Faivre J-C, Agopiantz M, Loeb E, Cassinari K, Wack M, Catoire P, Braun M, Thilly N, Coudane H
Université de Lorraine, 54511 Vandœuvre-lès-Nancy, France; Département universitaire de radiothérapie, institut de cancérologie de Lorraine, 6, avenue de Bourgogne, CS 30519, 54511 Vandœuvre-lès-Nancy cedex, France; Inter syndicat national des internes, 75005 Paris, France.
Université de Lorraine, 54511 Vandœuvre-lès-Nancy, France; Inter syndicat national des internes, 75005 Paris, France; Département d'endocrinologie et de gynécologie médicale, CHU de Nancy, 54500 Vandœuvre-lès-Nancy, France.
Rev Med Interne. 2015 Sep;36(9):579-87. doi: 10.1016/j.revmed.2015.02.009. Epub 2015 May 14.
In France, medical students regularly complain about the shortcomings of their theoretical training and the necessity of its adaptation to better fit the needs of students. The goal was to evaluate the theoretical teaching practices in postgraduate medical studies by: 1) collecting data from medical students in different medical faculties in France; 2) comparing this data with expected practices when it is possible; 3) and proposing several lines of improvement.
A survey of theoretical practices in the 3rd cycle of medical studies was conducted by self-administered questionnaires which were free of charge, anonymous, and administered electronically from July 3 to October 31, 2013 to all medical students in France.
National, inter-regional, regional and field internship educational content was absent in respectively 50.5%, 42.8%, 26.0% and 30.2% of cases. Medical students follow complementary training due to insufficient DES and/or DESC 2 training in 43.7% of cases or as part of a professional project in 54.9% of cases. The knowledge sought by medical students concerns the following crosscutting topics: career development (58.9%), practice management (50.7%), medical English (50.4%) and their specialty organization (49.9%). Fifty-four point one percent would like to be evaluated on their theoretical training on an annual basis.
The results of this first national survey give insights into the theoretical teaching conditions in postgraduate medical education in France and the aspirations of medical students.
