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Perceptions of graduating students from eight medical schools in Vietnam on acquisition of key skills identified by teachers

机译：越南八所医学院毕业的学生对教师确定的关键技能的认知

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Background The eight main Vietnamese medical schools recently cooperated to produce a book listing the knowledge, attitudes and skills expected of a graduate, including specification of the required level for each skill. The teaching program should ensure that students can reach that level. The objective of this study was to determine the perception of graduating students on whether they had achieved the level set for a selection of clinical and public health skills as a guide for the schools to adjust either the levels or the teaching. Methods From all eight schools, 1136 of the 1528 final year students completed questionnaires just before completed all the requirements for graduation, a response rate of 87% overall (ranging from 74–99% per school). They rated their own competence on a scale of 0–5 for 129 skills selected from the 557 skills listed in the book, and reported where they thought they had learned them. The scores that the students gave themselves were then compared to the levels proposed by the teachers for each skill. The proportions of the self-assessed achievement to the levels expected by the teachers, means self-assessed scores and the coefficients of variation were calculated to make comparisons among disciplines, among schools and among learning sites. Results Most students felt they had learned most of the skills for key clinical departments to the required level; this varied little among the schools. Self-assessed skill acquisition in public health and minor clinical disciplines was lower and varied more. Sites outside the classroom were especially important for learning skills. The results revealed key similarities and differences between the teachers and the students in their perception about what could be learned and where Conclusion Revising a curriculum for medical schools demands inputs from all stakeholders. Graduating class students can provide valuable feedback on what they have learned in the existing system. Learning objectives should always be checked with students who have followed their study under existing teaching conditions. The information from the graduates helped to identify potential problem areas where either the objectives or the teaching need adjustment.
机译：背景技术越南八所主要医学院最近合作制作了一本书，其中列出了毕业生的期望知识，态度和技能，包括每种技能所需水平的说明。教学计划应确保学生可以达到该水平。这项研究的目的是确定即将毕业的学生对他们是否达到选择临床和公共卫生技能水平的看法，以作为学校调整水平或教学的指导。方法在所有八所学校中，在1528名最后一年的学生中，有1136名在即将完成所有毕业要求之前完成了问卷调查，总体回答率为87％（每所学校的回应率为74–99％）。他们对从书中列出的557种技能中选择的129种技能的能力进行了0-5分的评分，并报告了他们认为学习这些技能的地方。然后将学生给自己的分数与老师针对每种技能提出的分数进行比较。计算自我评估成绩与教师期望水平的比例，手段自我评估分数和变异系数，以进行学科之间，学校之间和学习地点之间的比较。结果大多数学生认为他们已经掌握了关键临床部门的大多数技能，达到了要求的水平。各学校之间的差异很小。在公共卫生和较小的临床学科中，自我评估的技能习得较低，变化较大。教室外的场所对于学习技能尤为重要。结果表明，在师生之间关于可以学到什么以及在何处的看法方面，主要的异同点。结论修订医学院的课程需要所有利益相关者的投入。即将毕业的班级学生可以就他们在现有系统中学到的知识提供有价值的反馈。学习目标应始终与在现有教学条件下学习的学生一起检查。毕业生提供的信息有助于确定可能需要调整目标或教学的潜在问题领域。

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