Exploring the perceived medical ethics and law training needs of UK foundation doctors

References

• Armstrong D, Ashworth M. 2000. When questionnaire response rates do matter: a survey of general practitioners and their views of NHS changes. Br J Gen Pract. 50(455):479–480.
   PubMed Web of Science ®Google Scholar
• Benson MR. 2014. How prepared do foundation doctors perceive themselves to be to face medical ethical dilemmas encountered in practice? [BSc thesis]. Leicester (UK): University of Leicester.
   Google Scholar
• Blencowe NS, Van Hamel C, Bethune R, Aspinall R. 2015. ‘From scared to prepared’: targeted structured induction training during the transition from medical school to foundation doctor. Perspect Med Educ. 4(2):90–92.
   PubMed Web of Science ®Google Scholar
• Braunack-Mayer AJ. 2001. What makes a problem an ethical problem? An empirical perspective on the nature of ethical problems in general practice. J Med Ethics. 27(2):98–103.
   PubMed Web of Science ®Google Scholar
• Brennan N, Corrigan O, Allard J, Archer J, Barnes R, Bleakley A, Collett T, De Bere SR. 2010. The transition from medical student to junior doctor: today’s experiences of Tomorrow’s Doctors. Med Educ. 44(5):449–458.
   PubMed Web of Science ®Google Scholar
• Byrne D, Buttrey S, Carberry C, Lydon S, O’Connor P. 2016. Is there a risk profile for the vulnerable junior doctor? Ir J Med Sci. 185(3):603–609.
   PubMed Web of Science ®Google Scholar
• Chamsi-Pasha H, Chamsi-Pasha M, Albar MA. 2016. Pragmatic message to junior doctors. Postgrad Med J. 92(1089):418–420.
   PubMed Web of Science ®Google Scholar
• Chaudhuri E, Mason NC, Newbery N, Goddard AF. 2013. Career choices of junior doctors: is the physician an endangered species? Clin Med. 13(4):330–335.
   PubMed Web of Science ®Google Scholar
• Collins J. 2010. Foundation for excellence: an evaluation of the foundation programme. London (UK): Medical Education England.
   Google Scholar
• Dean BJ, Duggleby PM. 2013. Foundation doctors’ experience of their training: a questionnaire study. J R Soc Med Short Rep. 4(1):5. doi:10.1258/shorts.2012.012095
   PubMedGoogle Scholar
• Diekema DS, Shugerman RP. 1997. An ethics curriculum for the pediatric residency program: confronting barriers to implementation. Arch Pediatr Adolesc Med. 151(6):609–614.
   PubMedGoogle Scholar
• Goldacre MJ, Evans J, Lambert TW. 2003. Media criticism of doctors: review of UK junior doctors’ concerns raised in surveys. Br Med J. 326(7390):629–630.
   PubMedGoogle Scholar
• Goldacre MJ, Taylor K, Lambert TW. 2010. Views on junior doctors about whether their medical school prepared them well for work: questionnaire surveys. BMC Med Educ. 10(1):78.
   PubMedGoogle Scholar
• Gore DM. 2001. Ethical, professional, and legal obligations in clinical practice: a series of discussion topics for postgraduate medical education topic 4: confidentiality. Postgrad Med J. 77(909):443–444.
   PubMed Web of Science ®Google Scholar
• Hundert EM, Douglas-Steele D, Bickel J. 1996. Context in medical education: the informal ethics curriculum. Med Educ. 30(5):353–364.
   PubMed Web of Science ®Google Scholar
• Illing JC, Morrow GM, Rothwell Nee Kergon CR, Burford BC, Baldauf BK, Davies CL, Peile EB, Spencer JA, Johnson N, Allen M, et al. 2013. Perceptions of UK medical graduates’ preparedness for practice: a multi-centre qualitative study reflecting the importance of learning on the job. BMC Med Educ. 13(1):34.
   PubMed Web of Science ®Google Scholar
• Kirkham D, Baker P. 2012. Twelve tips for running teaching programmes for newly qualified doctors. Med Teach. 34(8):625–630.
   PubMed Web of Science ®Google Scholar
• Levy J, Coward B. 2010. Ethical dilemmas: a focus of discussion for junior doctors. Postgrad Med J. 86(1021):631–631.
   PubMed Web of Science ®Google Scholar
• Linklater GT. 2010. Educational needs of foundation doctors caring for dying patients. J R Coll Phys Edinb. 40(1):13–18.
   PubMedGoogle Scholar
• McDougall R. 2008. The junior doctor as ethically unique. J Med Ethics. 34(4):268–270.
