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首页> 外文期刊>Medical education >Perceptions of how well graduates are prepared for the role of pre-registration house officer: a comparison of outcomes from a traditional and an integrated PBL curriculum.
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Perceptions of how well graduates are prepared for the role of pre-registration house officer: a comparison of outcomes from a traditional and an integrated PBL curriculum.

机译：对毕业生为预注册内务人员的角色做好准备的看法：比较传统PBL课程和综合PBL课程的结果。

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INTRODUCTION: Most medical schools in the UK have been engaged in major curriculum reform based on their premises of what might improve undergraduate medical education. In 1994 the course at the medical school of the University of Manchester changed to an integrated course using problem-based learning throughout and with increased emphasis on community-based medical education. This study explores whether the new curriculum has produced any differences in perceptions of how well graduates are prepared for the role of pre-registration house officer. METHODS: A postal questionnaire was used to survey 1998 Manchester graduates (traditional course) and 1999 Manchester graduates (new course), three months into their first pre-registration house officer placement. A similar questionnaire was sent to the educational supervisors who were supervising the graduates. The questionnaire was designed to measure perceptions of levels of preparedness for the role of pre-registration house officer, using a list of broad areas of competence and specific skills listed in the General Medical Council's 'The New Doctor'. RESULTS: Graduates rated the new course significantly more effective for 12 of the 19 broad competences and eight of the 13 specific skills that were listed. The 'new' graduates rated their understanding of disease processes lower than the 'traditional' graduates, but there was no difference in the ratings given by the educational supervisors for this. Overall the educational supervisors rated the new course as better preparing graduates in five of the competences. CONCLUSIONS: Overall, the evaluation shows that a major change in curriculum approach has changed the profile of the perceived preparedness of graduates for entering professional practice.
机译：简介：英国大多数医学院都根据其可能改善本科医学教育的前提进行了重大课程改革。 1994年，曼彻斯特大学医学院的课程改为使用基于问题的学习的综合课程，并且越来越重视基于社区的医学教育。这项研究探讨了新课程是否对毕业生为预注册房务官的角色做好准备的看法产生了差异。方法：使用邮政调查表对1998年曼彻斯特毕业生（传统课程）和1999年曼彻斯特毕业生（新课程）进行调查，这是他们第一次进行预登记内​​务干事安置的三个月。类似的调查问卷也发送给了指导毕业生的教育主管。该问卷的设计目的是使用通用医学委员会“新医生”中列出的一系列胜任能力和特定技能，来衡量对预先注册内务人员角色的准备水平的看法。结果：毕业生对列出的19种广泛能力中的12种和所列出的13种特定技能中的8种进行了有效评估。 “新”毕业生对疾病过程的了解程度低于“传统”毕业生，但是教育主管对此的评价没有差异。总体而言，教育主管对新课程的评价是，其中有五项能力可以更好地为毕业生做好准备。结论：总体而言，评估表明，课程方法的重大变化已经改变了毕业生对进入专业实践的准备程度的认识。

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