Do junior doctors feel they are prepared for hospital practice? A study of graduates from traditional and non-traditional medical schools

Abstract

A valid and reliable questionnaire was developed which assesses eight subscales relating to key areas of medical hospital-based work. This was used to evaluate junior doctors' perceptions of the adequacy of their undergraduate medical training to prepare them for hospital practice. Data from 139 (60%) first-year doctors (interns) showed that graduates from the problem-based medical school rated their undergraduate preparation more highly than traditional medical school graduates in preparing them for practice in the areas of interpersonal skills, confidence, collaboration with other health care workers, preventive care, holistic care and self-directed learning. These findings persisted when ratings were adjusted for the effects of age and gender. There were no differences between the intern groups for patient management and understanding science. This research suggests that educational experiences in different undergraduate medical courses are important in preparing doctors for their early working life.

Preparedness for hospital practice in assuring quality of care

“…This study thus supported the work of Hill et al (1998), Cave et al (2007), and on the need for medical schools to better prepare their graduates for hospital practice. However, unlike these earlier studies, the dimension of access to information and IT skills as a predictor of preparedness for hospital practice can be singled out and expanded into future research.…”

“…Respondents were asked to indicate their response to a set of sentences beginning with "My undergraduate medical training prepared me to […]" using a fivepoint Likert scale for 1 (very inadequate) to 5 (very adequate). Items on preparedness for hospital practice were adapted from surveys done among newly graduated doctors in the UK and Australia (Hill et al, 1998), which explored eight subscales which were interpersonal skills, confidence/coping skills, collaboration, practice skills and patient management, understanding science, prevention, holistic care, and self-directed learning. Paolo and Bonaminio (2003) provided items on the ability to cope with stress of medical practice and recognition of clinical limitations, and work by Durning et al (2005) on supervisor's evaluation of medical graduates was also referred to in developing items for the questionnaire.…”

“…The study also found significant and substantial differences between medical schools in how well prepared their graduates felt. Hill et al (1998) on the other hand found that undergraduate medical training should adequately prepare junior doctors for practice in interpersonal skills, confidence/coping skills, collaboration, practical skills and patient management, understanding science, prevention, holistic care, and self-directed learning.…”

“…In part, such deficiencies highlight the increasing need for better curriculum planning and reviews. However, the role of undergraduate training in preparing doctors capable of delivering the required standard of care has been less well studied (Hill et al, 1998).…”

Importance of Building Confidence in Patient Communication and Clinical Skills Among Chiropractic Students

“…31 It is generally considered to be a useful approach for teaching students how to think critically and solve authentic problems and effective in building confidence in communication and general clinical aspects of care. 36 Staff mentoring, another often used educational experience, is a naturally formed, one-to-one, mutual, professional relationship between a junior and senior person 37 and is expected to help mentees become autonomous and confident professionals, 32 whereas student or peer mentoring, which takes place between an experienced student and inexperienced student, has been reported to improve communication skills 34,38 and confidence in clinical skills and decision making. 33,39 However, it is the clinical experience or preceptorship that appears to be the most significant in the building of confidence during a student's tertiary experience.…”