In this chapter we argue that teachers of young children commencing school are responsible for enriching their students' oral language skills (speaking and understanding) and developing their literacy skills (reading and writing). This is an uncontroversial statement, given the central place that language, literature and literacy have within the Australian English Curriculum (ACARA 2012). Yet historically, oral language skills have been overlooked as developmental precursors to reading and writing skills, and determinants of longer-term academic outcomes, as well as social and emotional well-being.
To investigate the experiences of physicians as parents and to see if there were any differences in the parenting challenges perceived by male and female physicians.Mailed survey.Newfoundland and Labrador.The survey was mailed to 180 male and 180 female licensed physicians, with a response rate of 60% (N = 216).Self-reported experiences of being a parent and a physician.Female physicians reported spending significantly more time on child care activities and domestic activities than their male counterparts did (P < .001). There was no significant difference in the number of professional hours between the 2 sexes, but income was significantly lower for female physicians (P < .001). More women than men had positive physician-parent role models, although very few physicians of either sex had such role models. Female physicians reported bearing the most responsibility for the day-to-day functioning of the family; male physicians relied on their female partners to carry out the main family responsibilities. Women reported feeling guilty about their performance as mothers and as doctors. Male physicians reported regrets about the lack of time with family.Although women make up an increasing percentage of the physician work force in Canada, they still face challenges as they continue to take primary responsibility for child care and domestic activities. Women are torn between their careers and their families and sometimes feel inadequate in both roles. Male physicians regret having a lack of time with family. Strategies need to be employed in both the workplace and at home to achieve an acceptable balance between being a physician and being a parent.
Background: Recruitment and retention of rural physicians is vital for rural health care. A key deterrent to rural practice has been identified as professional isolation and access to continuing medical education/continuing professional development (CME/CPD).Aims: The purpose of this article is to review and synthesize key themes from the literature related to CME/CPD and rural physicians to facilitate CME/CPD planning.Methods: A search of the peer-reviewed English language literature and a review of relevant grey literature (e.g., reports, conference proceedings) was conducted.Results: There is robust evidence demonstrating that the CME/CPD needs of rural physicians are unique. Promising practices in regional CME/CPD outreach and advanced procedural skills training and other up-skilling areas have been reported. Distance learning initiatives have been particularly helpful in increasing access to CME/CPD. The quality of evidence supporting the overall effect of these different strategies on recruitment and retention is variable.Conclusion: Supporting the professional careers of rural physicians requires the provision of integrated educational programs that focus on specific information and skills. Future research should examine the linkage between enhanced CME/CPD access and its effect on factors related to retention of physicians in rural communities. A proposed framework is described to aid in developing CME/CPD for rural practitioners.
OBJECTIVE To investigate the experiences of physicians as parents and to see if there were any differences in the parenting challenges perceived by male and female physicians.
DESIGN Mailed survey.
SETTING Newfoundland and Labrador.
PARTICIPANTS The survey was mailed to 180 male and 180 female licensed physicians, with a response rate of 60% (N = 216).
MAIN OUTCOME MEASURES Self-reported experiences of being a parent and a physician.
RESULTS Female physicians reported spending significantly more time on child care activities and domestic activities than their male counterparts did ( P < .001). There was no significant difference in the number of professional hours between the 2 sexes, but income was significantly lower for female physicians ( P < .001). More women than men had positive physician-parent role models, although very few physicians of either sex had such role models. Female physicians reported bearing the most responsibility for the day-to-day functioning of the family; male physicians relied on their female partners to carry out the main family responsibilities. Women reported feeling guilty about their performance as mothers and as doctors. Male physicians reported regrets about the lack of time with family.
CONCLUSION Although women make up an increasing percentage of the physician work force in Canada, they still face challenges as they continue to take primary responsibility for child care and domestic activities. Women are torn between their careers and their families and sometimes feel inadequate in both roles. Male physicians regret having a lack of time with family. Strategies need to be employed in both the workplace and at home to achieve an acceptable balance between being a physician and being a parent.
To determine the initiation rate and duration of breastfeeding among female physicians in Newfoundland and Labrador, and to identify demographic factors that might influence duration of breastfeeding in this population.Mailed survey.Newfoundland and Labrador.One hundred eighty licensed female physicians.Self-reported initiation of breastfeeding for each baby born, duration of breastfeeding in number of months, and reasons for ending breastfeeding.The response rate was 68%. The breastfeeding initiation rate among respondents was 96.6%. More physicians who graduated in 1980 or later breastfed for longer periods (63.9% vs 33.3%, P = .008). More family doctors than specialists breastfed their babies for longer periods (65.5% vs 33.3%, P = .004). More physicians whose partners were working part-time breastfed for longer periods than physicians whose partners were working full-time (83.3% vs 50.8%, P = .037). Other factors, such as age, income, maternity leave and benefits, part-time or full-time work, and urban or rural practice, did not affect duration of breastfeeding. Personal issues accounted for 51% of respondents' ending breastfeeding; baby issues accounted for 38%, practice issues for 33%, medical school issues for 4%, and societal issues for 1%.The breastfeeding initiation rate among female physician respondents in Newfoundland and Labrador was 96.6%; more than 50% of these physicians breastfed for longer than 7 months. Physicians graduating in 1980 or later breastfed their babies for longer.
The nature and characteristics of self-directed learning (SDL) by physicians has been transformed with the growth in digital, social, and mobile technologies (DSMTs). Although these technologies present opportunities for greater "just-in-time" information seeking, there are issues for ensuring effective and efficient usage to compliment one's repertoire for continuous learning. The purpose of this study was to explore the SDL experiences of rural physicians and the potential of DSMTs for supporting their continuing professional development (CPD).Semistructured interviews were conducted with a purposive sample of rural physicians. Interview data were transcribed verbatim and analyzed using NVivo analytical software and thematic analysis.Fourteen (N = 14) interviews were conducted and key thematic categories that emerged included key triggers, methods of undertaking SDL, barriers, and supports. Methods and resources for undertaking SDL have evolved considerably, and rural physicians report greater usage of mobile phones, tablets, and laptop computers for updating their knowledge and skills and in responding to patient questions/problems. Mobile technologies, and some social media, can serve as "triggers" in instigating SDL and a greater usage of DSMTs, particularly at "point of care," may result in higher levels of SDL. Social media is met with some scrutiny and ambivalence, mainly because of the "credibility" of information and risks associated with digital professionalism.DSMTs are growing in popularity as a key resource to support SDL for rural physicians. Mobile technologies are enabling greater "point-of-care" learning and more efficient information seeking. Effective use of DSMTs for SDL has implications for enhancing just-in-time learning and quality of care. Increasing use of DSMTs and their new effect on SDL raises the need for reflection on conceptualizations of the SDL process. The "digital age" has implications for our CPD credit systems and the roles of CPD providers in supporting SDL using DSMTs.
