| Autor: |
Parikh AB; Genitourinary Oncology Section, Division of Medical Oncology, The Ohio State University Comprehensive Cancer Center - James Cancer Hospital, B406 Starling-Loving Hall, 320 W 10th Avenue, Columbus, OH, 43210, USA. anish.parikh@osumc.edu. |
| Jazyk: |
angličtina |
| Zdroj: |
Journal of cancer education : the official journal of the American Association for Cancer Education [J Cancer Educ] 2021 Feb; Vol. 36 (1), pp. 207-209. |
| DOI: |
10.1007/s13187-020-01769-3 |
| Abstrakt: |
Medical education and training consists of a series of stepped transitions, each marked by increasing autonomy and responsibility. Perhaps the most formidable transition begins upon the completion of one's training and stretches well into the first year of "attendinghood." This period is often defined by colossal changes that can extend far beyond the workplace and that are largely inconceivable beforehand. These changes can have important implications for job satisfaction, well-being, and resilience, especially in oncology, where rates of work-related burnout are particularly high. Unfortunately there is no "standard of care" or evidence-based guideline on how best to approach this period. However, it must be highlighted and deliberately discussed among current fellows and recent graduates not only to stimulate further study but also to provide support and community for those approaching or going through this transition. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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