Judith Cave1, Katharine Woolf, Alison Jones, Jane Dacre. 1. Academic Centre for Medical Education, UCL Division of Medical Education, RFUCMS Archway Campus, University College London, Highgate Hill, London, UK. judith.cave@nhs.net
Abstract
BACKGROUND: In 2000/1, a survey found that 42% of newly qualified UK doctors felt their medical training had not prepared them well for starting work. AIM: To determine factors associated with preparedness. METHODS: A questionnaire to all 5143 newly qualified doctors in May 2005. RESULTS: The response rate was 2062/4784 = 43.1%. 15% of respondents felt poorly prepared by medical school for starting work. There were no associations between gender or graduate entry status and preparedness. The personality traits of conscientiousness (r=0.14; p < 0.001) and extraversion (r=0.15; p < 0.001) were associated with high preparedness. Neuroticism was associated with low preparedness (r= -0.16; p < 0.001).Respondents who had done shadowing attachments were more likely to feel prepared (58.6% vs 48.5% felt prepared; 2=4.0; p=0.05), as were graduates of problem based learning courses (61.3% vs 56.1%; 2=5.0; p=0.03). Preparedness correlated with agreement with the statements 'My teaching was relevant to real life as a doctor' (rho=0.36; p < 0.001), and 'As a house officer I found it easy to get help when I needed it' (rho=0.29; p < 0.001). CONCLUSIONS: Improvements in the preparedness of UK medical school graduates may be due to increased relevance of undergraduate teaching to life as a junior doctor and increased support in the workplace.
BACKGROUND: In 2000/1, a survey found that 42% of newly qualified UK doctors felt their medical training had not prepared them well for starting work. AIM: To determine factors associated with preparedness. METHODS: A questionnaire to all 5143 newly qualified doctors in May 2005. RESULTS: The response rate was 2062/4784 = 43.1%. 15% of respondents felt poorly prepared by medical school for starting work. There were no associations between gender or graduate entry status and preparedness. The personality traits of conscientiousness (r=0.14; p < 0.001) and extraversion (r=0.15; p < 0.001) were associated with high preparedness. Neuroticism was associated with low preparedness (r= -0.16; p < 0.001).Respondents who had done shadowing attachments were more likely to feel prepared (58.6% vs 48.5% felt prepared; 2=4.0; p=0.05), as were graduates of problem based learning courses (61.3% vs 56.1%; 2=5.0; p=0.03). Preparedness correlated with agreement with the statements 'My teaching was relevant to real life as a doctor' (rho=0.36; p < 0.001), and 'As a house officer I found it easy to get help when I needed it' (rho=0.29; p < 0.001). CONCLUSIONS: Improvements in the preparedness of UK medical school graduates may be due to increased relevance of undergraduate teaching to life as a junior doctor and increased support in the workplace.
Authors: Andrew G Hill; Sanket Srinivasa; Susan J Hawken; Mark Barrow; Susan E Farrell; John Hattie; Tzu-Chieh Yu Journal: J Grad Med Educ Date: 2012-03
Authors: Jan C Illing; Gill M Morrow; Charlotte R Rothwell nee Kergon; Bryan C Burford; Beate K Baldauf; Carol L Davies; Ed B Peile; John A Spencer; Neil Johnson; Maggie Allen; Jill Morrison Journal: BMC Med Educ Date: 2013-02-28 Impact factor: 2.463