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Conferences > AMEE 2021 > Programme > Symposia

Postgraduate trainees: Students, workforce or learners?

Symposium 1 - Postgraduate trainees: Students, workforce or learners?

Date: Sunday 29th August 
Time: 10.00 - 11.30 (UK time)
Stream: Room 1


  • Leila Niemi-Murola, University of Helsinki and Helsinki University Hospital, Finland
  • Rille Pihlak, University of Manchester, UK
  • Kenneth Cho, Cardiology Department, Campbelltown Hospital and Western Sydney University, Australia
  • Jenny Mladenovic; FAIMER, USA
  • Gustavo Salata Romão, University of Ribeirao Preto, Brazil
  • Wunna Tun, University of Medicine, Myanmar

       (On behalf of the AMEE Postgraduate Committee)

Summary: Most of postgraduate Resident education is learning at the workplace. The where residents start by observing the senior clinician’s work and then gradually take on additional responsibility and tasks first under before starting to work under direct supervision and later independently. However, there is a huge discrepancy in the PG trainee status within the healthcare system around the world that influences other aspects of their education like supervision, protected time for learning, salary and work environment, and in turn these aspects are known to have a direct impact on the quality of their education. 

In some countries residents are taken as full time students, who receive plenty of supervision but have scarce opportunities for working independently, whilst in others under distant supervision. In other countries, residents are full members of the workforce from the start of their PG training with often limited protected time for learning. Especially at the time of a global pandemic there has been a dangerous shift in the balance between service and education, where more trainees have had to take on more clinical duties sometimes leaving the education in the background. With the shift to the CBME also in PG training, these differences between the status of the PG trainee during their specialty training raise important and contrasting will create a challenges in both settings. 

The purpose of this symposium is to present the pros and cons of these contrasting systems, highlight good practices of resident education in different parts of the world and try to find the ideal balance between service and education in PGT. We also aim to share ideas of facilitating implementation of competency-based medical education in these different systems and showcase how to overcome the challenges.

This is a submission from the Postgraduare Committee

What participants will gain: Participants will be able to share their experiences and contribute best practices from their own contexts. After the symposium, the participants will be able to apply some practical ideas in their own institutions.


Who should participate: All interested in postgraduat education and in implementation of CBME, especially trainees, supervisors and programme directors 

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