Young physicians’ competences from different points of view

Abstract

This paper describes a baseline evaluation of medical education focusing on the competences of young physicians. It was conducted in the context of a reform mandated for medical programs at Austrian state universities. The study investigated the goals of medical education (ideal situation) as well as the real situation. Furthermore, learning methods used by medical students were analyzed. A multiple-perspective procedure was applied and questionnaire data from students, graduates, university teachers, and clinical supervisors of young graduates were collected at the University of Graz. A high discrepancy was found between the goals of medical teaching and the educational effectiveness of achieving them. Competences of young physicians were rated to be relatively low -- thereby external ratings were systematically lower than self-ratings by students and graduates. Reading passages from required textbooks is the dominant learning behavior among students. Based on the results, a gap between the ideal and the actual medical competences imparted at university can be identified. With regard to the generally low-rated competences of young physicians, the precondition for practical requirements hardly seems to be optimal.

A Blended Learning Experience for Teaching Microbiology

“…[1][2][3][4] Accordingly, for more than a decade, the emphasis has been on education based on skills and competences. 5,6 In microbiology, as in many other experimental disciplines, it is not easy to teach the acquisition of skills. 7,8 The following are some of the factors that hinder students' learning skills:…”

Сфери І Функції Професійної Діяльності Лікарів В Австрії

“…Такі зміни вимагають залучення у сферу охорони здоров'я працівників інженерних та технічних спеціальностей, що істотно впливає на внутрішню структуру медичної професії. У сучасному етапі розвитку медицини лікар повинен володіти різнобічними знаннями з фаху, методами наукових досліджень, вмінням творчо мислити, швидко орієнтуватися в складних професійних ситуаціях, відрізнятися рішучістю дій [10].…”

Medical universities in Austria: impact of curriculum modernization on medical education

“…Preclinical and clinical education were strictly separate, teaching was organized exclusively along disciplinary lines and almost exclusively didactic, subject by subject was examined sequentially in one-to-one oral examinations, the proportion of electives was minimal, and a thesis was voluntary and only written by students wishing to pursue an academic career. The outcome was a far cry from fitness for practice [5]. Admission to medical undergraduate education was completely free.…”