Educational supervisors evaluate the preparedness of graduates from a reformed UK curriculum to work as pre-registration house officers (PRHOs): a qualitative study

Watmough, Simon; Taylor, David; Garden, Anne

doi:10.1111/j.1365-2929.2006.02563.x

Cited by 36 publications

(39 citation statements)

References 16 publications

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“…The free text comments indicated that some FY1s and their ES felt that they had been well prepared to communicate with patients and relatives, but less prepared in relation to communication with colleagues. It is of interest that most other studies in this area do not differentiate between communication contexts 6 8 16. The single study that does make this differentiation concords with our findings: consultants and specialist registrars felt that FY1s were better prepared for communicating with patients and relatives than with medical colleagues 17…”

Section: Discussionsupporting

confidence: 62%

“…In a West Midlands study, graduates consistently rated themselves significantly higher than did their ES in the vast majority of domains 5. However, studies in Manchester6 and Liverpool7 8 demonstrated a better degree of concordance between the perceptions of newly qualified doctors and their supervisors. A Bristol study that asked new doctors near the end of their first postgraduate year to rate their own levels of competence in a variety of domains found no correlation whatsoever with matched ratings in the same domains provided by their supervising consultants 9…”

Section: Introductionmentioning

confidence: 95%

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Are medical graduates ready to face the challenges of Foundation training?

Tallentire

Smith

Wylde

et al. 2011

Postgraduate Medical Journal

124

101

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PURPOSE OF STUDY Previous research demonstrates that graduating medical students often feel unprepared for practice and that their perceptions of preparedness correlate only partially with those of their supervising consultants. This study explores the components of preparedness for practice from the perspectives of both newly qualified doctors and their educational supervisors. STUDY DESIGN A questionnaire study was undertaken at the University of Edinburgh, involving feedback on preparedness for practice over three consecutive years from 2007 to 2009, against 13 major programme outcomes, from graduates and their educational supervisors. In addition, free text responses were sought and thematically analysed. RESULTS Graduates consistently felt well prepared in consultation and communication skills but less prepared in acute care and prescribing. Educational supervisors consistently felt that graduates were well prepared in information technology and communication skills but less prepared in acute care and practical procedures. Free text analysis identified four main themes: knowledge; skills; personal attributes; and familiarity with the ward environment. CONCLUSIONS Preparedness for practice data can be enriched by repeated collection over several years, comparison of different perspectives, and incorporation of free text responses. The non-technical skills of decision-making, initiative, prioritisation, and coping with stress are important components of preparing new doctors for practice. Education for Foundation trainees should focus on the areas in which graduates are perceived to be less prepared, such as acute care, prescribing, and procedural skills.

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Section: Discussionsupporting

confidence: 62%

Section: Introductionmentioning

confidence: 95%

Are medical graduates ready to face the challenges of Foundation training?

Tallentire

Smith

Wylde

et al. 2011

Postgraduate Medical Journal

124

101

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“…Items on medico-legal and ethics were adapted from the work carried out by Watmough et al (2006), while items on work-related use of IT and the internet were based on the work of Rehman and Ramzy (2004), Mansoor (2002) and Arora (2005). Based on Cave et al (2007), the instrument ended with an overall single-item evaluation with the statement, "My experience at medical school prepared me well for this job I have undertaken so far".…”

Section: Methodsmentioning

confidence: 99%

“…It is envisaged that the six-department rotation will increase the standard of medical practice in the country as opposed to the previous three-department rotation. Apart from clinical competence alone, there is also a growing concern on the need for medical education outcome to produce health professionals who are also aware of the medico-legal and ethical ramifications of healthcare services (Watmough et al, 2006); and also equipped with ICT skills (Rehman and Ramzy, 2004).…”

Section: Introductionmentioning

confidence: 99%

Preparedness for hospital practice in assuring quality of care

Manaf

Ghazali

Borhan

et al. 2016

TQM

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.*Related content and download information correct at time of download. Purpose -The purpose of this paper is to identify the dimensions of preparedness for hospital practice among newly graduated medical officers in Malaysian hospitals who are undergoing their housemanship training; and to compare the level of preparedness among the different curricula and predict the dimensions of preparedness for hospital practice. Design/methodology/approach -A national study was carried out and data collection was by means of self-administered questionnaire. Data obtained (n ¼ 1,213) were subjected to exploratory factor analysis using Statistical Package for Social Sciences version 18 in extracting the dimensions of preparedness for hospital practice. Findings -Nine dimensions of hospital practice were identified which were access to information and IT skills, interpersonal skills, basic skills, and continuing professional development, holistic skills, coping skills, ethic and legal skills, patient management skills, scientific knowledge, and clinical skills. Overall, the respondents felt their medical schools prepared them for hospital practice. The strongest predictor for preparedness for hospital practice is coping skills. Holistic skill and preparedness for hospital practice was found to be negatively associated. Those who graduated from twining programmes between Malaysian and overseas universities were found to be better prepared for hospital practice. Social implications -An understanding on preparedness for hospital practice among newly graduated medical officers is a step forward in assuring patient safety and quality of care. The current issue and full text archive of this journal is available on Emerald Insight at: www.emeraldinsight.com/1754-2731.htmThe authors wish to acknowledge with thanks funding from the Institute of Health Management, Ministry of Health Malaysia for the above study. Originality/value -Although of significant importance, however, a study of this nature is rarely researched and the first for Malaysian houseman.

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“…In order to understand the place of simulation in education and training, we need to understand clearly what the problem is and why (and perhaps if) simulation is the answer. The literature related to 'human factors' [6] gives us insights into why some doctors feel poorly trained to cope with clinical problems and how their performance may be improved [7][8][9]. Firstly, early studies appeared to demonstrate that human working memory was extremely limited and could only hold around seven items (between five and nine) [10], although more recent studies have demonstrated that it is close to four items (between three and five); that is, we can only hold around four items in our working memory before the next item pushes out the first [11].…”

Section: Editorialmentioning

confidence: 99%

What is simulation for?

Byrne

2012

Anaesthesia

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Educational supervisors evaluate the preparedness of graduates from a reformed UK curriculum to work as pre-registration house officers (PRHOs): a qualitative study

Cited by 36 publications

References 16 publications

Are medical graduates ready to face the challenges of Foundation training?

Are medical graduates ready to face the challenges of Foundation training?

Preparedness for hospital practice in assuring quality of care

What is simulation for?

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