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Journal articles on the topic 'Year in training'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Flannery, Alexander H., Val R. Adams, and David S. Burgess. "Optimizing postgraduate year 3 training." American Journal of Health-System Pharmacy 71, no. 22 (2014): 1924–25. http://dx.doi.org/10.2146/ajhp140552.

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2

Mulholland, Helen, and N. Patel. "Training for the year 2000." Current Obstetrics & Gynaecology 6, no. 1 (1996): 52–53. http://dx.doi.org/10.1016/s0957-5847(96)80041-2.

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3

Levy, Richard C. "Four-year residency training redux." American Journal of Emergency Medicine 6, no. 4 (1988): 415–16. http://dx.doi.org/10.1016/0735-6757(88)90186-6.

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4

Z.B., Boltaev. "Dynamics of Formation of Jumping Components during Training of 16-Year-Old Volleyball Players in Annual Training Cycles." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (2020): 186–91. http://dx.doi.org/10.5373/jardcs/v12sp7/20202097.

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5

HUSSEY, RUTH M., PAULA GREY, and J. R. ASHTON. "Training doctors for the year 2000." Medical Education 24, no. 1 (1990): 11–13. http://dx.doi.org/10.1111/j.1365-2923.1990.tb02430.x.

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6

Finch, Rob. "Junior doctors’ training: one year on." BMJ 336, no. 7658 (2008): s224. http://dx.doi.org/10.1136/bmj.a264.

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7

Lewis, S. "Vocational training. A year of opportunity." British Dental Journal 166, no. 3 (1989): 95–96. http://dx.doi.org/10.1038/sj.bdj.4806729.

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8

Eiff, M. Patrice, Annie Ericson, Elaine Waller Uchison, et al. "A Comparison of Residency Applications and Match Performance in 3-Year vs 4-Year Family Medicine Training Programs." Family Medicine 51, no. 8 (2019): 641–48. http://dx.doi.org/10.22454/fammed.2019.558529.

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Background and Objectives: The optimal length of residency training in family medicine is under debate. This study compared applicant type, number of applicants, match positions filled, matched applicant type, and ranks to fill between 3-year (3YR) and 4-year (4YR) residencies. Methods: The Length of Training Pilot (LOTP) is a case-control study comparing 3YR (seven residencies) and 4YR (six residencies) training models. We collected applicant and match data from LOTP programs from 2012 to 2018 and compared data between 3YR and 4YR programs. National data provided descriptive comparisons. An annual resident survey captured resident perspectives on training program selection. Summary statistics and corresponding t-tests and χ2 tests of independence were performed to assess differences between groups. We used a linear mixed model to account for repeated measures over time within programs. Results: There were no differences in the mean number of US MD, US DO, and international medical graduate applicants between 3YR and 4YR programs. Both the 3YR and 4YR programs had a substantially higher number of US MD and DO applicants compared to national averages. The percentages of positions filled in the match and positions filled by US MDs, DOs and IMGs were not different between groups. The percentage of residents in 4YR programs who think training in family medicine requires a fourth year varied significantly during the study period, from 35% to 25% (P&lt;.001). The predominant reasons for pursuing training in a 4YR program was a desire for more flexibility in training and a desire to learn additional skills beyond clinical skills. Conclusions: The applicant pool and match performance of the residencies in the LOTP was not affected by length of training. Questions yet to be addressed include length of training’s impact on medical knowledge, scope of practice, and clinical preparedness.

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9

Minh Anh Nhan, Tran. "MOTIVATION OF THIRD - YEAR UNDERGRADUATE STUDENTS TAKING MATH - THROUGH - ENGLISH TEACHER TRAINING COURSE." Journal of Science, Educational Science 61, no. 11 (2016): 143–51. http://dx.doi.org/10.18173/2354-1075.2016-0227.

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10

Edstrom, J., W. Krueger, J. Connell, et al. "TRAINING AND PRUNING HEDGEROW ALMONDS." HortScience 25, no. 9 (1990): 1100f—1100. http://dx.doi.org/10.21273/hortsci.25.9.1100f.

