http://www.hindawi.com The latest articles from Hindawi Publishing Corporation © 2013 , Hindawi Publishing Corporation . All rights reserved. Wed, 27 Feb 2013 16:06:35 +0000 http://www.hindawi.com/journals/jbe/2013/165691/ Medical schools responded to the first publication of Tomorrow’s Doctors with an abbreviated syllabus and a reduction in didactic teaching hours. Prescribing errors, however, have increased, and there is a perception amongst clinicians that junior doctors know less about the pathological basis of disease. We asked junior doctors how useful they thought their undergraduate teaching in pathology had been in their postgraduate training. We had 70 questionnaire responses from junior doctors within a single deanery and found that although almost every doctor, (96%), thought that pathology formed a major component of their postgraduate exams, most, (67%), thought that their undergraduate teaching left them unprepared for their postgraduate careers, and they had to learn basic principles, as they revised for postgraduate exams. Few used a pathology text for learning, most doctors, (91%), relying on question and answer revision resources for exam preparation. Perhaps, as revision materials are used so widely, they might be adapted for long-term deep learning, alongside clinical work. This presents an opportunity for pathologists, deaneries, royal colleges, and publishing houses to work together in the preparation of quality written and online material readily accessible to junior doctors in their workplace. Emma Marsdin and Seema Biswas Copyright © 2013 Emma Marsdin and Seema Biswas. All rights reserved. Thu, 21 Feb 2013 08:46:57 +0000 http://www.hindawi.com/journals/jbe/2013/520109/ Introduction. Mentoring is a recognized form of teaching learning strategy in postgraduate medical education. This paper describes the effectiveness of a formal mentorship program from the residents’ perspective after a year of implementation. Methods. The Aga Khan University Family Medicine Residency Program is the first program in Pakistan to our knowledge to implement formal mentorship for all four years of residency. A mentorship program was developed, implemented, and evaluated a year later using a rating scale. The 10-point Likert scale consisted of questions on academics, clinical work, research, administrative issues, and personal/social issues. Results. The response rate was 95% (). Eighty percent () were women. Satisfaction level in seeking help was the highest for academics (75%). Residents scored mentorship as low in helping to tackle their personal problems (20%). Barriers reported in rapport building with mentor were time constraints and gender difference. The most useful attributes of the mentor which helped rapport building were accessibility, active listening, support for emotional needs, and trustworthiness. Conclusion. Mentoring has a role in trainees’ personal and professional growth especially when their needs are addressed. The effectiveness of the mentorship program in residency can improve if the residents are allowed to choose their own mentors. Marie Andrades, Seema Bhanji, Mariam Valliani, Foaud Majeed, and Sheilla Kumari Pinjani Copyright © 2013 Marie Andrades et al. All rights reserved. Wed, 06 Feb 2013 15:28:29 +0000 http://www.hindawi.com/journals/jbe/2013/840812/ Context. Junior doctors studying for exams need reliable information close at hand. Objectives. We set out to understand the resources junior doctors use to study and revise. Methods. A questionnaire was circulated to junior hospital doctors within a single UK deanery sitting membership examinations, asking what motivates them to study, what resources they use to learn and revise, and what qualities they look for in the ideal learning and revision resource. Findings. We received a 70% response to the questionnaire (140 out of 200 doctors) and found that nearly all doctors are motivated to study by examinations (95%, ) and by patients they look after on the wards (73%, ). Their ideal learning resources comprise case-based learning (64%, ). They use textbooks at least as much as online resources and learn directly from their seniors. Discussion and Conclusion. To tailor learning and revision resources for junior doctors we need nationwide research on how they learn and revise. This study supports the development of reliable case-based learning material in print and, and the collaboration of educators and junior doctors who have clear ideas about the resources they want to use. Natasha Wiggins, Sananda Haldar, and Seema Biswas Copyright © 2013 Natasha Wiggins et al. All rights reserved.