on offer at your local hospital.  To be perfectly honest they are more likely to tackle the issues of how to be a good boss to your team members than any Masters degree course will.

     

    Seek Feedback.

     

    An even better start is to think about how well you are currently receiving feedback on your style as a leader and manager from those who report to you.  Do you encourage feedback?  Are you regularly receiving feedback?  Is it the type of frank and fearless feedback that really opens your eyes to the need to change something you are doing?

    We are generally very bad at evaluating our own performance.  So its well worth considering formalizing feedback every few years by engaging in a 360 feedback process.  Done well this process will normally give you one or two key areas for improvement as a people manager so you can avoid those below seeing you as “Difficult”.

     

    Want to hear more about how to deal with a Difficult Boss in Medicine?

    I’m giving a talk on the subject at the upcoming onthewards & Beyond Conference in Sydney on the 14th April 2018.

     


     

    Llewellyn Anthony, Karageorge Aspasia, Nash Louise, Li Wenlong, Neuen Dennis (2018) Bullying and sexual harassment of junior doctors in New South Wales, Australia: rate and reporting outcomes. Australian Health Review, .https://doi.org/10.1071/AH17224

  • 5 Tips to Get You Prepared for the Annual Medical Recruitment Process

    5 Tips to Get You Prepared for the Annual Medical Recruitment Process

    So you have settled into your new year at work.  For some, this means the excitement of finally making it to an internship is still there.  At least to some extent.  For others, it’s the relief of having conquered that first year.  Now being able to officially call yourself a Resident (apologies for use of NSW-centric terminology throughout this post).  But your attention has already turned to that next hurdle in your career. Well, I’m guessing it has otherwise you probably would not be reading this post).  We commonly refer to this hurdle as the JMO annual medical recruitment process.

    Like every other hurdle in Medicine, the process can initially seem a bit daunting and unclear.  But with a bit of planning of your time and seeking help, there are lots that you can do to ease the anxiety and maximise your chances of success.

    You can Prepare for the JMO Annual Medical Recruitment Process with our Top 5 Tips

    1. Work Out What Your Ideal Next Job Is (and then work out a fallback job)

    In any goal setting its important to define early on What Does Success Looks Like?  Its hard to put in place any reasonable plan without having a final objective in mind.

    For those familiar with SMART Goals it’s important that we define something Specific, Measurable, Achievable, Relevant and Timebound.  We won’t go over these 5 components in too much detail here.  Measurable, relevant and time-bound are generally self-explanatory and established in the JMO Annual Medical Recruitment process in Australia and New Zealand.

    Specific and Achievable are where you should focus your efforts.  Many trainee doctors already have a fairly specific first preference job in mind.  This is usually either to gain access to a basic specialty training program where the role is fairly broadly defined, or if you are further down the track a more defined Advanced Training position.  (If you are still uncertain at this point, then that’s ok by the way.  We will talk about what you can do to be more specific shortly).

    If you do know already what your Ideal Next Job is.  Ask yourself is this really achievable?  Or to be more precise what if for some unforeseen reason it just doesn’t work out?  Maybe your first choice is highly competitive or maybe you perform badly at interviews.

    Have a Plan B

    It’s important to have a backup or Plan B.  So as an example let’s take Adult Basic Physician Training.

    Your Goal might be stated like this

    To secure a new contract by the end of this year to work  in the area of Adult Internal Medicine either as a Basic Trainee or in an unaccredited SRMO role, so that I can continue to learn in this area that is of most relevance to me.

    If you are uncertain about your Ideal Next Job or your Plan B, browse the JMO annual medical recruitment sites to see what sort of positions have been on offer in past years.  This will give you a better idea of what is available.

    2. Plan Your Time Wisely in the lead up to JMO Annual Medical Recruitment

    Now that we have our Goal we can make a plan and the first thing to do is work out how much time you have so you can prioritize and allocate your time appropriately.

    Again a good starting point is to review the JMO annual medical recruitment websites for the positions you intend to apply for.  In most jurisdictions or regions there will be some sort of jurisdiction-wide site through which trainees put in their application for jobs for the following year.