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In 1979 a Nonpareil-Price almond orchard, was planted 2.2m × 6.7m (270 trees/acre). Four pruning treatments were imposed on the hedgerow planting at the end of the first year. 1. Interplanted: Trees trained to 3 scaffolds then standard pruned 2nd-6th years. Alternate trees were whisked back during 7th and 8th years and whisked trees removed after 9th year. 2. Permanent Hedge: Trees trained to 3 scaffolds and standard pruned throughout. 3. Two Scaffold Hedge: Heavy 2nd and 3rd year training required to form 2 main scaffolds growing into the row middles then standard pruned. 4. Unpruned Hedge: Trees trained to 3 scaffolds then no further pruning. Treatment with alternate trees whisked back had 15% reduced yield each year following whisking. Removing these heavily pruned alternate trees at the 9th year then reduced yields an additional 30%. Now, three years after removal, yield still lags by 18%. Accumulating six years yield data shows no differences between the three treatment maintained as hedgerows. However, whisking and removing alternate trees resulted in 2000 lbs less yield over the 6 year period.

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11

Nguyen, Tom C., Matthew D. Terwelp, Elizabeth H. Stephens, et al. "Resident Perceptions of 2-Year Versus 3-Year Cardiothoracic Training Programs." Annals of Thoracic Surgery 99, no. 6 (2015): 2070–76. http://dx.doi.org/10.1016/j.athoracsur.2015.01.031.

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12

Shaw, A., C. Longman, C. Wicks, and JN Lund. "Foundation year doctors are enhancing CVs after MMC." Bulletin of the Royal College of Surgeons of England 91, no. 8 (2009): 280–82. http://dx.doi.org/10.1308/147363509x467177.

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Last year as many as 45% of applicants for training jobs had not been offered a training post at the end of round 1 of Modernising Medical Careers (MMC). For example, for the 850 jobs available at ST1 run-through position in surgery in general, there were 5,225 applicants. Foundation year 1 (FY1) doctors are also presently advised to take a 'flexible approach' to the area of the country in which they want to train. To be competitive then, newly qualified doctors may feel that enhancement of their CV may maximise the chances of them obtaining the job they want. This questionnaire study aimed to investigate changes in attitudes to enhancing the CV before application for entry into specialist training.n for entry into specialist training.

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13

Tiret, Emmanuel. "Surgical training in France." Bulletin of the Royal College of Surgeons of England 90, no. 2 (2008): 54–55. http://dx.doi.org/10.1308/147363508x276431.

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In France, medical students spend six years at university. At the end of the first year of study a rigorous selection process is conducted, resulting in only 15% of the students proceeding to the subsequent years. The final medical examination, the examen classant national, a standardised national exam, is taken at the end of the sixth year. It is a written exam, involving the discussion of nine clinical cases.

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14

Teeter, J. G., T. Buxton, F. J. Malveaux, and E. R. Bleecker. "Asthma Training in Third-Year Medical Students." Journal of Asthma 34, no. 5 (1997): 379–86. http://dx.doi.org/10.3109/02770909709055379.

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15

Johansson, Gun, and Gun-Britt Jarnlo. "Balance training in 70-year-old women." Physiotherapy Theory and Practice 7, no. 2 (1991): 121–25. http://dx.doi.org/10.3109/09593989109106962.

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16

McDougall, Elspeth M., Teresa J. Watters, and Ralph V. Clayman. "4-Year Curriculum for Urology Residency Training." Journal of Urology 178, no. 6 (2007): 2540–44. http://dx.doi.org/10.1016/j.juro.2007.08.035.

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17

Grendell, James H. "Endoscopy Training in a Three-Year Curriculum." Gastrointestinal Endoscopy Clinics of North America 5, no. 2 (1995): 293–97. http://dx.doi.org/10.1016/s1052-5157(18)30440-9.

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18

McDonald, M. B., J. Marcos-Filho, and R. J. Bino. "Seed technology training in the year 2000." Scientia Agricola 55, spe (1998): 1–5. http://dx.doi.org/10.1590/s0103-90161998000500001.

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Seed quality will remain the centerpiece of successful agricultural programs in the year 2000. As new changes occur in agriculture driven by advancements in biotechnology, seed enhancement technologies, a more diverse seed user clientele, and communication technologies, successful seed companies will require a knowledgeable and informed workforce to assure high seed quality. A new approach to seed technology training is professed that relies on the establishment of a three-institution consortium to achieve this objective. Advantages of the consortium are identified that emphasize the unique strengths of each institution, their geographic advantages representing major climactic/agricultural zones in the world, and differing approaches to seed technology training that are facilitated by increasing ease of global communication. This may be a better way to conduct seed technology training in the year 2000.

