A structured assessment of newly qualified medical graduates

Burch, Vanessa; Nash, RE; Zabow, T; Gibbs, Trevor; Aubin, Lindsey; Jacobs, Brittany L.; Hift, Richard

doi:10.1111/j.1365-2929.2005.02192.x

Cited by 50 publications

(50 citation statements)

References 24 publications

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“…And it's much worse if compared to a study conducted at the Charring Cross and Westminster medical school in which 80% of medical students had performed more than 10 DRE 12 . But more or less similar to the result of South African medical school 9 . In group A 7% and in group B 0% have done more than 10 DRE, so that it's not surprising that 1/3 of group A, and more than this in group B are not confident in their ability to give an opinion about their finding on DRE and nearly most of them in both groups had never felt neither a clinically malignant prostate nor rectal tumor.…”

Section: Discussionsupporting

confidence: 73%

“…Urethral catheterization is the most frequent retrograde manipulation performed on the urinary tract 8 . Although newly qualified doctors perform male urethral catheterization, few have received formal instruction in the technique as undergraduate 9 . Digital Rectal Examination is done while the patient is lying on left lateral position, knees flexed close to chest.…”

Section: Introductionmentioning

confidence: 99%

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Digital rectal examination and urethral catheterization by medical students: comparative study

Aghaways

2013

ZJMS

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Background and objective: To determine the difference of acquired skills of how to perform Digital Rectal Examination and Urethral Catheterization, by medical students of two groups. Group (A) large group (traditional teaching group) and Group (B) small teaching group Methods: A questionnaire containing information related to digital rectal examination (DRE) and urethral catheterization was given to all year six medical students at College of Medicine, University of Sulaimanyia , in June 2004 and 2007, just before their final examination. The questionnaire focused on the important points in relation to ways of teaching. Results:Responses to all given questions in the questionnaire from the two groups were different, 54% of students from traditional teaching group responded as oppose to 53% from small group . Up to 93% of traditional teaching group student were taught how to perform Digital Rectal Examination, while approximately 80% of students from small teaching group have been taught to do DRE. Only 23% of those among traditional teaching group have done more than 3 DRE, while that of small teaching group was only 8%. In both groups, their findings were uncommonly checked by senior doctor. In both groups nearly 80% of the students had never felt a clinically malignant prostate and nearly the same for rectal tumor. Students from traditional teaching group, who did Digital Rectal Examination, 22% of them were not sure about their ability to give an opinion based on their clinical findings, while 33% of the small teaching groups were unable to give opinion. Nearly 73% in traditional reaching group have been taught how to perform male urethral catheterization, while that of small teaching group was 78%. In traditional teaching group, only 23% have performed 2 and less male urethral catheterization on qualification while 44% in small teaching group. 39% of small teaching group were not confident at all to do male urethral catheterization, while that of traditional teaching group was 27% only. Conclusion: There was obvious similarity between the two groups regarding the lack of basic skill in conducting DRE, urethral catheterization. This was probably due lack of objectives in the teaching curriculum.

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Section: Discussionsupporting

confidence: 73%

Section: Introductionmentioning

confidence: 99%

Digital rectal examination and urethral catheterization by medical students: comparative study

Aghaways

2013

ZJMS

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“…Although, as discussed earlier, many writers (Bergus et al 2006;Burch et al 2005; Chur-Hansen and Vernon-Roberts 2000a; Chur-Hansen and Vernon-Roberts 2000b; Edwards 2001; Langford et al 2004;Ludbrook 2007;Moran et al 1991;Pololi et al 2004;Showalter and Griffin 2000;Zhuo 1989) emphasize the importance of writing skills for medical students, it remains the case that in the Egyptian context, courses provide little opportunity for developing writing skills beyond the intermediate level achieved at secondary level.…”

Section: Comment [Eab3]mentioning

confidence: 99%

The impact of interactive whiteboard technology on medical students' achievement in ESL essay writing: an early study in Egypt

Albaaly

Higgins

2012

The Language Learning Journal

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

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“…There is concern that this shortage of 'hands on' training may adversely impact on P4P (Burch et al, 2005). A particularly worrying aspect of poor P4P is that it is associated with high levels of individual stress (Paice et al, 2002) which can result in emotional exhaustion and psychological distress in the internship year (Willcock et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

What factors in rural and remote extended clinical placements may contribute to preparedness for practice from the perspective of students and clinicians?

et al. 2013

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Background: Community based rural education opportunities have expanded in Australia, attracting more medical students to placements in rural and remote settings. Aim:To identify the factors in an integrated, community engaged rural placement that may contribute to preparedness for practice (P4P), from the perspective of students and clinicians Methods: Forty two semi-structured interviews with medical students, supervisors and clinicians analysed thematically.Results: Opportunities for clinical learning, personal and professional development and cultural awareness were reported by students and clinicians as key factors that contribute to preparedness for practice. Potential barriers in rural and remote settings included geographical and academic isolation, perceived educational risk and differing degrees of program engagement. Conclusions:A longitudinal clinical placement in a rural setting may enable development of enhanced competencies leading to P4P. A rural setting can help provide a unique experience through hands-on learning, enhanced personal and professional development opportunities and observation of the cultural and contextual impact on health. Practice Points-Clinical experience in rural community settings can have a positive influence on perceptions of P4P.

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A structured assessment of newly qualified medical graduates

Cited by 50 publications

References 24 publications

Digital rectal examination and urethral catheterization by medical students: comparative study

Digital rectal examination and urethral catheterization by medical students: comparative study

The impact of interactive whiteboard technology on medical students' achievement in ESL essay writing: an early study in Egypt

What factors in rural and remote extended clinical placements may contribute to preparedness for practice from the perspective of students and clinicians?

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