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Practicing doctors' perceptions on new learning objectives for Vietnamese medical schools.
Luu Ngoc Hoat1, Do Van Dung, E Pamela Wright
1Biostatistics and Medical Informatics Department, Faculty of Public Health, Hanoi Medical University, Dong Da, Hanoi, Vietnam. luungochoat@hn.vnn.vn
BMC Medical Education
|June 29, 2007
Summary
Medical schools in Vietnam revised learning objectives based on community needs. Recent graduates confirmed some skills but identified gaps, suggesting their input is crucial for curriculum development.
Area of Science:
- Medical Education
- Community Health
- Curriculum Development
Background:
- Eight Vietnamese medical schools aimed to create community-oriented medical teaching.
- Learning objectives were developed based on government documents and faculty opinions.
- Validation with practicing community doctors was necessary.
Purpose of the Study:
- To assess the relevance of skills identified by medical faculty for community-based practice.
- To compare faculty-defined learning objectives with the perceptions of recent medical graduates.
- To identify discrepancies and unmet skill needs in community medical practice.
Main Methods:
- A questionnaire was administered to 100 recent graduates from each of the eight medical faculties.
- Quantitative analysis included mean, standard deviation, and percentiles to summarize skill ratings.
- Correlation coefficients examined the relationship between faculty-defined skills and graduate perceptions.
- Focus group discussions provided qualitative data to supplement quantitative findings.
Main Results:
- A general agreement was found between skills prioritized by faculty and those deemed necessary/frequently used by graduates.
- Discrepancies emerged, with some faculty-important skills being rarely used or considered unimportant by practicing doctors.
- Focus groups revealed essential skills not currently included in medical school curricula.
Conclusions:
- While faculty-defined learning objectives largely aligned with graduate experiences, perfect concordance was not achieved.
- The practical experiences and insights of medical graduates are vital for refining learning objectives.
- Incorporating graduate feedback can enhance the community-centric relevance of medical education.
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