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Exit learning outcomes for the PRHO year: an evidence base for informed decisions
L A Paterson Davenport1, E A Hesketh, S G Macpherson
1Clinical Skills Centre, Ninewells Hospital and Medical School, Dundee, UK. l.a.patersondavenport@dundee.ac.uk
Medical Education
|February 14, 2004
Summary
Consensus has been reached on essential learning outcomes for pre-registration house officer (PRHO) training. This evidence base supports curriculum development and program review for improved medical education.
Area of Science:
- Medical Education
- Healthcare Professional Training
Background:
- Pre-registration house officer (PRHO) training is a critical stage in medical education.
- Developing a robust evidence base for PRHO learning outcomes is essential for informed curriculum planning.
Purpose of the Study:
- To evaluate potential learning outcomes for PRHO training.
- To establish an evidence base for decision-making in PRHO curriculum development.
Main Methods:
- A 2-stage Delphi process was used with Scottish stakeholders involved in PRHO training.
- Participants included deans, postgraduate tutors, and general practitioners with trainees.
- Respondents rated potential learning outcomes for inclusion or exclusion in the PRHO year.
Main Results:
- Learning outcomes were categorized under the 3-circle model: 'What the doctor can do', 'How they approach their practice', and 'Their professionalism'.
- Priority 1 outcomes (45/81) emphasized clinical skills, patient investigation/management, communication, attitudes, and personal development.
- Priority 1 did not include health promotion and disease prevention; these were noted in lower priority groupings.
Conclusions:
- Consensus on PRHO learning outcomes provides an evidence base for curriculum planning.
- Prioritization of outcomes aids in the application of this evidence.
- This evidence base should inform reviews of all PRHO training programs.
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