Looking ‘back to the future’: alumni perceptions of a UK undergraduate medical programme

Lueddeke, George R.; Anderson, Fiona; Carr, Norman J.; Mitchell, Barry; Taylor, Melinda E.

doi:10.1080/01421590600627425

Cited by 8 publications

(4 citation statements)

References 13 publications

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“…Overall, although it would have been preferable to have a higher rate of return for consultants, the response rate was adequate, reasonable and fair,34 35 36 especially since the questionnaire sought a comprehensive view of preparedness in relation to the curricular outcomes of Tomorrow’s Doctors 2 and hence contained a large number of questions. The questionnaire was also anonymous and thus non-respondents could not be followed up, although attempts were made to contact all potential respondents several times.…”

Section: Resultsmentioning

confidence: 99%

How well prepared are medical students for their first year as doctors? The views of consultants and specialist registrars in two teaching hospitals

Matheson

2009

Postgraduate Medical Journal

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Objective: To evaluate (1) the extent to which first year doctors (foundation year 1 doctors, F1s) in two teaching hospitals in the Trent Deanery were rated by specialist registrars (SpRs) and consultants as being well prepared for practice; (2) the importance ascribed by SpRs and consultants to the various items of core knowledge, skills and attitudes outlined in the publication of the General Medical Council, Tomorrow's Doctors. Method: SpRs and consultants were asked to rate: how well prepared F1s were in a range of items of core knowledge, skills and attitudes that a new medical graduate must possess as outlined in Tomorrow's Doctors; the importance for a new doctor of each item of core knowledge, skills and attitudes; and how well the medical school had prepared F1s in respect of key generic issues related to their practice. Results: In most of the items of core knowledge, skills and attitudes covering 8 of the 11 topic areas of Tomorrow's Doctors, F1s were seen as not prepared for starting work, especially in regard to clinical and practical skills and the more challenging communication skills. They were best prepared in asking for help and in basic communication skills. Conclusions: Overall, F1s in the study were not well prepared either to perform the tasks that await them or in terms of most of the specific background knowledge and skills necessary for the successful execution of those tasks. The level of preparedness raises important issues about medical training and transition from medical graduate to first year doctor. Further research is needed to determine whether this situation exists in other regions of the UK.

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Section: Resultsmentioning

confidence: 99%

How well prepared are medical students for their first year as doctors? The views of consultants and specialist registrars in two teaching hospitals

Matheson

2009

Postgraduate Medical Journal

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“…The competencies listed in Tomorrow’s doctors (General Medical Council 2003) have served as guidelines for several studies and curriculum evaluations in Europe (e.g. Lueddeke et al. 2006; Schmidt, Vermulen & Van Der Molen 2006).…”

Section: Discussionmentioning

confidence: 99%

Undergraduate socialization in medical education: ideals of professional physicians’ practice

Lindberg¹

2009

Learn Health Soc Care

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A study of professional socialization in a medical education programme in Sweden is presented. The aim of the study was to explore ideals held within the educational practice concerning what constitutes an effective professional practitioner. Sixteen respondents from educational practice, eight teachers and eight students, were interviewed regarding their views on what constitutes 'the ideal physician', i.e. the desirable end product of medical education. Their responses were classified into six virtues: wisdom, discipline, humility, empathy, maturity and strength, each with corresponding vices. These virtues and vices reflect a desired direction for professional socialization during medical training and the professional performance of physicians. They also provide useful indicators of what has been described as medicine's hidden curriculum. Implications for curriculum planning and the organization of learning in medical education are discussed.

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“…For many, a perceived lack of preparedness for the role of doctor makes the transition stressful and difficult 5–8 . Previous research has suggested that the care of acutely unwell patients is an area in which many medical graduates feel poorly prepared 7,9–12 . Much of the research focus, however, has been on quantifying preparedness in a single facet of acute care 13–17 or on the evaluation of courses designed to improve acute care skills before or shortly after the graduate commences work as a doctor 18–22 .…”

Section: Introductionmentioning

confidence: 99%

Understanding the behaviour of newly qualified doctors in acute care contexts

et al. 2011

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Although the potential of metacognitive strategies to reduce medical error is acknowledged, the framework promotes looking beyond the individual to consider the contributions to patient safety of identity issues, role uncertainty and the hierarchical clinical environment. A more distributed approach to situation awareness may help junior doctors to better tolerate complexity and uncertainty. The efficacy of simulation as an educational strategy may be improved by finding ways to recreate the hierarchical and stressful environment in which junior doctors practise. Junior doctors should be aware of the impact of affect and emotion on behaviour, and clinical supervisors should strive to ensure that roles and responsibilities are explicitly discussed.

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Looking ‘back to the future’: alumni perceptions of a UK undergraduate medical programme

Cited by 8 publications

References 13 publications

How well prepared are medical students for their first year as doctors? The views of consultants and specialist registrars in two teaching hospitals

How well prepared are medical students for their first year as doctors? The views of consultants and specialist registrars in two teaching hospitals

Undergraduate socialization in medical education: ideals of professional physicians’ practice

Understanding the behaviour of newly qualified doctors in acute care contexts

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