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Paediatric consultants and Senior House Officers (SHOs) have differing views on SHO preparedness for clinical practice. Discrepancies were noted in procedural skills, teamwork, and outpatient department activities, highlighting areas for educational improvement.

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Area of Science:

  • Medical Education
  • Paediatric Training
  • Clinical Skills Assessment

Background:

  • Assessing the preparedness of new paediatric doctors is crucial for patient safety and effective healthcare delivery.
  • Understanding the perspectives of both senior clinicians and trainees is essential for identifying gaps in medical education.
  • Paediatric Senior House Officers (SHOs) transition into demanding roles requiring a broad range of clinical competencies.

Purpose of the Study:

  • To compare paediatric consultant perceptions of SHO performance with SHOs' self-perceived preparedness for clinical practice.
  • To identify specific areas of paediatric training where perceived competence and preparedness levels differ between consultants and SHOs.
  • To inform curriculum development in undergraduate paediatric education.

Main Methods:

  • A questionnaire using a 5-point Likert scale was administered to paediatric consultants and SHOs.
  • The study assessed perceptions of preparedness and performance in areas including procedures, clinical examination, teamwork, history taking, and outpatient department (OPD) activities.
  • Statistical analysis, including the Mann-Whitney U test, was employed to compare responses between the two groups.

Main Results:

  • Responses from 50 consultants and 75 SHOs were analyzed.
  • No significant differences were found in perceptions of clinical examination and history-taking skills (p=0.51 and p=0.15).
  • Significant disparities emerged in evaluations of procedural skills, teamwork, and OPD activities (p<0.05).

Conclusions:

  • A notable gap exists between consultant assessments of SHO abilities and SHOs' self-reported preparedness in specific clinical areas.
  • Undergraduate paediatric education requires further refinement, particularly concerning procedural skills, teamwork, and outpatient care, to enhance graduate readiness.
  • Addressing these identified discrepancies is vital for improving the transition of newly qualified doctors into paediatric practice.