Identifying attributes required by Foundation Year 1 doctors in multidisciplinary teams: a tool for performance evaluation

Abstract

This study demonstrates the potential of repertory grid methodology in eliciting attributes that are important for effective teamworking, and using these to evaluate MDT working by FY1 doctors.

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

“…Where there are data, by purely adding up the number of studies we might think that graduates are prepared for communication with colleagues and patients 2736 37 39 41 42 Although there are few studies of preparedness for multidisciplinary team-working, the evidence is relatively robust and indicates unpreparedness of graduates: thus, two of the three manuscripts suggesting problems in this area had multidisciplinary team-working as the sole focus of their work 6061 Both concluded that medical graduates have preparedness problems.…”

“…As with earlier sections, the evidence is complex. Medical graduates often have problems with time management,27 36 37 60 68 but seem to understand their own limitations36 37 41 42 with inconclusive data on graduates' abilities to identify and organise their learning needs and reflective practice 3741 42 For this latter aspect, perhaps graduates from older curricula are less well prepared than those learning in a more contemporary way 37.…”

“…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…”

“…Furthermore, many more studies suggest that graduates are unprepared9–11 13 14 27 28 35–57 60–62 74–76 80 than those suggesting they are prepared 1025 27 28 36–39 41–43 50 51 64 81 Most studies providing evidence of graduates' preparedness also provide evidence of graduates' unpreparedness (only four do not); such studies include different cohorts of graduates (eg, new vs old curricula) or differing perspectives (eg, trainee vs trainer) 25…”

“…25 27 28 36–39 41–43 50 51 64 81 Most studies providing evidence of graduates' preparedness also provide evidence of graduates' unpreparedness (only four do not); such studies include different cohorts of graduates (eg, new vs old curricula) or differing perspectives (eg, trainee vs trainer) 2541 64 81 Similarly, the studies mapping to the doctor as professional show more contributing evidence to suggest graduates unprepared27 36–39 41 42 51 52 60 62 66 69 79 than prepared,27 36–39 41 42 51 69 78 with only one study contributing data purely suggesting graduates are prepared 78…”