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19

Prokofyeva, Natalya, Marina Uhanova, Sabina Katalnikova, Kateryna Synytsya, and Aleksejs Jurenoks. "Introductory Programming Training of First Year Students." Procedia Computer Science 104 (2017): 286–93. http://dx.doi.org/10.1016/j.procs.2017.01.137.

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20

Ferguson, Stephanie L. "Policy leadership training institute—another successful year." Nursing Outlook 48, no. 5 (2000): 241–43. http://dx.doi.org/10.1016/s0029-6554(00)70025-x.

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21

Mcdonald, Peter. "Training for surgeons after the year 2000." Journal of the Royal Society of Medicine 91, no. 8 (1998): 401. http://dx.doi.org/10.1177/014107689809100801.

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22

Abrahams, Sharon Meit. "Law Firm Training into the Year 2000." Legal Reference Services Quarterly 17, no. 3 (1999): 39–48. http://dx.doi.org/10.1300/j113v17n03_08.

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23

Goldstein, Irwin L., and Patrice Gilliam. "Training system issues in the year 2000." American Psychologist 45, no. 2 (1990): 134–43. http://dx.doi.org/10.1037/0003-066x.45.2.134.

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24

McDougall, Elspeth M., Teresa J. Watters, and Ralph V. Clayman. "FOUR-YEAR CURRICULUM FOR UROLOGY RESIDENCY TRAINING." Journal of Urology 179, no. 4S (2008): 621–22. http://dx.doi.org/10.1016/s0022-5347(08)61818-2.

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25

Keng, Michael Kenneth, Gene Cunningham, Terry Gilmore, et al. "ASCO Quality Training Program: Five-year review." Journal of Clinical Oncology 37, no. 27_suppl (2019): 7. http://dx.doi.org/10.1200/jco.2019.37.27_suppl.7.

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7 Background: ASCO introduced a Quality Training Program (QTP) in 2013 with an aim: train oncology professionals to design, implement and lead successful quality improvement (QI) activities and assume leadership positions to champion culture change in their practices. Methods: The QTP is a formal 6-month program taught by QI faculty and mentored by QI coaches over five days of in-person learning across three sessions, and hands-on learning at the participants’ practices. Sessions include seminars, case examples, and small group exercises. Participants attend in multi-disciplinary teams and focus on a problem they wish to solve in their practice. Scheduled conference calls with QI coaches were held between sessions. Participants complete pre and post QTP surveys (10 point Likert scale; 1 - no knowledge/competence to 10 - complete knowledge/competence) and provide direct written feedback. Results: Since its inception, QTP has had 15 courses (10 domestic and 5 international) with 120 teams and 544 total participants. QTP is led by an 8-member steering group with 16 faculty and coaches. All post-survey items had an increase in knowledge and competence. Each item’s score was calculated as the mean difference between ‘before’ and ‘after’ score. Participants stated increase of 46% to 84%: overall mean increase for knowledge 38% and competence 37%. The greatest increase were: methodology and practical tools to make changes in practice (writing an aim statement, implementing rapid improvement, process analysis tools, and flowcharting the process). Most common suggestion for improvement was allowing more time for the project. Participants are encouraged to write articles and present work in poster and plenary sessions. QTP have led to 7 manuscripts and 21 abstract presentations to national meetings. Six QTP alumni currently are now QI coaches and faculty. Conclusions: The QTP is a successful QI course for oncology professionals who need to measure performance, investigate quality and safety issues, and implement change. It is the only oncology-focused QI training, as all faculty and coaches are providers and QI specialists with oncology experience, making this a unique opportunity. The success will provide further momentum to offer QTP domestically and around the world.

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26

Plummer, Deborah L. "Approaching diversity training in the year 2000." Consulting Psychology Journal: Practice and Research 50, no. 3 (1998): 181–89. http://dx.doi.org/10.1037/1061-4087.50.3.181.

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27

Arsenis, Panagiotis, and Miguel Flores. "Student academic performance and professional training year." International Review of Economics Education 30 (January 2019): 100129. http://dx.doi.org/10.1016/j.iree.2018.03.004.

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28

Armstrong, Neil. "Aerobic Fitness and Training in Children." Pediatric Exercise Science 27, no. 1 (2015): 8–12. http://dx.doi.org/10.1123/pes.2015-0027.