    Here are a couple of examples:

    NSWHealth

    Canterbury District Health Board

    Look at these sites.  In most cases, there is one date by which you must submit your application.  Mark this down this is your first hard deadline from which you need to work backwards to ensure that you have everything you need (particularly a CV, Letter of Application and Referees).  You probably need to aim to fit in pre-interviews or pre-meets before this date as well as there is usually not much time (or availability) to meet with a Director of Training once applications close.

    The other dates you are looking for are the interview dates for the jobs you are applying for.  They may not be well advertised so you may need to make some inquiries.  These are also crucial as you will need to plan to take some leave from service to attend and you need to fit your interview practice in before these dates.

    3. Work Out Who You Would Like to Ask to be a Referee

    It seems obvious but we see so many medical trainees scramble to obtain referees at the last minute.  You can help yourself out now by dropping an email or making a quick phone call to those people you have recently worked with or for.

    Interns may not have had much contact so you are probably limited to a few key staff that you have worked with.  For Residents, you probably have a few more choices.

    You should try and line up at least 4 referees.  These don’t need to all be a Fellow of the College you are aiming for.  Other Fellows, Senior Trainees, Nurse Unit Managers, Senior Allied Health Staff are all good people to approach as a referee.  Having a diverse range of referees on your CV looks better to most CV reviewers than a homogeneous mix of College Fellows.

    At this point, you don’t need them to write you a reference (in a lot of cases they get emailed a form to fill out).  Just make sure they will be happy when the time comes and check their contact details.  If possible get a mobile number to put down.  This makes it easier for anyone who wants to take a verbal reference.

    4. Start Writing Or Revising Your CV

    A good CV should always be tailored to the role you are applying for.  This normally takes some time and several revisions to get right.  You should also factor in time for someone else to proofread it for you and give you feedback.  It’s likely that the CV you currently have will not be appropriate and need significant reshaping.  Allow some time for this important task.  Start thinking about what your Career Goal Statement looks like.

    5. Start to Practice Talking About Yourself and Your Achievements

    Start to think of the Interview as a form of high-stakes Viva Examination.  Did you practice for these in medical school right?  Well, you need to practice for the interview as well.  There are lots of approaches to doing this.  A good first step is to start thinking about your work and educational achievements.  Think about how you can weave these into answers to interview questions.  Many of us don’t normally like to “talk ourselves up”.  So practising this activity makes sense and will help it come across as more authentic at the interview if you do.

    Image Credit: janjf3 @ Pixabay

  • Is “Tell Us About Your Experience?” The Laziest Interview Question Of All Time?

    Is “Tell Us About Your Experience?” The Laziest Interview Question Of All Time?

    The standard of medical interview panels can vary considerably. Some times great thought goes into the questions put to candidates. Sometimes not.

    The other day I heard about an interview panel for a Resident Medical Officer (junior doctor) position where the questions put to candidates were extremely predictable: “Why do you want to work here?” “Tell us about a work conflict?” “What skills do you bring?”.

    The opening question was “Tell Us About Your Experience?”

    As a candidate one ought to be insulted by such a question. Especially if one has bothered (as they should) to prepare a tailored CV/Resume which explains your background and what you can bring to the organization.

    In this day of digital there is really no excuse for the panel not knowing about the experience of the candidates. Asking the candidate to detail their experience is a waste of a valuable interview question. Not to mention that focusing on future potential is far more important than past achievement.

    So how should a candidate prepare for the “Tell Us About Your Experience?” question?

    Well the question could be massively improved through a slight alteration to “Tell us how your experience makes you a good candidate for this position?”

    And that would be the way I would recommend answering the question. This approach gives you a chance to stand out and get on the front foot. You can probably also throw in a few results based examples as well to really impress them.

    Regardless of how the question is asked you should answer it by telling the panel about how your experience makes you a good candidate.

    Do this by picking out one, two or three of the selection criteria and relating your experience to them.

    So, for example, a common selection criteria is around communication skills. So talk about how your recent experience has been working in a hospital with lots of patients who are from a Non-English speaking background and how you have had to collaborate (probably another selection criteria) with other members of the team to meet this challenge.

