Clinical capabilities of graduates of an outcomes-based integrated medical program

Abstract

BackgroundThe University of New South Wales (UNSW) Faculty of Medicine replaced its old content-based curriculum with an innovative new 6-year undergraduate entry outcomes-based integrated program in 2004. This paper is an initial evaluation of the perceived and assessed clinical capabilities of recent graduates of the new outcomes-based integrated medical program compared to benchmarks from traditional content-based or process-based programs.MethodSelf-perceived capability in a range of clinical tasks and assessment of medical education as preparation for hospital practice were evaluated in recent graduates after 3 months working as junior doctors. Responses of the 2009 graduates of the UNSW’s new outcomes-based integrated medical education program were compared to those of the 2007 graduates of UNSW’s previous content-based program, to published data from other Australian medical schools, and to hospital-based supervisor evaluations of their clinical competence.ResultsThree months into internship, graduates from UNSW’s new outcomes-based integrated program rated themselves to have good clinical and procedural skills, with ratings that indicated significantly greater capability than graduates of the previous UNSW content-based program. New program graduates rated themselves significantly more prepared for hospital practice in the confidence (reflective practice), prevention (social aspects of health), interpersonal skills (communication), and collaboration (teamwork) subscales than old program students, and significantly better or equivalent to published benchmarks of graduates from other Australian medical schools. Clinical supervisors rated new program graduates highly capable for teamwork, reflective practice and communication.ConclusionsMedical students from an outcomes-based integrated program graduate with excellent self-rated and supervisor-evaluated capabilities in a range of clinically-relevant outcomes. The program-wide curriculum reform at UNSW has had a major impact in developing capabilities in new graduates that are important for 21st century medical practice.

Scientific Skills as Core Competences in Medical Education: What do medical students think?

“…Nevertheless, self-perceived competence is seen as one of the components of self-efficacy (Solomon et al, 2003), and hence its evaluation may constitute an indicator of medical students' motivation to maintain and improve specific skills. An increasing body of evidence demonstrates that properly gathered student perceptions about several issues of their education can be used as valid foundations for extracting evaluative conclusions concerning the quality of medical education (Bandura, 1993;Lizzio, Wilson, & Simons, 2002;Scicluna et al, 2012).…”

Using Transitional Year Milestones to Assess Graduating Medical Students' Skills During a Capstone Course

“…Capstone or transition courses may provide an appropriate venue. 7,8 In this article, we describe the use of ACGME Transitional Year (TY) Milestones 9 to assess student performance in a capstone course.…”

A health care system in transformation: making the case for chiropractic

“…In Europe, at the same time that Switzerland has a six year chiropractic programme leading to graduates being formally recognised as medical professionals [41], other programmes are being delivered that are far shorter and do not require full time attendance [42]. Of course we must acknowledge that modern education is outcomes- rather than hours-focused [43], but nevertheless, the gap between one programme and another and the entry requirements demanded of each suggests that not all chiropractors are the same. Styles of learning delivery can be problem-based and tutorial driven or a more traditional didactic approach [44], but if we are to compete and seize the opportunities that transformation may bring, decision-makers must be assured that minimum standards of education are being consistently delivered.…”