Smith L F
Department of Epidemiology & Public Health Medicine, University of Bristol, UK.
Med Educ. 1995 Jan;29(1):77-84. doi: 10.1111/j.1365-2923.1995.tb02806.x.
During 1991-1992 a confidential questionnaire was administered to a sample of United Kingdom medical students to determine if undergraduate education improved students' perceived competence at eight practical procedures. Of 2521 students given questionnaires, 1483 (58.8%) replied; 948 (65.5%) had had some obstetric and 866 (60.8%) some neonatal education. Such education did improve students' perceived competence (P < 0.001) on self-assessed Likert scales, but most still believe themselves not to be competent when they have completed their obstetric and neonatal education. Regression models were able to explain much (38.7-65.1%) of the variability in perceived competence at obstetric procedures: obstetric education, performing practical procedures, and witnessing deliveries in a general practitioner unit were all associated with higher competence; but less (4.8-20.8%) of the variability in perceived neonatal competence. It is suggested that undergraduate experience should be congruent with the aims and objectives of obstetric and neonatal education, and that these need to be reviewed in the light of the recent General Medical Council proposed changes to medical education.
1991年至1992年期间，对英国医学生样本进行了一项保密问卷调查，以确定本科教育是否提高了学生在八项实践操作中的感知能力。在发放问卷的2521名学生中，1483名（58.8%）进行了回复；948名（65.5%）接受过一些产科教育，866名（60.8%）接受过一些新生儿科教育。这种教育确实提高了学生在自我评估李克特量表上的感知能力（P < 0.001），但大多数学生在完成产科和新生儿科教育后，仍然认为自己能力不足。回归模型能够解释产科操作感知能力差异的很大一部分（38.7% - 65.1%）：产科教育、进行实践操作以及在全科医疗单位观摩分娩都与更高的能力相关；但在新生儿科感知能力差异中所占比例较小（4.8% - 20.8%）。建议本科教育经历应与产科和新生儿科教育的目标相一致，并且需要根据英国医学总会最近提议的医学教育改革进行审视。