    I recommend that you take a portfolio of relevant files to the interview. One of which should be a print out of the selection criteria. So that you can more easily address these in your answers.

    What about you? What’s the laziest job interview question you have ever been asked?

    Get Interview Ready

    Explore our options for Interview Practice & Preparation

  • Welcome to the #PrevocSpace. The Intern Transition.

    Welcome to the #PrevocSpace. The Intern Transition.

    A hearty congratulations on making it to this exciting phase of your career.  Around Australia and New Zealand January is the time of year that we welcome a bunch of new doctors to our profession as part of the intern transition.

    Here are 11 tips on handling the transition that I originally shared with the graduating class of the Joint Medical Program in their Celebration Week, November 2017.

    Number 1.

    Be humble and don’t be afraid to ask for help.

    There’s this thing called Impostor Syndrome that affects most doctors, particularly at transition times.  Know about it.  It’s that thing stopping you from asking a question because logically you know you should but emotionally you are embarrassed and emotions tend to override logic.

    Number 2.

    Get to know those who are here to help you with the next step of your journey.

    Most of us who go through medical school can remember a friendly Dean or Lecturer who helped them out and the hard-working support staff who keep everything going behind the scenes (at the JMP we call them Year Managers).  Those roles still exist in the intern transition, they are just called something different:

    In NSW we call the Director of Training who looks after Interns and Residents the DPET.  It stands for Director of Prevocational Education and Training.  In other jurisdictions, the equivalent might be a Program Director or Postgraduate Dean.  Here’s a short video that explains what DPETs do and can do

    Basically DPETs are here to help you with your intern transition. To advocate for and support you with your training and other needs.

    JMO Managers support interns and residents in their day to day activities in the hospital. What does a JMO Manager do?  Often the answer is “EVERYTHING”.  The role can includes: recruitment, rostering, leave allocation, organizing pays, providing education, sorting out grievances, maintaining accreditation and being a firendly support to JMOs.

    An effective JMO Manager can have a significant impact on the ability of a hospital to attract and retain junior doctors.

    Jan Worsley, HETI JMO Manager’s Guide.

    Number 3.

    Be competent at a range of things not just excellent at one thing only.

    When I reflect on the stories about the recent tragic deaths of so many of our colleagues one thing that concerns me about the current medical culture is that we seem to be (at least in some cases) still promoting the idea of the hero doctor.  The problem with investing so much in a narrow identity is that if it doesn’t go well you don’t have other things to fall back on.  Having a range of competencies helps with resilience and can buffer you against those “bad days” that we all have in medicine.

    So,

    If you used to like playing badminton.  Take it up again.  If you have always wanted to learn a new language or play the bass guitar but kept putting it off.  Start taking lessons.  If there are some friends you haven’t contacted in a while, do so now.  Do this before the business and routine of a new career starts to take over or reallocate your time.  These will all be important for the intern transition.

    Number 4.

    Remember its about life not work.

    4 kind of follows on from 3.  Why do we always talk about “work-life balance” and never “life-work balance”?  It seems as if life is intended to take second place to work and we have to work to ensure it gets its fair allocation of our time.  It shouldn’t be this way, whether you are one of the lucky few that lives to work (because they enjoy it) or works to live.

    How can you start flipping work-life balance to life-work balance?  It can be hard when you are in the middle of the intern transition.  When you  start out things like rosters and allocations and leave are not entirely under your control.  But there are small things you can still do. Like making sure you take your allotted lunch time.  Or say no to that additional shift that is being offered up and work with your colleagues to make sure you can all take your rostered days off.

    Number 5.

    Good enough is OK.  You can’t be great all the time.

    5 also follows on from 3 and 4.  When I was a Psychiatry Trainee I found that there were always things at the end of the day that could be done for patients.  The Psychiatry trainees I now work with express the same feeling.  We always want to do the best for our patients and their families.  But we also have to be fair and ensure we give enough time to each of our patients.

    Maybe that discharge summary could benefit from a bit more information but it has the key essentials?  Maybe you could spend a bit more time going over the discharge medications?  Maybe you could stay back another hour to talk to the brother of the patient who has just come to visit (but you already talked to his mother this afternoon)?