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Purpose:The presence of a maturational threshold that modulates children’s physiological responses to exercise training continues to be debated, not least due to a lack of longitudinal evidence to address the question. The purpose of this study was to investigate the interaction between swim-training status and maturity in nineteen trained (T, 10 ± 1 years, −2.4 ± 1.9 years prepeak height velocity, 8 boys) and fifteen untrained (UT, 10 ± 1 years, −2.3 ± 0.9 years prepeak height velocity, 5 boys) children, at three annual measurements.Methods:In addition to pulmonary gas exchange measurements, stroke volume (SV) and cardiac output (Q) were estimated by thoracic bioelectrical impedance during incremental ramp exercise.Results:At baseline and both subsequent measurement points, trained children had significantly (p < .05) higher peak oxygen uptake (year1 T 1.75 ± 0.34 vs. UT 1.49 ± 0.22; year 2 T 2.01 ± 0.31 vs. UT 1.65 ± 0.08; year 3 T 2.07 ± 0.30 vs. UT 1.77 ± 0.16 l min−1) and Q (year 1 T 15.0 ± 2.9 vs. UT 13.2 ± 2.2; year 2 T 16.1 ± 2.8 vs. UT 13.8 ± 2.9; year 3 T 19.3 ± 4.4 vs. UT 16.0 ± 2.7 l min−1). Furthermore, the SV response pattern differed significantly with training status, demonstrating the conventional plateau in UT but a progressive increase in T. Multilevel modeling revealed that none of the measured pulmonary or cardiovascular parameters interacted with maturational status, and the magnitude of the difference between T and UT was similar, irrespective of maturational status.Conclusion:The results of this novel longitudinal study challenge the notion that differences in training status in young people are only evident once a maturational threshold has been exceeded.

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29

Allen, Susan H., Robert L. Marier, Cecilia Mouton, and Arti Shankar. "Training Matters:." Journal of Medical Regulation 102, no. 4 (2016): 7–16. http://dx.doi.org/10.30770/2572-1852-102.4.7.

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Currently, the majority of medical boards require only one year of post-graduate training (PGT) for full and unrestricted licensure. This study analyzes the association between years of PGT, board certification and the risk of being disciplined by the Louisiana State Board of Medical Examiners (LSBME) to assess whether training requirements for physician licensure in Louisiana should be revised. 624 physicians who were sanctioned between 1990 and 2010 were compared to a random sample of 6,552 physicians who were not disciplined during the study period. Statistical methods included chi-squared tests of independence and logistic regression analysis. After controlling for demographics, specialty, years of training, board certification status and changing training requirements over time, physicians who had completed more than one year but less than three years of PGT were more than twice as likely to be disciplined (O.R. 2.24, p&lt;.005), while non board-certified physicians were more than four times as likely to be disciplined (O.R. 4.64, p&lt;.0001). Of all physicians sanctioned for findings of substandard practices/medical incompetency, 21% had fewer than three years PGT, and 46% of physicians with less than three years training were sanctioned for this reason. Our study indicates that physicians who do not complete a minimum of three years post-graduate training are more likely to be the subject of a disciplinary action, and that these physicians are more likely to be sanctioned for competency/standards-related issues. Because medical knowledge and training expectations have increased over time, licensing authorities may want to delay full licensure status until applicants have had a minimum of three years PGT in an ACGME or AOA-accredited training program.

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30

Williamson, JML, and AG Martin. "Are Foundation Year Assessors Adequately Trained?" Bulletin of the Royal College of Surgeons of England 92, no. 10 (2010): 1–4. http://dx.doi.org/10.1308/147363510x534431.

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In 2005 the career path, training and assessment of UK junior doctors was fundamentally altered. The traditional progression from a pre-registered house officer year (immediately after graduation) to a senior house officer (SHO) grade (for a variable number of years) has been streamlined into two foundation years (FYs) and then entry into either a core training (CT) or specialty training (ST) programme. The foundation assessment programme (FAP) has developed a competency-based curriculum for training FYs 1–2 based on the Postgraduate Medical Education and Training Board's (PMETB's) standards.

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31

Douglass, Alan B., Wendy B. Barr, Joe M. Skariah, et al. "Financing the Fourth Year: Experiences of Required 4-Year Family Medicine Residency Programs." Family Medicine 53, no. 3 (2021): 195–99. http://dx.doi.org/10.22454/fammed.2021.249809.

