Search

Training in neurological surgery is one of the most competitive and demanding specializations in medicine. It therefore demands careful planning in both the scientific and clinical neurosurgery arena to finally turn out physicians that can be clinically sound and scientifically competitive. National and international training and career options are pointed out, based on the available relevant literature, with the objective of comparing the neurosurgical training in Europe and the USA. Despite clear European Association of Neurosurgical Societies guidelines, every country in Europe maintains its own board requirements, which is reflected in an institutional curriculum that is specific to the professional society of that particular country. In contrast, the residency program in the USA is required to comply with the Accreditation Council for Graduate Medical Education guidelines. Rather similar guidelines exist for the education of neurosurgical residents in the USA and Europe; their translation into the practical hospital setting and the resulting clinical lifestyle of a resident diverges enormously. Since neurosurgical education remains heterogeneous worldwide, we argue that a more standardized curriculum across different nations would greatly facilitate the interaction of different centers, allow a direct comparison of available services, and support the exchange of vital information for quality control and future improvements. Furthermore, the exchange of residents between different training centers may improve education by increasing their knowledge base, both technically as well as intellectually. [ABSTRACT FROM AUTHOR]

This essay discusses the debate regarding the critical and pragmatic pedagogies on how to address the precise concerns of students about their financial and career security. It states that historically specific stories concerning career, mobility, and marketable skills of each student with a particular personal history can be considered as a critical resource for recognizing global forces. Moreover, it identifies its effects on individuals and the ways to respond to them.

The article discusses the role of constructivist Systems Theory Framework (STF) in career theory and career counseling. It cites the derivation of career developments and the qualitative career assessment instrument from My System of Career Influences (MSCI). Moreover, it provides overview on STF, description of MSCI and the illustrates the use of MSCI in counseling process. In addition, a career study that depicts on the applications of MSCI in individual adolescent guidance is also presented.