    Learning to prioritize tasks, manage your time and work within a team to get the job done is what makes a great doctor in my opinion.  Being able to say I have done a good enough job today and I am going home to my family on time and I will be back refreshed in the morning also makes a great doctor.

    Number 6.

    Get Serious!
    • Get some Medical Defence (if you don’t already).  Spoiler alert, most hospitals don’t employ lawyers, they have insurers that have lawyers who may help you out if the interests coincide (but not necessarily).  Also its really cheap (like less than $100 if you are publicly employed), which is really great value for being able to “phone a friend” whenever you need to.
    • Get an Accountant.  They will save you money (fairly) and save you time.  It get’s harder and harder to manage your financial affairs as you progress through the system.  They will also recommend that you get some:
    • Income Protection.  In case things go badly for your personally.  Or if you are unfortunate to be injured at work, most worker’s compensation schemes don’t pay out anywhere near the salary of a doctor (and often they don’t pay out at all).

    Number 7.

    Get a GP.

    After all they are “Your Specialist’s in Life”.  Seriously every doctor needs their own doctor.  ‘Nuff said.

    Number 8.

    Start a CV.

    It makes it easier when the time comes to apply for jobs for next year.  Which for everyone in Australia outside of NSW comes very quickly (like in a few months).  Also start politely asking your supervisors and other team workers if they would be happy to be a referee for you.

    Number 9.

    Enjoy being part of a Team.

    Medicine is very much a “team game” now.  Take an active interest in those you work with in the intern transition.  Get to know their roles, strengths and capabilities.  It will make your own life at work so much easier.  Becoming good at team work will set you up nicely for the rest of your career.

    Number 10.

    Don’t Be a Bystander.

    Sadly, bullying, harassment and workplace incivility does occur in our workplaces.  The limited evidence is that it is the observers of this behaviour that are in the best position to intervene.  We all have a role to play in improving the culture.

     

    Number 11.

    Be a teacher.

    Doctor is derived from the latin word ‘docere’, which literally means “to teach.”

    There is a long history of teaching in Medicine and doctors who have the opportunity to teach are generally happier in their work.

    There are also lots of great teaching courses now to help you improve your skills.

    intern transition
     
  • What is a Career Goal Statement & Why Include it on Your CV?

    What is a Career Goal Statement & Why Include it on Your CV?

    The purpose of having a career goal statement is to give you a clear and inspiring direction for the future.

    The reason you may wish to include one in your CV is to convey this information to those involved in the selection process. A really good career goal statement will help the person who reviews your CV see where you see yourself in the future.  Let’s say in about 5 to 10 years’ time.  It will also tell what you have done already to get there.  It will illustrate how you plan to keep working towards your career goal. And vitally it will also  Career goal statements are normally placed at the very start of your CV.

    An example of a career goal statement – for a JMO wishing to train in paediatrics

    I wish to pursue a career in community paediatrics with a research focus on improving rates of childhood obesity. In order to pursue my goal. As a JMO I have managed to obtain placements in paediatrics, volunteered my services teaching healthy lifestyles to children and parents at my local community centre and conducted research into rates of obesity in children in Western Sydney as part of my undergraduate medical degree. I have also developed a range of basic skills and procedures in children which will mean that I come to the role ready to start. I now plan to formally enrol in the Paediatric Training program of the College and have familiarised myself with the requirements for training and contracted with a mentor to assist me in training.

    When might you not want to include a career goal statement?

    There are some situations where including a career goal statement may be risky.

    The first is if your career goal statement does not read as authentic.  Or perhaps appears to be somewhat unrealistic. You will likely be passionate about your career goals.  So a good idea is to get some other trusted people to read your statement.  As a matter of fact, you should ask other people to read your entire CV for you.   Ask them their opinion.

    The second situation is similar to the first.  It is where your career goal statement is ambitious but you are unable to demonstrate much evidence in relation to pursuing your career goal. In this case, you may wish to temper your career goal statement somewhat to fit your achievements to date. Or perhaps you could consider an alternative. The third situation may be where your CV is being used for multiple job applications and you are only able to submit one CV. In this situation, it will be risky having a CV that has a career goal statement that does not fit with all jobs you are interviewing for.

