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Recent graduates felt well-prepared for teamwork but lacked confidence in pharmacotherapeutics and emergency handling. Effective teaching methods varied by skill, highlighting a need for targeted curriculum development.

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Area of Science:

  • Medical Education
  • Health Professions Education

Background:

  • Assessing student preparedness for clinical practice is crucial for effective healthcare training.
  • Identifying optimal curricular strategies enhances the development of essential clinical and professional competencies.

Purpose of the Study:

  • To evaluate final-year students' perceived readiness for clinical competencies.
  • To determine the most effective teaching methodologies for cultivating these competencies.

Main Methods:

  • A modified Preparation for Hospital Practice Questionnaire was administered to students prior to graduation.
  • Students self-assessed their preparedness and rated the efficacy of various teaching methods.

Main Results:

  • Students reported high confidence in group dynamics and teamwork, and continuous professional development.
  • Areas of perceived weakness included pharmacotherapeutics and managing medical emergencies.
  • Didactic lectures were favored for knowledge acquisition, simulations for interpersonal skills, case groups for critical thinking, and interprofessional events for professional accountability.

Conclusions:

  • The survey method provides an efficient approach to enhance clinical and professional competencies.
  • This self-assessment tool can support curriculum development and reform in health professions education.