Does a new undergraduate curriculum based on Tomorrow's Doctors prepare house officers better for their first post? A qualitative study of the views of pre-registration house officers using critical incidents

O’Neill, Paul; Jones, Alison; Willis, Sarah; McArdle, Patricia

doi:10.1046/j.1365-2923.2003.01714.x

Cited by 41 publications

(61 citation statements)

References 21 publications

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“…However, studies suggest the implementation of PBL as traditional curriculum students seem to have problems with problem solving, critical thinking and other professional development and are less able to cope with uncertainty, knowing their personal limits and asserting their rights for support [9,20,21]. Furthermore previous studies conclude that interdisciplinary studies with PBL foster above-mentioned skills in students following these studies and prepare them better for a professional career [21][22][23].…”

Section: Discussionmentioning

confidence: 99%

Perspectives on gender-specific medicine, course and learning style preferences in medical education: a study among students at the Medical University of Vienna

Harreiter

Wiener

Plass

et al. 2011

Wien Med Wochenschr

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In the study for the thesis Web Based Training with Moodle: Gender-differences in Action of Drugs, a survey among students of the Medical University of Vienna (MUV) concerning the implementation of gender-specific medicine in the curriculum and students' learning styles was performed. Data analysis (given as mean±sem) showed that students (n = 642) rated (Likert scale, 1-6) the importance of gender-specific medicine fairly high (4.02±0.06), and rated the importance of knowing about gender-specific medicine as a medical doctor even higher (4.49±0.05). Further implementation of gender-relevant topics into the curriculum appeared less important (3.64±0.06). Students rated their own knowledge on gender-specific medicine neutrally (3.40±0.05). For some items significant differences between males and females as well as the old and new curriculum were found. Students considered gender-specific medicine as important but sufficiently covered in their medical education at the MUV.

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Section: Discussionmentioning

confidence: 99%

Perspectives on gender-specific medicine, course and learning style preferences in medical education: a study among students at the Medical University of Vienna

Harreiter

Wiener

Plass

et al. 2011

Wien Med Wochenschr

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“…Em relação à análise qualitativa, trabalhou-se com uma adaptação da técnica de análise de conteúdo 5 Ainda em relação aos resultados mais positivos nos cursos de ABP do que nos de currículo tradicional, destacam-se capacidades pessoais evidenciadas em mais de um estudo: autoaprendizagem e busca por conhecimento 9,10 ; iniciativa 10 ; lidar com a crítica e com limites pessoais 10,12 ; aceitar responsabilidade 10, ; lidar com a incerteza 11,12,16 e lidar com a saúde pessoal e bem-estar 11,15 . Entre essas capacidades, foram classificadas como de forte nível de evidência nos cursos de ABP por Koh e colaboradores 4 as capacidades de responsabilidade, lidar com a incerteza e lidar com a saúde pessoal e bem-estar.…”

Section: Metodologiaunclassified

Aprendizagem Baseada em Problemas na formação médica e o currículo tradicional de Medicina: uma revisão bibliográfica

Gomes

Brino

Aquilante

et al. 2009

Rev. bras. educ. med.

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Este artigo analisa estudos que comparam a utilização da Aprendizagem Baseada em Problemas (ABP) na formação médica com o desenvolvimento de currículo tradicional de Medicina. O desenho metodológico, caracterizado como uma revisão da literatura sobre o assunto, realizada a partir de uma abordagem qualitativa, apoia-se na busca de artigos em bases de dados e bibliotecas virtuais, publicados de 1998 a 2008, com os termos medicina, graduação, aprendizagem baseada em problemas e ensino tradicional. O material foi estudado a partir da técnica de análise de conteúdo temática. A discussão se desenvolve a partir dos resultados acerca do uso da ABP na graduação médica em comparação aos resultados de cursos de currículo tradicional. Conclui-se que o uso da ABP na graduação médica pode ser uma alternativa na implementação das diretrizes brasileiras para a formação médica. A B S T R A C TThis article examines studies that compare the use of problem-based learning (PBL) in medical training with the development of the traditional medical curriculum. The methodological design, a literature review of the subject with a qualitative approach, was based on an article search in databases and virtual libraries, with publications from 1998 to 2008, using the terms "medicine", "undergraduate education", "problem-based learning" and "traditional education". The material was studied using thematic content analysis. The discussion is based on results with use of PBL in undergraduate medical training, compared to the traditional medical curriculum. In conclusion, PBL in undergraduate medical education can be an alternative to traditional Brazilian curricular guidelines for medical training.

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“…These doctors often feel unprepared for dealing with dying patients [9][10][11] and find communicating with dying patients and their relatives particularly difficult. 5,12,13 This can be heightened if the patient/relatives in some way remind the doctor of their own family 12,14,15 or if the doctor has not had an opportunity to build up a relationship with them, e.g. when 'crosscovering'.…”

mentioning

confidence: 99%

Educational needs of foundation doctors caring for dying patients

Linklater¹

2010

JRCPE

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The aim of this study was to identify the educational needs of year one North of Scotland foundation doctors caring for dying patients. A postal questionnaire approach was used. The results from the questionnaire (79/132 respondents) confirmed that year one foundation doctors are frequently exposed to patient death, with 61% finding their most memorable patient death to be emotionally distressing. A quarter (26%) of respondents had recent experience of significant personal bereavement. Communicating with patients and relatives at the end of life, concerns about overtreatment and lack of senior support were highlighted as particularly difficult issues. Educational needs of the foundation doctors were identified, emphasising the importance of emotional, analytical and personal competencies.

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Does a new undergraduate curriculum based on Tomorrow's Doctors prepare house officers better for their first post? A qualitative study of the views of pre-registration house officers using critical incidents

Cited by 41 publications

References 21 publications

Perspectives on gender-specific medicine, course and learning style preferences in medical education: a study among students at the Medical University of Vienna

Perspectives on gender-specific medicine, course and learning style preferences in medical education: a study among students at the Medical University of Vienna

Aprendizagem Baseada em Problemas na formação médica e o currículo tradicional de Medicina: uma revisão bibliográfica

Educational needs of foundation doctors caring for dying patients

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