    Are there alternatives to career goal statements?

    The answer is Yes. You can write a career summary, highlighting a few key achievements. You might want to intersperse these with some key capabilities.  The point here is to try to include things that you do particularly well.  Alternatively, you may have a really good quote from a written reference.  Something from one of your referees that you feel helps to sell your candidacy.

    Tip: The content of your CV should reinforce your career goal statement.

    Someone who reviews your CV should be able to see several examples which demonstrate how you have been endeavoring to pursue your goal. As an example, if your goal is to be a hand surgeon in ten years’ time.  Have you undertaken any placements in hand surgery?  Have you taken any postgraduate surgical courses?  Do you have a hand surgeon as a mentor or referee?

    For many more tips and advice please visit our Blog.

    Also, check out this video on youtube

    To have your CV reviewed by an AdvanceMed HR Expert, click here for more info.

  • Gain insights into the medical recruitment specialty selection process

    Gain insights into the medical recruitment specialty selection process

    I am often asked to advise medical trainees about how to best prepare for annual medical recruitment and the specialty selection process.

    In my career, I have sat in on upwards of a thousand interviews and seen several more thousand CVs and applications. Like all things in medicine, preparation and practice can really help to boost your performance.

    The process of obtaining a specialty position is becoming more and more competitive. In 2015 in NSW alone there were 45,000 applications for around 3,600 positions!

    That is why a colleague and I hosted the very first AdvanceMed: Medical Trainee Career and Interview Preparation Workshop in Sydney on 8th July 2017. We had a great line-up of speakers, all experts in the process in their own way. From trainees recently selected to posts to senior medical practitioners who advise junior staff and/or participate in selection panels.

    The process of obtaining a specialty post is becoming more and more competitive. In 2015 in NSW alone there were 45,000 applications for around 3,600 positions!

    In 2018, we are holding two workshops in June: one in Brisbane on 9 June 2018, and the other one in Sydney on 16 June 2018.

    It will be great to see as many medical trainees attend as possible. But for those who cannot here are a few tips.  They come from a recent presentation I made on this subject to the NSW JMO Forum:

    3 ways to miss out on a medical recruitment interview

    1. Don’t have a Plan B. Getting into medicine in the first place requires a range of skills and capabilities. Whilst confidence is definitely one of these.  Try not to let your confidence cloud your impression of your chances of getting into your job of first choice. Have a back-up in case it doesn’t go according to plan. Whether that is another specialty, taking an SRMO year or locuming.
    2. Don’t organise your referees. It may sound strange but on more than one occasion I have discovered that a trainee has put down a person as a potential referee without ever checking with them in the first place. That’s a definite no no. Also bear in mind that the folks you are asking to attest for you are likely getting several requests so keep them updated and send them your CV to make it a bit easier on them when the time comes for a reference.
    3. Leave your application to the last minute. OK. Its true. Trainee are able to push the apply button on the last day.  But that doesn’t necessarily mean that these trainees were not organised enough to be able to apply earlier. A rushed application is far more likely to lead to errors in your CV and how you address the selection criteria.

     

    3 ways to stand out at medical recruitment interviews

    1. Prepare. Do as much research ahead of time, so you can control your anxiety on the day. If possible, find out who will be on the panel so you can learn their names ahead of time.
    2. Practice. If you practice you can often predict some of the questions that will be used. Practice how you might answer these. Think of examples that you can use to back up your assertion.
    3. Thank the panel for their time and if you can, send an email to the Chair of the panel a couple of days later to back it up. Politeness can go a long way.

    These are just a few ways that you can think about improving your performance in the selection process.

    For many more tips and advice please visit our Blog and we’d love to see you at our Career workshops (Brisbane on 9 June 2018, and Sydney on 16 June 2018). Trainees who are interested should get in fast as there are limited tickets on offer.

     
  • Time Management and the Flipped Ward Round

    Time Management and the Flipped Ward Round

    I have recently been reviewing several Leadership and Management modules produced by the Royal College of Psychiatrists in the United Kingdom.

