Rashida Ahmed1, Zoon Naqvi, Ineke Wolfhagen. 1. Educational Development and Pathology, Faculty of Health Sciences, Aga Khan University, Karachi, Pakistan. rashida.ahmed@aku.edu
Abstract
OBJECTIVE: To identify essential psychomotor skills for all the medical graduates of an undergraduate programme in Pakistan. MATERIALS AND METHODS: Twenty-five physicians practising in a tertiary care centre and ninety primary care physicians used a Likert's scale, ranging from "very essential" to"not required at all", to mark 99 psychomotor skills in the undergraduate medical curriculum in Pakistan. RESULTS: Overall the opinions of both the groups about the essential skills matched except for a few areas. CONCLUSION: This study provides baseline data about psychomotor skills that a medical graduate in developing countries should be able to perform. Further studies will be undertaken by involving other stakeholders to identify and incorporate these skills in the undergraduate medical curriculum, thereby enabling graduates to practice in all the settings in Pakistan.
OBJECTIVE: To identify essential psychomotor skills for all the medical graduates of an undergraduate programme in Pakistan. MATERIALS AND METHODS: Twenty-five physicians practising in a tertiary care centre and ninety primary care physicians used a Likert's scale, ranging from "very essential" to"not required at all", to mark 99 psychomotor skills in the undergraduate medical curriculum in Pakistan. RESULTS: Overall the opinions of both the groups about the essential skills matched except for a few areas. CONCLUSION: This study provides baseline data about psychomotor skills that a medical graduate in developing countries should be able to perform. Further studies will be undertaken by involving other stakeholders to identify and incorporate these skills in the undergraduate medical curriculum, thereby enabling graduates to practice in all the settings in Pakistan.