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What's to be done about the malaise in science training in paediatrics and child health?
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Introduction |
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The paper by Raine in this issue of the journal1 on the results of his analysis of the experiences of young paediatricians in obtaining the degree of MD between 1984-93 is not only thoughtful and provocative, but also a scathing indictment of our specialty in the support given to the brightest and most highly motivated of our young colleagues in pursuing training in clinical research. His article makes depressing reading, with a catalogue of difficulties and a litany of the hurdles experienced by those who managed to achieve the doctorate in due course. Since the paper does not give any information on the experiences of those who fell by the wayside and failed to deliver an MD, it is likely that the total picture is very much worse than that articulated.
Raine highlights a number of important issues, and they can be
categorised into (a) the circumstances of the MD
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