    I was reminded during the course of this module that it was Dwight Eisenhower that developed this famous decision matrix which you may have seen once or twice in your life:

    Eisenhower Box

    Author’s Own Design

    The “Eisenhower Box” apparently enabled Dwight to sustain high levels of productivity over significant periods of time.

    I often think that knowing how and what to prioritize is a key challenge in any transition in a medical career.  One can see this challenge for example when Advanced Trainees take on the Consultant role.  Suddenly the doctor is responsible for a significant number of more patients and normally now has trainees and other health professionals reporting to him or her about these patients.

    The tendency is to retreat to the medical expert role and continue to review all patients as if the doctor was still the trainee rather than to work through the other members of the team and more judiciously intervene.  In Organizational Psychology this phenomenon is referred to as the Peter Principle* and Ken Blanchard (he of the “One Minute Manager” fame) wrote a book about this problem called the “One Minute Manager Meets the Monkey” which I highly recommend to readers that have made it thus far in this post.

    *The Peter principle is a concept in management theory formulated by Laurence J. Peter and published in 1969. The theory is that the selection of a candidate for a position is based on the candidate’s performance in their current role, rather than on abilities relevant to the intended role. Thus, employees only stop being promoted once they can no longer perform effectively, and ‘managers rise to the level of their incompetence.’

    Peter Drucker followed on from Dwight shortly after and in “The Effective Executive” spoke about effective prioritization as requiring rules about delegating, developing action plans, running efficient meetings and choosing what you can best contribute to “What is it that only I can do?”

    For us to cope with managing our workload, many of us will generate to-do lists.  However, the problem with a to-do list (particularly an unstructured one) is that tasks rarely diminish over time as the list tends to get longer because more items are added than come off, the list itself does not guarantee task completion and the visual presence of an ever-increasing list can increase stress levels.

    To-Do lists are okay but I’d recommend adding a prioritization process or ranking process e.g. the Eisenhower Box.  By being proactive and applying a regular discipline of prioritization you will be amazed how more control of work you will feel and will probably notice that you are scheduling time for non-urgent but important activities as well as time to effectively delegate and maybe even cancelling a few unimportant activities out from your diary.

    “What is important is seldom urgent and what is urgent is seldom important.”

    – Dwight Eisenhower, 34th President of the United States.

    The Flipped Ward Round:

    Finally, after all this discussion of time and prioritization, I’d like to introduce to the world a prioritization technique or tip that I have used for some time.  I call this the “Reversed List” or the “Flipped Ward Round”.

    As a Psychiatrist who has generally been in management or educational roles my clinical time has often been fractional.  I have over the years found it particularly helpful to briefly fill in for my colleagues during their periods of leave rather than having a regular clinical load myself.  This has been highly popular for my colleagues with the added benefit of giving me greater exposure to a range of services.

    In doing these intra-service locums I would, of course, inherit established processes around the review of patients whether this be a patient list or a ward round process itself.  In general, these processes would include a very static order process, i.e. the format for a ward round discussion would generally start with a discussion of Mr Jones in Bed 1, then Mrs Smith in Bed 2 and so on and so forth down to Ms Brown in Bed 24.  For those readers familiar with the pitfalls of meetings where time is not allotted to agenda items you are no doubt aware that the same problem can occur on ward rounds, i.e. there is an overgenerous discussion of those cases at the top of the list and inadequate time allocated to those patients at the bottom of the list.  This can, of course, lead to issues not being properly addressed for such patients, errors of omission and unnecessarily lengthy stay.

    So, my approach to this problem.  Simple.  As the consultant covering I found it fairly easy to convince the rest of the team to indulge me in a simple experiment.  “What if we start at the bottom of the list this time?”  It would often lead to some interesting discussions about patient problems that had been overlooked up until that point.

    I wonder if there is something in this for us as medical educators as well?  Do we get hooked on to do lists?  Do we tend to dwell too much at the top of these and neglect important issues at the bottom?  When we design new courses do we often find ourselves flagging for ideas toward the end?  Do the topics at the end of a seminar series get as well covered as those at the start?

  • The Relevance of Personal Learning Environments in #MedEd

    The Relevance of Personal Learning Environments in #MedEd

    Sir William Osler

    Sir William Osler was said to be the “Father of Modern Medicine” and the first to bring medical students from the lecture hall to the clinical bedside.