   PubMed Web of Science ®Google Scholar
• McDougall R, Sokol DK. 2008. The ethical junior: a typology of ethical problems faced by house officers. J R Soc Med. 101(2):67–70.
   PubMed Web of Science ®Google Scholar
• Matheson C, Matheson D. 2009. How well prepared are medical students for their first year as doctors? The views of consultants and specialist registrars in two teaching hospitals. Postgrad Med J. 85(1009):582–589.
   PubMed Web of Science ®Google Scholar
• O’Neill PA, Jones A, Willis SC, McArdle PJ. 2003. Does a new undergraduate curriculum based on tomorrow’s doctors prepare house officers better for their first post? A qualitative study of the views of pre‐registration house officers using critical incidents. Med Educ. 37:1100–1108.
   PubMed Web of Science ®Google Scholar
• Paice E, Heard S, Moss F. 2002. How important are role models in making good doctors? BMJ. 325(7366):707.
   PubMed Web of Science ®Google Scholar
• Quarini CJ. 2010. A day in the life of a junior doctor: everyday ethical encounters. Postgrad Med J. 86(1021):632–635.
   PubMed Web of Science ®Google Scholar
• Roberts LW, Warner TD, Hammond KAG, Geppert CM, Heinrich T. 2005. Becoming a good doctor: perceived need for ethics training focused on practical and professional development topics. Acad Psychiatry. 29(3):301–309.
   PubMed Web of Science ®Google Scholar
• Robins LS, Braddock IIC, Fryer-Edwards KA. 2002. Using the American Board of Internal Medicine’s “Elements of Professionalism” for undergraduate ethics education. Acad Med. 77(6):523–531.
   PubMed Web of Science ®Google Scholar
• Rogers ME, Creed PA, Searle J. 2014. Emotional labour, training stress, burnout, and depressive symptoms in junior doctors. J Vocation Educ Train. 66(2):232–248.
   Google Scholar
• Rosenbaum ME, Ferguson KJ, Lobas JG. 2004. Teaching medical students and residents skills for delivering bad news: a review of strategies. Acad Med. 79(2):107–117.
   PubMed Web of Science ®Google Scholar
• Schaufeli WB, Bakker AB, Van der Heijden FM, Prins JT. 2009. Workaholism, burnout and well-being among junior doctors: the mediating role of role conflict. Work Stress. 23(2):155–172.
   Web of Science ®Google Scholar
• Shibu PK, Subramonian S, Suresh M, Vindlacheruvu M, Cheeroth S, Myint PK. 2008. Junior doctors’ awareness of terminology relating to key medico-legal and ethical principles: a questionnaire survey. Clin Med. 8(2):231–232.
   PubMed Web of Science ®Google Scholar
• Sokol DK. 2010. What to tell junior doctors about ethics. BMJ. 340:c2489.
   PubMedGoogle Scholar
• Sokol D, Doyal L, Doyal L. 2010. Ethics, law, and the junior doctor. Postgrad Med J. 86(1021):629–630.
   PubMed Web of Science ®Google Scholar
• Tasker F, Newbery N, Burr B, Goddard AF. 2014. Survey of core medical trainees in the United Kingdom 2013 – inconsistencies in training experience and competing with service demands. Clin Med. 14(2):149–156.
   PubMed Web of Science ®Google Scholar
• UK Foundation Programme Curriculum. 2016 [accessed 2019 Feb 5]. London: UK FPO. http://www.foundationprogramme.nhs.uk/curriculum/syllabus.html.
   Google Scholar
• Van Hamel C, Jenner LE. 2015. Prepared for practice? A National Survey of UK foundation doctors and their supervisors. Med Teach. 37(2):181–188.
   PubMed Web of Science ®Google Scholar
• Vivekananda-Schmidt P, Vernon B. 2014. FY1 doctors’ ethicolegal challenges in their first year of clinical practice: an interview study. J Med Ethics. 40(4):277–281.
   PubMed Web of Science ®Google Scholar
• Wakeling J, French F, Bagnall G, McHardy K. 2011. Is Foundation training producing competent doctors? What do Foundation trainees, educational supervisors and nurses in Scotland have to say? Scott Med J. 56(2):87–93.
   PubMed Web of Science ®Google Scholar
• Wall D, Bolshaw A, Carolan J. 2006. From undergraduate medical education to pre-registration house officer year: how prepared are students? Med Teach. 28(5):435–439.
   PubMed Web of Science ®Google Scholar