Training experiences immediately after medical school

Abstract

Trainees in all teaching hospitals in New South Wales were surveyed using a self-completion, postal questionnaire to assess perceptions of the quality and extent of training received for interactional and technical skills. The response rate was 67.1%. Mean age was 25.4 years and 38.8% were female. Overall, training was found to be generally poor in terms of time and educational strategies used. Interactional skills were found to receive lower levels of training than technical skills both prior to and during the intern year with significantly fewer (P < 0.000) educational strategies reported for training received in interactional skills than for technical skills. Trainees' perceptions of the adequacy of training was significantly more negative for interactional than technical skills (P < 0.001). Assessment of competence was also significantly lower for interactional than technical skills (P < 0.001). On average, fewer than one in three trainees considered themselves to be competent in interactional skills compared to two-thirds who reported themselves as competent for technical skills. The findings of this study highlight the need for improved efforts with regard to both the quality and quantity of training provided during the intern year. Considerable scope exists for improved educational experiences for both interactional and technical skill areas, but particularly for interactional skills. Overall, greater use of a range of basic educational strategies such as the provision of 'observation' and 'critical feedback' is indicated. Efforts also need to be directed toward the training of clinical educators to optimize the potential of the preregistration period.

Communication Skills among Surgical Trainees: Perceptions of Residents in a Teaching Hospital in Northern Nigeria

“…This gap in medical education is bad for the [2][3][4][5][6] patients, their family and surgeon. Talking about training programme in surgery of both the West African College of Surgeons and the National Postgraduate College of Nigeria recognizes that effective care of the patient begins with and must be [11][12][13] sustained by good communication skills The Colleges require residents to demonstrate interpersonal and communication skills that will result in effective information exchange with professional associates, patients and their families and ultimately provide quality surgical care. Very few studies have assessed communication between surgery residents and their patients in sub-Saharan Africa.…”

Junior Doctors' Opinions about the Transition from Medical School to Clinical Practice: A Change of Environment

“…Growing concern has been expressed about the effects of the hospital as a working environment on junior doctors (Calman & Donaldson, 1991;Gillard et al, 1993;Roche et al, 1997;Rolfe et al, 1998;Bogg et al, 2001). The heavy workload and long hours are particularly worrisome (Firth-Cozens, 1987;Gillard et al, 1993;Bogg et al, 2001).…”

Preparedness for hospital practice in assuring quality of care

“…A number of studies have been carried out on the effects of the hospital as a working environment on junior doctors (Calman and Donaldson, 1991;Gillard et al, 1993;Roche et al, 1997Roche et al, , 1998Bogg et al, 2001). The heavy workload and long hours are particularly worrisome (Gillard et al, 1993;Bogg et al, 2001).…”

“…The heavy workload and long hours are particularly worrisome (Gillard et al, 1993;Bogg et al, 2001). In several studies, junior doctors themselves have expressed concerns for their rudimentary organisational skills, extreme workload, stress, depression, inadequate supervision, and insufficient support from senior staff (Calman and Donaldson, 1991;Roche et al, 1997Roche et al, , 1998. Studies have also shown that there are stressors or perceived problems faced by graduating medical students going into the community (Tamblyn, 1999;Williams et al, 1997).…”