Support trainee desires for interdisciplinary cross-talk and training.
For many trainees, the desire to sign up takes shape after they look at their children and realize that they want to do more than talk about the importance of community service.
However, our results also highlight clear challenges resulting from the current research-training framework, as well as identified mismatches in the mentoring content that trainee's desire, and that which is currently delivered.
Results Trainees' decisions about whether or not to seek clinical support were influenced by three issues: the clinical question (clinical importance, scope of practice), supervisor factors (availability, approachability), and trainee factors (skill, desire for independence, evaluation).
They come to training with rich and varied images of teachers, teaching and the profession, but, in addition, many beginning trainees also express little desire to teach at primary school level, mainly for reasons of status and insufficient fringe benefits.
For example, trainees described how their desire for independence in clinical skills affected their decisions about seeking help from supervisors.
Whereas residency programs have begun to develop global health educational programs and there is growing consensus on the development of such programs [ 14, 15], subspecialty programs may also be experiencing formative changes based on trainee needs and/or desires, with much more nascent programmatic development.
Varmus, a Nobel Prize winner who directed the entire National Institutes of Health from 1993 to 1999, said he was carried back by a "profound affection for NIH," where he began his career as a research trainee in 1968, and a desire to satisfy his "old envy" of institute directors who control budgets and "run the show" at NIH.
One of the things that sets mentors apart from research advisers is a desire to help a trainee develop into a successful professional with no more stake in it than the personal satisfaction of helping someone grow.
By aligning the requisite competencies desired in health professional trainees with each country's health care priorities, competency-based training directly integrates graduate medical education (GME) with the health and healthcare needs of populations [ 2, 3].
