Peninsula Medical School, University of Plymouth, UK.
Med Teach. 2011;33(6):459-67. doi: 10.3109/0142159X.2010.540267.
Undergraduate medicine curricula can be designed to enable smoother transition to work as a junior doctor. Evaluations should improve curriculum design.
To compare a graduate cohort from one medical school with a cohort from other medical schools in the same Foundation Year 1 (FY1) programme in terms of retrospective perceptions of readiness for practice.
A Likert-scale questionnaire measured self-perception of readiness to practice, including general capabilities and specific clinical skills.
Response rate was 74% (n = 146). The Peninsula Medical School cohort reported readiness for practice at a significantly higher level than the comparison cohort in 14 out of 58 items (24%), particularly for 'coping with uncertainty'. In only one item (2%) does the comparison cohort report at a significantly higher level.
Significant differences between cohorts may be explained by undergraduate curriculum design, where the opportunity for early, structured work-based, experiential learning as students, with patient contact at the core of the experience, may promote smoother transition to work as a junior doctor. Evaluation informs continuous quality improvement of the curriculum.
本科医学课程的设计可以使医学生毕业后更顺利地过渡到初级医生的工作岗位。评估应改进课程设计。
比较一所医学院的毕业生和同一基础年 1（FY1）项目中其他医学院的毕业生在实践准备方面的回顾性认知。
采用李克特量表问卷衡量自我实践准备感，包括一般能力和特定临床技能。
应答率为 74%（n=146）。半岛医学院的毕业生在 58 项中的 14 项（24%）中报告的实践准备程度明显高于对照组，尤其是在“应对不确定性”方面。对照组仅在一项（2%）中报告的水平明显更高。
两个队列之间的显著差异可能是由本科课程设计解释的，其中学生有机会在早期进行结构化的基于工作的体验式学习，以接触患者为体验的核心，这可能会促进更顺利地过渡到初级医生的工作岗位。评估为课程的持续质量改进提供信息。
