Bojanić Katarina, Schears Gregory J, Schroeder Darrell R, Jenkins Sarah M, Warner David O, Sprung Juraj
Department of Obstetrics, Section of Neonatology, Merkur Clinical Hospital, Zagreb, Croatia.
BMC Res Notes. 2009 Jul 27;2:152. doi: 10.1186/1756-0500-2-152.
The Croatian higher education system is in the process of reforming its medical curricula to comply with European Union standards. We conducted a survey of students enrolled at the University of Zagreb (Croatia) asking them to rate their perception of preparedness for clinical practice prior to initiation of the reform process. The purpose of the survey was to identify self-perceived deficiencies in education and to establish a reference point for the later assessment of ongoing educational reform.
One-hundred and forty seven (N = 147) graduates reported the levels of perceived preparedness on 30 items grouped into 8 educational domains. Main domains were: understanding science, practical skills/patient management, holistic care, prevention, interpersonal skills, confidence/coping skills, collaboration, and self-directed learning. For each item, graduates self assessed their preparedness on a scale ranging from 1 to 4, with 1 = "Very inadequate", 2 = "Somewhat inadequate", 3 = "Somewhat adequate", and 4 = "Very adequate". In 7 out of 8 domains the achieved median score was >/= 3. Students expressed low confidence (defined when >/= 25% of respondents supplied a rating for the survey question as: "very inadequate" or "somewhat inadequate") with interpersonal skills (discussing terminal disease, counseling distraught patients, balancing professional and personal life), and in performing certain basic semi-invasive or invasive procedures.
Zagreb medical graduates identified several deficiencies within educational domains required for standard clinical practice. Ongoing educational efforts need to be directed towards the correction of these deficiencies in order to achieve standards required by the European Union.
克罗地亚高等教育系统正在对其医学课程进行改革，以符合欧盟标准。我们对萨格勒布大学（克罗地亚）的学生进行了一项调查，要求他们在改革进程启动前对自己临床实践准备情况的认知进行评分。该调查的目的是找出教育中自我认知的不足之处，并为后续正在进行的教育改革评估建立一个参考点。
147名毕业生报告了他们在分为8个教育领域的30个项目上的准备程度水平。主要领域包括：理解科学、实践技能/患者管理、整体护理、预防、人际技能、信心/应对技能、协作和自主学习。对于每个项目，毕业生根据1至4的量表对自己的准备程度进行自我评估，1 = “非常不足”，2 = “有些不足”，3 = “有些充足”，4 = “非常充足”。在8个领域中的7个领域，获得的中位数得分≥3。学生们在人际技能（讨论绝症、辅导心烦意乱的患者、平衡职业和个人生活）以及进行某些基本的半侵入性或侵入性操作方面信心较低（当≥25%的受访者对调查问题给出的评分是“非常不足”或“有些不足”时定义为信心低）。
萨格勒布医学毕业生指出了标准临床实践所需教育领域内的几个不足之处。为了达到欧盟要求的标准，需要持续进行教育努力以纠正这些不足。
