Foundation doctors’ views on whether their medical school prepared them well for work: UK graduates of 2008 and 2009

Goldacre, Michael J; Lambert, Trevor W; Svirko, Elena

doi:10.1136/postgradmedj-2012-131321

Cited by 58 publications

(58 citation statements)

References 14 publications

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“…For example, some asked a simple broad question such as “how well did your undergraduate course prepare you for examining patients”36 and provided five categories from ‘unprepared’ to ‘extremely well prepared’. Others provided a general statement such as “my experience at [medical school] prepared me well for the jobs I have undertaken so far”34 37 using five categories from ‘strongly agree’ to ‘strongly disagree’ or a scaled response from ‘generally not at all’ to ‘generally very well prepared’. Another approach required junior doctors to rate their preparedness for practice at the point of graduation (a more specific question) against curricula outcomes with a four-point scale from ‘poor’ to ‘very good’ 38.…”

Section: Resultsmentioning

confidence: 99%

“…Evidence suggests that the following factors influence higher self-ratings of preparedness: medical school,14 34–36 39 67 graduates from more recent cohorts,27 34 35 37 graduate-entry students,35 70 shadowing and other attachments,70 problem-based learning courses,27 70 UK-trained versus non-UK-trained graduates working in the UK,32 60 graduates with an intercalated degree35 and experience since starting work 70. Furthermore, there is some evidence that suggests that school is not a factor 14…”

Section: Resultsmentioning

confidence: 99%

“…12 67 The majority of studies in this section comprised self-report data (only one exception),64 often being large-scale, across multiple sites and suggesting a high level of efficacy for the process 1012 29 30 33 34 64 67 However, despite this, the inconsistent nature of induction across trusts or wards is problematic 812 30 34 This includes problems of insufficient induction stemming from timetable difficulties and staff shortages, with researchers suggesting a possible correlation between feeling unprepared and inadequate (or no) induction breeding errors alongside feelings of unpreparedness, disorganisation, frustration and anxiety 8…”

Section: Resultsmentioning

confidence: 99%

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How prepared are UK medical graduates for practice? A rapid review of the literature 2009–2014

et al. 2017

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ObjectiveTo understand how prepared UK medical graduates are for practice and the effectiveness of workplace transition interventions.DesignA rapid review of the literature (registration #CRD42013005305).Data sourcesNine major databases (and key websites) were searched in two timeframes (July–September 2013; updated May–June 2014): CINAHL, Embase, Educational Resources Information Centre, Health Management Information Consortium, MEDLINE, MEDLINE in Process, PsycINFO, Scopus and Web of Knowledge.Eligibility criteria for selecting studiesPrimary research or studies reporting UK medical graduates' preparedness between 2009 and 2014: manuscripts in English; all study types; participants who are final-year medical students, medical graduates, clinical educators, patients or NHS employers and all outcome measures.Data extractionAt time 1, three researchers screened manuscripts (for duplicates, exclusion/inclusion criteria and quality). Remaining 81 manuscripts were coded. At time 2, one researcher repeated the process for 2013–2014 (adding six manuscripts). Data were analysed using a narrative synthesis and mapped against Tomorrow's Doctors (2009) graduate outcomes.ResultsMost studies comprised junior doctors' self-reports (65/87, 75%), few defined preparedness and a programmatic approach was lacking. Six themes were highlighted: individual skills/knowledge, interactional competence, systemic/technological competence, personal preparedness, demographic factors and transitional interventions. Graduates appear prepared for history taking, physical examinations and some clinical skills, but unprepared for other aspects, including prescribing, clinical reasoning/diagnoses, emergency management, multidisciplinary team-working, handover, error/safety incidents, understanding ethical/legal issues and ward environment familiarity. Shadowing and induction smooth transition into practice, but there is a paucity of evidence around assistantship efficacy.ConclusionsEducational interventions are needed to address areas of unpreparedness (eg, multidisciplinary team-working, prescribing and clinical reasoning). Future research in areas we are unsure about should adopt a programmatic and rigorous approach, with clear definitions of preparedness, multiple stakeholder perspectives along with multisite and longitudinal research designs to achieve a joined-up, systematic, approach to understanding future educational requirements for junior doctors.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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How prepared are UK medical graduates for practice? A rapid review of the literature 2009–2014

et al. 2017

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“…Prescribing is one of the most frequent activities undertaken junior doctors in UK hospitals, yet trainees often report that they feel underprepared to prescribe following completion of their undergraduate education [13–17]. A study commissioned by the General Medical Council (GMC) found that trainee doctors prescribe with an average error rate of 10%, and concluded that training in practical prescribing should form part of undergraduate education [18].…”

Section: Introductionmentioning

confidence: 99%

Perceptions and Impact of Mandatory eLearning for Foundation Trainee Doctors: A Qualitative Evaluation

et al. 2016

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BackgroundJunior doctors in the UK must complete various educational components during their two year Foundation training programme. It is important that mandatory learning is informative and engaging. The aim of this study was to evaluate trainee doctors’ perceptions of a Technology Enhanced Learning (TEL) programme developed to improve prescribing competency.MethodFocus groups and interviews were conducted at three hospital sites in the West Midlands. Codes, sub-themes and themes were determined using deductive and inductive thematic analysis.ResultsData were collected from 38 Foundation trainee doctors. Results revealed major themes relating to prescribing education, the user experience and user engagement. Key findings included the positive impact of preparedness following undergraduate education on the user experience of the TEL programme at the postgraduate level; the impact of content, structure, and individual learning needs and styles on the user experience; and the impact of motivation and time on engagement. Most trainees engaged with the programme owing to its mandatory nature; however, some trainees also used the programme voluntarily, for example, to acquire knowledge prior to starting a new placement.ConclusionsIt is important to ensure that learners are willing to engage with mandatory TEL, and that they have the time and motivation to do so. It is also important to ensure that learners have a positive user experience and that in designing TEL individual differences in learning styles and needs are taken into account. These findings have implications for educators and system developers in the construction and design of mandatory eLearning programmes.

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“…Such concern varies between students from different medical schools and is unrelated to how closely they consider that they are supervised in clinical settings. [5][6][7][8][9] A number of recent studies (most notably the GMC's EQUIP study) have raised questions about errors in prescribing by…”

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confidence: 99%

Registration at the time of graduation

Kopelman

2015

Clinical Medicine

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Foundation doctors’ views on whether their medical school prepared them well for work: UK graduates of 2008 and 2009

Abstract: Medical schools need feedback from their graduates about elements of medical school training that could improve preparedness for medical work. It also seems likely that there are some reasonably straightforward lessons that medical schools could learn from each other.

Cited by 58 publications

References 14 publications

How prepared are UK medical graduates for practice? A rapid review of the literature 2009–2014

How prepared are UK medical graduates for practice? A rapid review of the literature 2009–2014

Perceptions and Impact of Mandatory eLearning for Foundation Trainee Doctors: A Qualitative Evaluation

Registration at the time of graduation

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