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The relationship between medical student learning opportunities and preparedness for practice: a questionnaire study.

Burford B, Whittle V, Vance GH - BMC Med Educ (2014)

Bottom Line: A significant challenge is to provide safe learning opportunities that will optimise students' preparedness to start work.Real-life experience was a better predictor of preparedness than simulated practice.The format and facilitation of placements may need to be addressed in order to enhance the quality of experience during final year.

View Article: PubMed Central - PubMed

Affiliation: School of Medical Education, Newcastle University, Ridley Building 1, Newcastle upon Tyne NE1 7RU, UK. bryan.burford@newcastle.ac.uk.

ABSTRACT

Background: Alongside providing a knowledge base and practical skills, undergraduate medical education must prepare graduates to immediately begin practice as qualified doctors. A significant challenge is to provide safe learning opportunities that will optimise students' preparedness to start work. This study examined UK graduates' preparedness for clinical practice, and their exposure to real-life and simulated immediate care scenarios during final year placements.

Method: A questionnaire measuring students' perceived preparedness, and their exposure to immediate care scenarios, was distributed to all new Foundation Year 1 doctors (F1s) attending an induction session in one region of the UK.

Results: 356 F1s responded to the questionnaire (91% response rate; 89% of cohort) and data from 344 graduates of UK medical schools were analysed. Respondents were generally prepared for practice, but many reported few 'hands-on' experiences of providing immediate care during final year placements (a median of 1-2 experiences).Those who had 1-2 experiences reported no greater preparedness for acute management than those reporting no experience. Several exposures are necessary for a significant increase in perceived preparedness. Real-life experience was a better predictor of preparedness than simulated practice.

Conclusions: Gaps still remain in medical students' acute care experience, with a direct relationship to their perceived preparedness. The format and facilitation of placements may need to be addressed in order to enhance the quality of experience during final year.

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Related in: MedlinePlus

Preparedness to manage acute patients plotted against number of experiences of providing immediate care.
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Fig2: Preparedness to manage acute patients plotted against number of experiences of providing immediate care.

Mentions: There is also a significant difference in preparedness when considered against the number of hands-on experiences of acute care (Kruskall-Wallis H = 25.4024, df = 3, p < 0.001, see Figure 2). However, pairwise comparison indicates that there is no significant difference between point A and point B, indicating that preparedness is no higher for those who have 1–2 experiences of immediate care than for those who have none. Point A is significantly different from point C (U = 1318, p < 0.001) and point D (U = 647, p < 0.001), while point B is also significantly different from point D (U = 2972, p < 0.001).Figure 1


The relationship between medical student learning opportunities and preparedness for practice: a questionnaire study.

Burford B, Whittle V, Vance GH - BMC Med Educ (2014)

Preparedness to manage acute patients plotted against number of experiences of providing immediate care.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4288662&req=5

Fig2: Preparedness to manage acute patients plotted against number of experiences of providing immediate care.
Mentions: There is also a significant difference in preparedness when considered against the number of hands-on experiences of acute care (Kruskall-Wallis H = 25.4024, df = 3, p < 0.001, see Figure 2). However, pairwise comparison indicates that there is no significant difference between point A and point B, indicating that preparedness is no higher for those who have 1–2 experiences of immediate care than for those who have none. Point A is significantly different from point C (U = 1318, p < 0.001) and point D (U = 647, p < 0.001), while point B is also significantly different from point D (U = 2972, p < 0.001).Figure 1

Bottom Line: A significant challenge is to provide safe learning opportunities that will optimise students' preparedness to start work.Real-life experience was a better predictor of preparedness than simulated practice.The format and facilitation of placements may need to be addressed in order to enhance the quality of experience during final year.

View Article: PubMed Central - PubMed

Affiliation: School of Medical Education, Newcastle University, Ridley Building 1, Newcastle upon Tyne NE1 7RU, UK. bryan.burford@newcastle.ac.uk.

ABSTRACT

Background: Alongside providing a knowledge base and practical skills, undergraduate medical education must prepare graduates to immediately begin practice as qualified doctors. A significant challenge is to provide safe learning opportunities that will optimise students' preparedness to start work. This study examined UK graduates' preparedness for clinical practice, and their exposure to real-life and simulated immediate care scenarios during final year placements.

Method: A questionnaire measuring students' perceived preparedness, and their exposure to immediate care scenarios, was distributed to all new Foundation Year 1 doctors (F1s) attending an induction session in one region of the UK.

Results: 356 F1s responded to the questionnaire (91% response rate; 89% of cohort) and data from 344 graduates of UK medical schools were analysed. Respondents were generally prepared for practice, but many reported few 'hands-on' experiences of providing immediate care during final year placements (a median of 1-2 experiences).Those who had 1-2 experiences reported no greater preparedness for acute management than those reporting no experience. Several exposures are necessary for a significant increase in perceived preparedness. Real-life experience was a better predictor of preparedness than simulated practice.

Conclusions: Gaps still remain in medical students' acute care experience, with a direct relationship to their perceived preparedness. The format and facilitation of placements may need to be addressed in order to enhance the quality of experience during final year.

Show MeSH
Related in: MedlinePlus