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Abstract: The optimal length of family medicine training has been debated since the specialty’s inception. Currently there are four residency programs in the United States that require 4 years of training for all residents through participation in the Accreditation Council for Graduate Medical Education Length of Training Pilot. Financing the additional year of training has been perceived as a barrier to broader dissemination of this educational innovation. Utilizing varied approaches, the family medicine residency programs at Middlesex Health, Greater Lawrence Health Center, Oregon Health and Science University, and MidMichigan Medical Center all demonstrated successful implementation of a required 4-year curricular model. Total resident complement increased in all programs, and the number of residents per class increased in half of the programs. All programs maintained or improved their contribution margins to their sponsoring institutions through additional revenue generation from sources including endowment funding, family medicine center professional fees, institutional collaborations, and Health Resources and Services Administration Teaching Health Center funding. Operating expense per resident remained stable or decreased. These findings demonstrate that extension of training in family medicine to 4 years is financially feasible, and can be funded through a variety of models.

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32

Moon, Soyeon, Je Seon Song, Teo Jeon Shin, Sungchul Choi, and Yeonmi Yang. "Survey on Sedation Training for Pediatric Residents in Training Hospitals." JOURNAL OF THE KOREAN ACADEMY OF PEDTATRIC DENTISTRY 48, no. 3 (2021): 333–43. http://dx.doi.org/10.5933/jkapd.2021.48.3.333.

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The purpose of this study was to investigate current status of sedation training for the residents in pediatric dentistry training institutions and opinions about continuing education after the residency program. Surveys were sent to 18 pediatric dentistry training institutions by e-mail, and the responses were collected and analyzed. Most of the sedation education period for the residents were the 1st-year education (61.1%) and 1 - 3 years of integrated education (55.6%). In terms of an externship, 5 institutions (27.8%) sent their residents to the department of anesthesiology. Second half of the 1st year (50%) was the highest for a resident to use sedation for the first time. The period of supervisor participation varied from not participating at all to whole time throughout the residency program. The sedation training is conducted at all training institutions, but there were variations in the experience that a resident can gain. All training institutions agreed on the necessity of continuing education of the sedation, but there were various opinions regarding time, method, and the period of review course. Overall, this study suggested that continuing education should be consisted of 1 - 2 hours of didactic education every year and clinical skills and simulation training in every 2 - 3 years.

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33

Ribeiro, Bernard. "Happy New Year." Bulletin of the Royal College of Surgeons of England 89, no. 1 (2007): 6–7. http://dx.doi.org/10.1308/147363507x167262.

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I hope 2007 will prove a happy year for countless SHOs seeking to achieve a national training number (NTN) through the transitional selection process, which begins on 22 January. I have previously stated that this is the best year for the current SHOs to achieve an NTN: I remain confident that this will prove to be the case. I am less confident that all of the funding required to support such appointments will be there after reports of Strategic Health Authorities (SHAs) raiding the Medical and Dental Education Levy (MADEL) budget for training in order to address NHS deficits.

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34

Pujara, Shyam, and Sandeep Solanki. "Foundation year one training in neurosurgery: achieving competency a 5-year review." British Journal of Neurosurgery 31, no. 6 (2017): 718–23. http://dx.doi.org/10.1080/02688697.2017.1339225.

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35

Gorelski, Yusuf, and Larisa Kasabova. "DIFFERENCES IN THE LEVEL OF PHYSICAL PREPARATION AMONG 13-14-YEAR-OLD FOOTBALL PLAYERS ACCORDING TO THEIR POSITION." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (2019): 481–85. http://dx.doi.org/10.35120/kij3002481g.

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Football is a total sport and its requirements are enormous in terms of the parallel development of physical qualities, technical tactics and psychological abilities. Depending on the age, the training process is structured according to the individual and general tasks of the preparation, the main directions are defined, which includes the general pre-training, special-preparatory, pre-competitive and competitive stages of the annual training cycle. The dynamics of 17 indicators for physical, technical and physiological training of 13 – 14-year-olds practicing football have been analyzed. The groups of 12 children each are formed according to their position – Attackers and Defenders. Changes were observed as a result of a training method used by the authors during a 14-week cycle of time and 42 training sessions. The authors believe that the players should do exercises which are closer to the nature of the physical activity they perform during a match depending on their game post. Attackers - should emphasize on speed and force-strength trainings, and defenders should give priority to trainings for general and tempo-endurance. Due to the still insufficient determination of 13-14-year-old players to a certain game post, the authors refrain from making recommendations for strictly specialized trainings which are specific for older football players.

