Alan Bleakley1, Nicola Brennan. 1. Peninsula Medical School, University of Plymouth, UK. alan.bleakley@pms.ac.uk
Abstract
BACKGROUND: Undergraduate medicine curricula can be designed to enable smoother transition to work as a junior doctor. Evaluations should improve curriculum design. AIM: To compare a graduate cohort from one medical school with a cohort from other medical schools in the same Foundation Year 1 (FY1) programme in terms of retrospective perceptions of readiness for practice. METHOD: A Likert-scale questionnaire measured self-perception of readiness to practice, including general capabilities and specific clinical skills. RESULTS: Response rate was 74% (n = 146). The Peninsula Medical School cohort reported readiness for practice at a significantly higher level than the comparison cohort in 14 out of 58 items (24%), particularly for 'coping with uncertainty'. In only one item (2%) does the comparison cohort report at a significantly higher level. CONCLUSIONS: Significant differences between cohorts may be explained by undergraduate curriculum design, where the opportunity for early, structured work-based, experiential learning as students, with patient contact at the core of the experience, may promote smoother transition to work as a junior doctor. Evaluation informs continuous quality improvement of the curriculum.
BACKGROUND: Undergraduate medicine curricula can be designed to enable smoother transition to work as a junior doctor. Evaluations should improve curriculum design. AIM: To compare a graduate cohort from one medical school with a cohort from other medical schools in the same Foundation Year 1 (FY1) programme in terms of retrospective perceptions of readiness for practice. METHOD: A Likert-scale questionnaire measured self-perception of readiness to practice, including general capabilities and specific clinical skills. RESULTS: Response rate was 74% (n = 146). The Peninsula Medical School cohort reported readiness for practice at a significantly higher level than the comparison cohort in 14 out of 58 items (24%), particularly for 'coping with uncertainty'. In only one item (2%) does the comparison cohort report at a significantly higher level. CONCLUSIONS: Significant differences between cohorts may be explained by undergraduate curriculum design, where the opportunity for early, structured work-based, experiential learning as students, with patient contact at the core of the experience, may promote smoother transition to work as a junior doctor. Evaluation informs continuous quality improvement of the curriculum.
Authors: Kathryn E Engelhardt; Karl Y Bilimoria; Julie K Johnson; D Brock Hewitt; Ryan J Ellis; Yue Yung Hu; Jeanette W Chung; Lindsey Kreutzer; Remi Love; Eddie Blay; David D Odell Journal: JAMA Surg Date: 2020-09-01 Impact factor: 14.766
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