    Source – Prof Oliver Wong, Wellcome Images Library *

    Part 1 – The Medical Educator

    Credit where it’s due, Mike D’Alessandro appears to be the first doctor to write about the potential of Personal Learning Environments in Medical Education, writing here about the development of a course using the concept in the Journal of Pediatric Radiology in 2011.

    A personal learning environment helps learners take control of and manage their own learning. By entering cases into a learning portfolio you store your experience, reflection, knowledge, and wisdom and create your own knowledge management and E-memory system. Furthermore, by participating in a community of practice where you contribute content, engage in conversations, and make connections you are enabling peer-to-peer and master-to apprentice teaching. In the future, it is hoped that tying your learning to your practice and being awarded continuing medical education credit for it will fulfill a larger role in the process of Maintenance of Certification and Continuing Professional Development.

    Recently I presented the concept at a meeting of Clinician Educators at the 2015 International Conference on Residency in Vancouver. For want of a better definition, this was a group of medical educationalists, those that have a role (or several roles) in teaching medicine to other doctors. The participants appeared to find the concept helpful to their own practice. Many had already thought about their personal learning networks in a technology sense, see here recent ICE blog by Felix Ankel and Anand Swaminathan but only perhaps in the sense of how they might share information about medical education. The PLE concept can be seen as extending the Personal Learning Network (PLN) further into additional areas such as storing, remembering, and retrieving. Many of those who attended could also see that both the technological and the non-technological were valid in constructing their own personal learning networks with many reflecting on how, for example, the concept of peer review is drawn into a PLE.

    The Clinician Educators present could see some of the opportunities as wells as challenges presented by the PLE concept. We looked at some of the questions posed by Hicks and Sinkinson in their 2014 open-source article:

    1. What capacities and practices will learners and teachers need to develop?
    2. How will the learner and teacher role be defined within these approaches?
    3. What barriers will inhibit the exploration of these approaches?
    4. What components of the traditional approach should be protected and maintained?
    If we focus on each of these questions in turn:

    For question one – if we do accept the PLE concept then the medical educator of today and tomorrow will need to develop capacities and practices to be informed of the types and kinds of learning environments his/her medical learner is involved with. It obviously will be important to attempt to ascertain what sorts of sources of information learners are using and sharing, for e.g. blogs and podcasts, and consider the credibility of some of the more common sources at least. However, it is likely to quickly challenge the time and resources of the medical educator if they endeavour to map each of their learner’s PLE (not to mention that perhaps the learner may not wish to give access to certain aspects of their PLE.

    This then turns us to question two and the potential importance of the medical educator focusing on their role as both a facilitator of learning but also a facilitator of critical analysis and thinking, so as to encourage the medical learner not to believe everything that is written on the internet and perhaps also consider the risks of “group-think” in the construction of knowledge.

    For question three, many barriers may inhibit the medical educator, some of which may not be in their own control to address, for example working within institutions that close off their learning management systems and e-portfolio systems and even worse parts of the internet itself.

    Finally for question four, if the medical educator manages to successfully address some of the issues raised by the previous questions there opens up a possible opportunity for them to focus on those aspects of learning that truly have an impact on their particular training endeavour by, for example, removing the need to teach and provide information sources for a large swathe of the curriculum and then focusing more on issues such as practical skills development, work-place based assessment or developing reflective-practice skills in the medical learner.

    The above is by no means a comprehensive assessment of the impact of these questions on medical education but hopefully might guide the reader to why I think this is an area worthy of further investigation.

    Next blog I will attempt to touch on a definition of PLEs as well as speak to the potential relevance to medical learners.

  • The Impostor Syndrome in Medical Education

    The Impostor Syndrome in Medical Education

    Recently I hosted an inaugural Medical Education event in my local area. One of the key repeated claims from many of our speakers was of Impostor Syndrome (IS).  It became quite a theme through the Conference.  The typical argument went something along the line of “well really I don’t consider myself to be a medical educationalist first and foremost so I was a bit surprised to be asked to give a talk on the medical education topic of …”

    Given that the participant feedback indicated a high quality of presentation and content from our speakers, the claim of Impostor Syndrome seemed to be most justified.

