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"It was important not to do mini-AT"

“It was important not to do mini-AT”

Jens Shulin
Pictured: Joachim Anderson

Jens Scholin, professor of pediatrics and specialist in neonatology, had just resigned as rector of Örebro University when the government tasked him with creating a coherent system for doctors’ education and specialization. An important task was to analyze whether a mandatory introduction should be introduced within the specialty of physicians.

Jens Shulin got 9 months old. During the investigation, he visited all institutions of higher education with medical examination, almost all regions and many institutions of higher education in the rest of Scandinavia and the United Kingdom.

– There were many special interests, of course, and I had to take the train as often as possible. It was also important not to do some kind of mini AT, but to have something that gives clear progression based on the new medical education.

The result was basic service.

One idea that Jens Schollin rejected during investigative work was how to take care of the various overseas-trained physicians in the regions. He saw this as a problem.

– It was a mess. I was so surprised. I saw that there was a danger that medical competence would not be taken into account the way it should be.

Janes Shulin himself was greatly inspired by Scotland’s physician education system. From there, he took with him, among other things, the importance of group evaluation, something he saw as essential to essential service.

If you have a senior colleague who knows a lot, it would be a great support, rather than the anxiety tests that have been around for years. Learning from an experienced senior colleague is great.

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It is advised not to introduce overly complex rating systems during basic service.

– Don’t make it too difficult. If you are experienced, it is possible to decide within ten minutes whether a doctor in training can or cannot! You can scan after a tour, for example. It is important to build group systems that are clear and contain people with experience, and to recognize the need to include supervision/examination in the clinician’s service.

What are the biggest benefits of BT?

To develop and expand your medical competence and ability to make medical decisions. You get flexibility that allows you to increase productivity, focus on first-class healthcare and get an opportunity for individual design. Another advantage is that even doctors who have been trained in the rest of the European Union have to go this route.

Are there drawbacks?

Don’t take peer reviews seriously but let everyone pass easily. Another danger is that regions do not create enough BT sites.

Like many others, Jens Schollin worries that BT, like AT, will become a new bottleneck. At the same time, it indicates that the basic service is more flexible than the public service.

– For example, you have the opportunity to get BT doctors in clinics or in specialties where you did not have an AT doctor. This way you can have a completely different productivity. But I am convinced that this, like AT, will catch childhood diseases.

He hopes that in the long run, the introduction of new medical education and the basic service will lead to the organization of additional education for specialist doctors.

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– I see this as a starting point for a better structure of lifelong learning for clinicians.

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Lakartedningen 21-22 / 2021