Medical graduates evaluate the effectiveness of their education

Abstract

In response to the General Medical Council's 1991 Consultative Document proposing changes to medical curricula, the King's College School of Medicine and Dentistry, London, established a steering group to plan a new curriculum. As part of this process a postal survey was undertaken of five cohorts of King's graduates to ascertain how well the medical course they had undertaken had equipped them for practice. The questionnaire explored the level of factual content, the adequacy of their skills training, and the development of personal attributes during the course. A total of 371 graduates replied, a response rate of 78%. Over 70% indicated that their education had satisfactorily equipped them for their medical practice. Significant differences were found, however, between those now practising in primary care and those in hospital medicine regarding the importance attached to different subjects within the curriculum, and also with respect to the personal attributes the graduates felt they had acquired. Both groups identified deficiencies in virtually all aspects of their skills training: clinical, analytical, communication, management and technical. This feedback from some of the 'consumers' of medical education is now being used to assist the planning of the new King's curriculum.

Lernen am späteren Arbeitsplatz: Eine Analyse studentischer Erwartungen und Erfahrungen im „Praktischen Jahr“

“…All diese Faktoren behindern letztendlich eine adä quate Integration und Supervision von auszubildenden Junga¨rzten [5][6][7]. Internationale Studien konnten zeigen, dass viele PJ-Studenten die medizinischen Hochschulen verlassen, ohne eine ausreichende Vorbereitung fü r den Berufseinstieg erhalten zu haben [3,[8][9][10]. Dieses Ergebnis wurde in einer retrospektiv angelegten deutschen Studentenumfrage bestä tigt.…”

Recall Knowledge of Biochemistry for Interns after Graduation from Medical Schools

“…A study was done by Clack (1994) on five cohorts of King's College medical graduates in the UK that commented about their perception of biochemistry in their 'traditional' basic science course. It seems that not only were they taught a 'vast quantity' of detailed biochemistry with lack of clinical relevance but it also led to excessive learning for examinations [2]. Many authors are convinced that students learn more effectively if the knowledge and skills they acquire are inserted and contextualized in relevant real-life, problem based situations or when adopting outcome-focused curriculum [3]- [4].…”

Validação de Instrumento de Avaliação de Disciplinas de Escola Médica no Brasil

“…Dessa forma, ao avaliar suas disciplinas de maneira ativa, o aluno participa da elaboração da versão seguinte do currículo da sua escola e, em especial, da discussão dos processos pedagógicos. Adquire condições de olhar de forma mais crítica e criteriosa para sua ação discente, tornando-se responsável e coautor do processo ensino-aprendizagem [13][14][15] . Aos docentes e à instituição, esse instrumento permite diagnosticar a situação disciplinar do curso e detectar fragilidades, potencialidades e pontos fortes.…”