    The Impostor Syndrome was first hypothesized by a pair of female Clinical Psychologists Pauline Clance and Suzanne Imes in 1978 to describe a phenomenon they had observed in their practices amongst high-achieving individuals (predominantly women) who struggled to accept their accomplishments despite contrary external evidence and constantly feared being placed in an expert role as they might be discovered to be a fraud.

    Is it surprising that medical educationalists feel like imposters or is it a broader phenomenon in medicine itself?  Well, in a 2008 article in the Journal of General Internal Medicine, of the 48 participating Internal Medicine residents 44% were found on the survey to exhibit signs of “impostorisim”.  It’s probably not surprising that, particularly at times of transition in our medical careers, we as doctors might feel a bit more fraudulent, for example when transitioning from an undergraduate to a postgraduate as the JGIM article shows or when someone gets asked to talk at a medical education conference for the first time not many of us appear to deliberately set out to become medical educators.

    I’ve recently been undergoing a transition back into some clinical practice and feeling the IS myself a bit.  I felt that my first day in outpatient practice was possibly my worst workday in a long time.  I was particularly troubled by the amount of time it took me to document my patient encounters.  To deal with this I found it reassuring to discuss my experience and cases within a peer review group and get some of my documentation confidentially checked by a peer.  I soon discovered that my experience was quite normal.

    By the way, Impostor Syndrome is not a mental disorder it didn’t make it into the latest DSM5. But there are still reasons, in my opinion, to take this issue on seriously.

    One worrying possible consequence of Impostor Syndrome is its potential impact on patient care.  I observed this issue at play some time ago in my psychiatry training program.  A colleague and I noticed a pattern in the psychiatry trainees and their behavior when on-call after hours.  We noticed that there was an inverse relationship between the seniority of the trainees and the number of times that they would call the Consultant to review a patient.

    We had some reasonable data on the numbers of patients presenting and were aware of how many patients were being admitted overnight and so we could compare this with the actual frequency of calls.  This would often get to a point of comedic-tragedic proportions where I can recall having meetings with trainees around wanting to write detailed policies about when trainees should call the Consultant.  I pointed out at the time that this didn’t seem to be the real problem as the Consultants were always happy to be called and if we wrote a policy and a trainee didn’t follow it (which I assessed was a high probability) this would create even more problems for the trainee.

    When I talked to the trainees about why it was they called more as a senior trainee versus a junior trainee the responses indicated that junior trainees felt they were not experienced enough and didn’t know enough to call the Consultant (were worried about embarrassing themselves) whereas senior trainees highly valued the opportunity to discuss with a Consultant because they felt it was more of a peer relationship and they even confessed that perhaps they were calling a little more than they felt they really needed to because they had already made a good assessment and plan ”bounce things off the Consultant”.

    I’ve talked to other colleagues from other disciplines about this observation and they have observed it as well.  By definition, its not true Impostor Syndrome but it’s something quite close; doctors close in experience and/or capability and/or seniority to other doctors are less anxious about revealing a weakness than those further apart.

    I haven’t been an on-call Consultant for a little while but when I was I tried a simple experiment in countering this problem.  Each morning after my on-call I would send the trainee doctor a quick email thanking them for being on-call and giving them some feedback on the presentations from the night before.  If I hadn’t been called at all I would remind them that I was on-call and still hoped the night went well for them.  My experiment didn’t last long enough for me to know whether it had an effect on the Trainee Impostor Syndrome but as I am shortly returning to on-call again I think I might give it another go.

    What about you?  Have you encountered Impostor Syndrome in your work?  Have you developed any methods of addressing the seniority gap in patient handover?

    Footnote:  We were very fortunate indeed to have Jason Frank as our international speaker for our Conference. There were many points as to why we decided to hold a local #MedEd event but the primary reason was that we wanted an event where we could bring all the key players in the medical training pipeline together in one room for two days.  On that measure our event was a great success as it spawned a lot of collaborative conversations from organizations that attended including after the event.  It’s often stated that the real learning at a Conference happens at the sidelines.