Training our prevocational doctors

Lake, Fiona; Landau, Lou

doi:10.5694/j.1326-5377.2007.tb00830.x

Cited by 6 publications

(7 citation statements)

References 7 publications

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“…ED shift work precludes trainees from regular attendance at educational sessions . A growing body of literature has also shown that the traditional model of delivering education through a lecture‐based format is less effective and appealing to millennial learners …”

Section: Introductionmentioning

confidence: 99%

“…format is less effective and appealing to millennial learners. 9,[15][16][17][18][19][20][21] The Emergency Department General Education (EDGE) programme is an emergency medicine intern education programme that commenced in 2011 operating between Modbury and Lyell McEwin Hospitals in South Australia. The programme corresponds to the interns' 10 week emergency medicine term and runs five-times each year.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing intern emergency medicine education using a combined didactic and web‐based learning curriculum: The EDGE programme

Windish

Stuart

Cruz

et al. 2019

Emerg Medicine Australasia

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Objective To assess the effectiveness of an education programme that integrates web‐based learning into classroom sessions. Methods This prospective study involved a convenience sample of ED interns rotating at two study site hospitals between April 2015 and January 2017. Interns undertook weekly ED classroom‐based education and were given access to a web‐based learning resource with completion being voluntary. To assess change in medical knowledge multiple choice examinations were administered during week 1 and week 10 of the term. The study's primary end‐point was the effect of the web‐based resource on participants' knowledge. The median % of online modules completed by participants (75%) was used as a cut‐off to create two groups. The % improvement between the test scores at week 1 and week 10 of each group were then compared. Intern satisfaction with the programme was also assessed using a satisfaction survey. Results The average examination score for all participants was significantly higher at week 10 than week 1 (80% vs 68%; P < 0.001). The primary end‐point, % improvement between the week 1 and week 10 scores of those that completed ≤75% of web‐based modules (mean 16%; 95% CI 12–20%) and those that completed >75% of web‐based modules (mean 27%; 95% CI 20–34%), showed a statistically significant difference (P = 0.03). Interns surveyed were also highly satisfied with programme. Conclusions This blended curriculum that integrates a web‐based resource into classroom learning shows promise in enhancing intern emergency medicine education.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Enhancing intern emergency medicine education using a combined didactic and web‐based learning curriculum: The EDGE programme

Windish

Stuart

Cruz

et al. 2019

Emerg Medicine Australasia

View full text Add to dashboard Cite

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“…In addition to concerns about the capacity of education and training systems to accommodate additional graduates, there are calls for review of prevocational educational processes to enhance quality 11 , 12 and better prepare graduates for the 21st century health care workplace 13 . Australian and international research indicates that many interns feel poorly prepared for practice 14 .…”

mentioning

confidence: 99%

Enhancing capacity for intern training in the emergency department: the MoLIE project

Brazil

Greenslade

Brown

2011

Medical Journal of Australia

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Objective: To evaluate an intern educational project, the More Learning for Interns in Emergency (MoLIE) project, designed to increase intern placements in the emergency department (ED). Design, setting and participants: The study was conducted in the ED of the Royal Brisbane and Women's Hospital, Queensland, in 2008. As well as the usual direct contact with patients, interns had 8 hours per week of “off the floor” structured learning time supervised by consultants. This allowed for an increased number of interns to complete a term in the ED over a 1‐year period. The study was evaluated by an intern exit feedback survey and a senior staff survey. Main outcome measures: Numbers of intern placements in the ED; intern satisfaction with the project; senior medical staff satisfaction with interns’ skills and performance assessments. Results: The number of interns completing a term in the ED increased from 65 in 2007 to 90 in 2008. Overall, the 90 interns surveyed were highly satisfied with their training. Most agreed or strongly agreed that the sessions were relevant and covered the right mix of clinical and professional issues. Most of the 12 senior staff surveyed felt that the participating interns performed slightly or much better than interns in previous years, and that their experience as supervisors and overall patient care were improved. Conclusions: The project successfully combined increased intern numbers with educational outcomes that were well perceived by interns and senior staff, without adversely affecting service delivery or supervision workload in the ED.

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“…Medical education is a continuum from medical school to independent practice, but the prevocational years (PGY1 and PGY2) interposed between undergraduate and vocational training are crucial in the quest for good medical practice and good doctors. And herein lies the rub — the prevocational years have been labelled as a lost opportunity for medical education 9 . The factors responsible for this are many and include the apprenticeship nature of training; 10 ‐ 12 an ill‐defined curriculum; 10 training by time‐poor and variably competent teachers; 10 variable teacher training; 13 the clash between the priorities of service delivery and education; 10 , 12 and variable resourcing of teachers, program supervisors, and the state or territory postgraduate medical education councils 12 , 14 .…”

mentioning

confidence: 99%

“… Will the medical education and training infrastructure be able to cope with increasing throughput? Despite teaching alternatives such as simulation, the experience garnered by extensive clinical exposure still remains crucial in medical training 9 What are the core competencies of the new medical graduate?…”

mentioning

confidence: 99%

Challenges and change in medical training: the Australian Curriculum Framework for Junior Doctors

Weyden

2007

Medical Journal of Australia

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Training our prevocational doctors

Cited by 6 publications

References 7 publications

Enhancing intern emergency medicine education using a combined didactic and web‐based learning curriculum: The EDGE programme

Enhancing intern emergency medicine education using a combined didactic and web‐based learning curriculum: The EDGE programme

Enhancing capacity for intern training in the emergency department: the MoLIE project

Challenges and change in medical training: the Australian Curriculum Framework for Junior Doctors

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