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36

Tassone, P., T. Wilson, and P. Prinsley. "ENT registrar logbooks: second-year review." Bulletin of the Royal College of Surgeons of England 90, no. 9 (2008): 320–22. http://dx.doi.org/10.1308/147363508x338757.

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Previously we published the results of ear, nose and throat (ENT) registrar operating in the Eastern Deanery by collating the logbooks that had been submitted at the Record Of In-Training Assessment (RITA). This provided some insight into the training opportunities available in the region in terms of numbers of cases and contribution. There are no specific guidelines or requirements as such in terms of numbers required in order to progress through training.

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37

Walkden, A., J. Huxtable, M. Senior, et al. "Trabeculectomy training in England: are we safe at training? Two year surgical outcomes." Eye 32, no. 7 (2018): 1253–58. http://dx.doi.org/10.1038/s41433-018-0059-6.

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38

Silvestre, Jason, L. Scott Levin, Joseph M. Serletti, and Benjamin Chang. "Performance on a Surgical In-Training Examination Varies by Training Year and Pathway." Plastic and Reconstructive Surgery 138, no. 2 (2016): 358e—364e. http://dx.doi.org/10.1097/prs.0000000000002397.

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39

SATO, Hiroyuki, Kazuhiro KOJIMA, and Musashi HAYASHIDA. "A Study on Development of Effective Training Procedures for First Year Training Course." Proceedings of Mechanical Engineering Congress, Japan 2020 (2020): S20201. http://dx.doi.org/10.1299/jsmemecj.2020.s20201.

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40

Craig, Steven R., and Danny M. Takanishi. "Educational Milestone Development for Transitional Year Residency Training." Journal of Graduate Medical Education 6, no. 1s1 (2014): 355–57. http://dx.doi.org/10.4300/jgme-06-01s1-42.

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41

Lipley, Nick. "Training in supplementary prescribing to start this year." Nursing Standard 16, no. 32 (2002): 4. http://dx.doi.org/10.7748/ns.16.32.4.s2.

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42

Nelson, Richard. "Neurosurgery as a first foundation year training post." British Journal of Neurosurgery 24, no. 3 (2010): 329. http://dx.doi.org/10.3109/02688697.2010.487382.

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43

Condy, Janet, Agnes Chigona, Rajendra Chetty, and Christa Thornhill. "Final-year teacher training students’ perceptions of THRASS." South African Journal of Education 30, no. 2 (2010): 261–75. http://dx.doi.org/10.15700/saje.v30n2a343.

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44

Gelal, Ayse, Mukaddes Gumustekin, MAylin Arici, and Sedef Gidener. "Rational pharmacotherapy training for fourth-year medical students." Indian Journal of Pharmacology 45, no. 1 (2013): 4. http://dx.doi.org/10.4103/0253-7613.106426.

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45

Marshall, Renee L., Paul J. Gorman, Debra Verne, et al. "Practical training for postgraduate year 1 surgery residents." American Journal of Surgery 179, no. 3 (2000): 194–96. http://dx.doi.org/10.1016/s0002-9610(00)00305-6.

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46

Guthrie, Vicki, Anna Simpson, Fiona French, Malcolm Valentine, and Tim Jones. "Career Start: A Model for Five-Year Training?" Education for Primary Care 20, no. 4 (2009): 268–70. http://dx.doi.org/10.1080/14739879.2009.11493798.

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47

Mennetrey, Charlotte, and Nathalie Angeard. "Cognitive flexibility training in three-year-old children." Cognitive Development 48 (October 2018): 125–34. http://dx.doi.org/10.1016/j.cogdev.2018.08.004.

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48

Smellie, W. S. "Medical training in Belgium: a year in Brussels." Postgraduate Medical Journal 65, no. 770 (1989): 955–56. http://dx.doi.org/10.1136/pgmj.65.770.955.

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49

Chavasse, C. "My year in vocational training: highlights and horrors." British Dental Journal 166, no. 6 (1989): 228. http://dx.doi.org/10.1038/sj.bdj.4806779.

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Mace, J. "Vocational training. My year as a guinea pig." British Dental Journal 166, no. 7 (1989): 265–66. http://dx.doi.org/10.1038/sj.bdj.4806792.

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