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Preregistration house officer skill and competency assessment through questionnaires
Simon Watmough1, Ida Ryland, David C M Taylor
1School of Medical Education, University of Liverpool, Liverpool.
British Journal of Hospital Medicine (London, England : 2005)
|October 5, 2006
Summary
University of Liverpool medical graduates from reformed and traditional programs assessed their competencies. Graduates from the reformed, problem-based learning curriculum reported higher competency levels.
Area of Science:
- Medical Education
- Curriculum Reform
- Competency Assessment
Background:
- The University of Liverpool transitioned its medical program in 1996.
- The reform shifted from a traditional lecture-based model to integrated problem-based learning (PBL).
Purpose of the Study:
- To compare the self-assessed competencies of medical graduates from traditional and reformed curricula.
- To evaluate the impact of curriculum reform on graduate preparedness.
Main Methods:
- A questionnaire survey was administered to Liverpool medical graduates.
- Respondents included graduates from both the traditional and reformed (PBL) curricula.
- Graduates were asked to evaluate their acquired competencies.
Main Results:
- Graduates from the reformed, problem-based learning curriculum reported higher self-assessed competencies compared to those from the traditional curriculum.
- Specific areas of enhanced competency in the PBL group may be identified (further detail needed).
Conclusions:
- The integrated problem-based learning medical curriculum at the University of Liverpool appears to enhance graduate self-assessed competencies.
- Curriculum reform can positively influence the development of medical graduate skills and preparedness.
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