Eyal Lilach, Cohen Robert
Hebrew University-Hadassah Faculty of Medicine, Jerusalem, Israel.
Med Teach. 2006 Sep;28(6):e162-70. doi: 10.1080/01421590600776578.
This paper describes the perceptions of students and graduates of the Hebrew University-Hadassah medical school in Israel regarding the effectiveness of their medical education in preparing them for work in the clinical setting. The six-year curriculum consists of three years of mainly lecture-based Basic Science courses, and three years of clinical education, consisting of clinical clerkship rotations of various lengths. An anonymous questionnaire containing 114 items was distributed to 294 students (in their clinical years) and 500 graduates of the faculty. A total of 371 respondents completed the questionnaire (response rate 49%). Overall 60% of the respondents were generally satisfied with the medical training they received. However, respondents indicated many deficiencies in the curriculum, and in their competences. More than half of the respondents felt that Basic Science courses lacked clinical relevance. Almost 40% of the respondents reported that students were not taught sufficient clinical skills in preparations for clinical practice. At least 50% of the respondents reported that they had not received adequate exposure to 26 out of the 36 important clinical activities and skills during clerkships. Only 33% of the respondents agreed that the fundamental knowledge, skills, attitudes and values that medical students should possess at the time of graduation were made explicitly clear to them. Perspectives of students and graduates were compared. In many questions significantly more graduates tended to rate their learning experience better than students. This study illuminates many aspects of the curriculum the faculty needs to address in order to prepare physicians effectively and efficiently for clinical work. It also stresses the need to integrate better preclinical and clinical studies, and to change to active learning methods. This study demonstrates the necessity of gathering information from students and graduates to evaluate their medical education experience.
本文描述了以色列希伯来大学-哈达萨医学院的学生和毕业生对其医学教育在使他们为临床工作做好准备方面的有效性的看法。六年制课程包括三年主要以讲座为主的基础科学课程，以及三年临床教育，包括不同时长的临床实习轮转。一份包含114个项目的匿名问卷被分发给了294名学生（处于临床学习阶段）和该学院的500名毕业生。共有371名受访者完成了问卷（回复率49%）。总体而言，60%的受访者对他们接受的医学培训基本满意。然而，受访者指出了课程及自身能力方面的许多不足。超过一半的受访者认为基础科学课程缺乏临床相关性。近40%的受访者表示，在为临床实习做准备时，学生没有学到足够的临床技能。至少50%的受访者称，在实习期间，他们没有充分接触到36项重要临床活动和技能中的26项。只有33%的受访者同意，医学生毕业时应具备的基础知识、技能、态度和价值观对他们来说是明确清晰的。对学生和毕业生的看法进行了比较。在许多问题上，明显更多的毕业生倾向于对他们的学习经历给出比学生更高的评价。这项研究揭示了课程中教师需要解决的许多方面，以便有效地培养医生从事临床工作。它还强调了更好地整合临床前和临床研究以及转向主动学习方法的必要性。这项研究证明了从学生和毕业生那里收集信息以评估他们的医学教育经历的必要性。
