Volume 177 - Issue 2

Reflections on a year in the outback

Author:  Susan M Wearne

Med J Aust 2002; 177 (2): 117-118. || doi: 10.5694/j.1326-5377.2002.tb04688.x
Published online: 15 July 2002
Academic practice

I often wondered about a career in academic general practice. It would capitalise on my love of books and teaching, as well as my experience of different practices acquired during my husband's ophthalmology rotations. In addition, coursework on organisational change and medical sociology for a Master's degree in primary healthcare was invaluable preparation, revealing that values, behaviours and ideologies are culturally transmitted and relative.3

The good side of academic life is the flexibility and ability to work at home if children are ill; the downside is the halving of income. It took time to escape from the habit of 10-minute consultations and the expectation that colleagues "book with my receptionist". Just as the pressures of academic life are less visible, so are the rewards — the results of teaching may never be seen, while research projects take an age.

As a clinician, I believe a patient's story unless compelling contrary evidence forces me not to. The world of medical politics, into which academics are unwittingly propelled, requires a more circumspect approach. Grant applications, teaching schedules and research reports have replaced insurance forms and prescription requests as the bottomless pit of paperwork in my life.


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