| Foreword |
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xi | |
| Introduction |
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xv | |
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1 Patient care and safety are primary, but what about young doctors' welfare? |
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1 | (16) |
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The transition from medical school to the Foundation Programme: How well are FY1 doctors prepared for practice? |
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6 | (2) |
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Managing vulnerable personalities and identities |
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8 | (2) |
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Other guides to the Foundation Programme that will be of help |
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10 | (3) |
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Learning from your patients |
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13 | (1) |
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Beyond symptoms to causes and cures: The new politicising of doctors |
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14 | (3) |
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2 Body and soul part I: Recognising the symptoms of stress |
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17 | (20) |
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17 | (1) |
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Looking after yourself as you look after others |
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17 | (3) |
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20 | (1) |
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Members of healthcare teams acknowledge stress |
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21 | (1) |
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Do doctors refuse to acknowledge stress? |
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21 | (1) |
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So what are stress and burnout? |
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22 | (1) |
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Key trends around Foundation doctors' stress |
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23 | (1) |
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Major manifestations of stress, potentially leading to burnout |
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24 | (3) |
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27 | (2) |
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29 | (1) |
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Exposure to drugs and self-medication |
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30 | (1) |
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Drawing on new technologies for support: Spreading the cognitive load |
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31 | (1) |
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Spreading the affective load |
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31 | (1) |
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Lengths of shifts (working hours) |
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32 | (1) |
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How many hours are you working? |
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32 | (5) |
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3 Body and soul part II: How to treat stress |
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37 | (28) |
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Stress, resilience and well-being |
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37 | (1) |
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You can be your own worst enemy |
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38 | (1) |
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Things you need to watch out for once you start work |
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39 | (8) |
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47 | (3) |
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50 | (2) |
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52 | (1) |
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52 | (1) |
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We must change this climate! |
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53 | (1) |
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53 | (1) |
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Some answers: What do Foundation doctors want? |
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54 | (2) |
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Being given the opportunity to tell your own story |
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56 | (1) |
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56 | (1) |
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57 | (2) |
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Discovery: Learning more about doctor-patient dynamics |
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59 | (1) |
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Basic psychodynamics for understanding doctor-patient relationships |
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60 | (1) |
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61 | (1) |
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62 | (3) |
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4 Physician, heal thyself: Taking care of your body |
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65 | (24) |
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If the body is a machine then at least service it regularly! |
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66 | (1) |
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From organisational bodies to doctors' bodies |
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66 | (2) |
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68 | (2) |
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Top 10 cognitive and neurobehavioural effects of fatigue |
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70 | (1) |
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71 | (2) |
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Tips for first and subsequent call nights |
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73 | (2) |
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75 | (1) |
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76 | (1) |
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76 | (1) |
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77 | (1) |
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Walt Numberfield's antidote to finger wagging do's and don'ts |
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78 | (1) |
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79 | (1) |
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79 | (1) |
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80 | (1) |
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Simple relaxation exercises |
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80 | (1) |
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81 | (1) |
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Protecting your physical health: Sample guidelines |
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81 | (2) |
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Protecting yourself from physical violence |
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83 | (1) |
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Strategies to ensure safety |
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83 | (1) |
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Avoiding viral and bacterial infections |
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84 | (1) |
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Universal blood and body fluid precautions |
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85 | (1) |
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85 | (2) |
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Why do we wait so long to obtain help? |
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87 | (2) |
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5 Maintaining professional relationships with colleagues |
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89 | (16) |
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Signs of trouble among clinical teams |
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92 | (1) |
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Dealing with team troubles |
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92 | (1) |
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92 | (1) |
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How to be an emotionally intelligent team member |
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93 | (1) |
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Avoiding turf wars: 10 commandments for effective consultation |
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94 | (1) |
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Becoming an ever more accomplished team player |
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94 | (1) |
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What is interprofessional practice? |
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95 | (1) |
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96 | (2) |
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Signs of trouble in Foundation doctor-consultant relationships |
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98 | (1) |
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Dealing with unprofessional or disruptive behaviour |
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99 | (1) |
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The colleague in trouble: Fitness to practice |
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100 | (5) |
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6 Maintaining professional relationships with patients |
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105 | (20) |
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Humanism and patient-centred care: How to be a mindful doctor |
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105 | (1) |
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105 | (5) |
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Signs of trouble in relationships with patients |
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110 | (1) |
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Avoiding boundary violations |
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111 | (1) |
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Avoiding and dealing with doctor-patient communication |
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112 | (1) |
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Breaking bad news to patients |
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113 | (1) |
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Other tips to enhance communication with your patients |
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114 | (2) |
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A word on the use of social media in patient care; proceed with caution! |
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116 | (1) |
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Advocacy and social justice |
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117 | (1) |
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Getting the story from your patient: Practicing narrative-based medicine |
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118 | (2) |
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What about my patient's mental health? |
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120 | (1) |
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Remaining sensitive and compassionate about death |
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121 | (4) |
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7 Reading, protecting and strengthening personal relationships |
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125 | (16) |
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125 | (2) |
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127 | (4) |
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131 | (1) |
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Avoiding trouble in couple life |
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131 | (2) |
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Signs of trouble in couple life |
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133 | (1) |
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133 | (1) |
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Keeping in touch with your family |
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134 | (1) |
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Should you medically treat a friend or family member? |
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134 | (1) |
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135 | (1) |
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136 | (1) |
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Coping mechanisms for single Foundation doctors |
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136 | (1) |
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Should you go out with a patient? |
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137 | (4) |
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8 One size does not fit all |
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141 | (16) |
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141 | (2) |
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143 | (1) |
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144 | (2) |
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Suggestions for women medical students applying to Foundation Programmes |
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146 | (1) |
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146 | (1) |
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147 | (1) |
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Minority groups in education and training in the NHS |
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148 | (1) |
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149 | (1) |
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Foundation doctors with religious and humanist convictions and beliefs |
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149 | (2) |
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Gay and lesbian Foundation doctors |
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151 | (1) |
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Trainees with a disability, chronic illness or a learning challenge |
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152 | (1) |
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Suggestions for trainees with a disability, chronic illness or learning challenge |
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153 | (1) |
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154 | (3) |
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9 Whiz kids and learning curves: Keeping on track with learning, teaching and leadership |
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157 | (34) |
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157 | (1) |
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After the Foundation Programme: Specialty education and training |
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158 | (1) |
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The human factor in progressing up the medical ladder |
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159 | (1) |
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The clinic is a classroom |
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160 | (1) |
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But I'm a doctor, not a teacher! |
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161 | (2) |
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163 | (1) |
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164 | (4) |
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Foundation doctors as teachers: Working with medical students |
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168 | (2) |
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The Foundation Programme curriculum |
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170 | (7) |
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iPhone, iPad and iOS apps |
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177 | (5) |
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How to maximise bedside teaching |
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182 | (1) |
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How to give verbal feedback to a medical student |
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183 | (1) |
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Maximising conference room teaching |
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184 | (1) |
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185 | (2) |
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Topics related to psychosocial issues |
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187 | (4) |
| Coda |
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191 | (4) |
| References |
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195 | (14) |
| Index |
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209 | |
