Hoat Luu Ngoc, Dung Do Van, Wright E Pamela
Biostatistics and Medical Informatics Department, Faculty of Public Health, Hanoi Medical University, Dong Da, Hanoi, Vietnam.
BMC Med Educ. 2007 Jun 28;7:19. doi: 10.1186/1472-6920-7-19.
As part of the process to develop more community-oriented medical teaching in Vietnam, eight medical schools prepared a set of standard learning objectives with attention to the needs of a doctor working with the community. Because they were prepared based on government documents and the opinions of the teachers, it was necessary to check them with doctors who had already graduated and were working at different sites in the community.
Each of the eight medical faculties asked 100 practising recent graduates to complete a questionnaire to check the relevance of the skills that the teachers considered most important. We used mean and standard deviation to summarize the scores rated by the respondents for each skill and percentile at four points: p50, p25, p10 and p5 to describe the variation of scores among the respondents. Correlation coefficient was used to measure the relationship between skill levels set by the teachers and the perception of practicing doctors regarding frequency of using skills and priority for each skill. Additional information was taken from the records of focus group discussions to clarify, explain or expand on the results from the quantitative data.
In many cases the skills considered important by teachers were also rated as highly necessary and/or frequently used by the respondents. There were, however, discrepancies: some skills important to teachers were seldom used and not considered important by the doctors. In focus group discussions the doctors also identified skills that are not taught at all in the medical schools but would be needed by practising doctors.
Although most of the skills and skill levels included in the learning objectives by the teachers were consistent with the opinions of their graduates, the match was not perfect. The experience of the graduates and their additional comments should be included as inputs to the definition of learning objectives for medical students.
作为在越南发展更具社区导向型医学教学过程的一部分，八所医学院校制定了一套标准学习目标，同时关注社区医生的需求。由于这些目标是根据政府文件和教师意见制定的，因此有必要与已毕业并在社区不同岗位工作的医生进行核对。
八所医学院校各自邀请100名近期毕业的执业医生填写一份问卷，以检验教师认为最重要的技能的相关性。我们使用均值和标准差来汇总受访者对每项技能的评分，并使用四个百分点：p50、p25、p10和p5来描述受访者评分的差异。相关系数用于衡量教师设定的技能水平与执业医生对技能使用频率和每项技能优先级的认知之间的关系。从焦点小组讨论记录中获取了更多信息，以澄清、解释或扩展定量数据的结果。
在许多情况下，教师认为重要的技能也被受访者评为高度必要和/或经常使用。然而，存在差异：一些对教师重要的技能很少被使用，医生也不认为其重要。在焦点小组讨论中，医生们还指出了医学院校根本未教授但执业医生需要的技能。
尽管教师制定的学习目标中包含的大多数技能和技能水平与毕业生的意见一致，但匹配并不完美。毕业生的经验及其补充意见应作为医学生学习目标定义的输入内容。
