Clinical competence of interns. Programme Evaluation Committee (PEC)

Area of Science:

• Medical Education
• Graduate Competency Assessment
• Health Professions Education

Background:

• Assessing clinical competence of medical graduates is crucial for patient safety and healthcare quality.
• Understanding how different medical school curricula influence graduate performance is essential for educational reform.
• Previous studies have shown varied outcomes for graduates from different educational backgrounds.

Purpose of the Study:

• To evaluate the clinical competence of medical graduates one year post-qualification in New South Wales (NSW), Australia.
• To compare the performance of graduates from problem-based learning (PBL) medical schools, traditional NSW medical schools, and international medical schools.
• To identify specific competencies where graduates from different educational backgrounds excel or underperform.

Main Methods:

• A clinical supervisors rating form assessing 13 competencies was administered to 485 interns (97.2% response rate) in NSW.
• Data were collected one year after graduates' qualification.
• Statistical analyses were performed, adjusting for age and gender.

Main Results:

• Graduates from PBL medical schools demonstrated significantly better interpersonal relationships, reliability, and self-directed learning skills.
• Interns from traditional NSW medical schools received higher ratings in teaching, diagnostic skills, and understanding of basic mechanisms.
• Graduates from international medical schools performed significantly worse across all assessed competencies compared to their NSW-educated peers.
• Female graduates and younger interns generally received better performance ratings.

Conclusions:

• The type of medical school curriculum significantly influences the development of specific clinical competencies in junior doctors.
• Problem-based learning curricula appear to foster essential 'soft skills' and self-management abilities.
• Traditional medical education may provide a stronger foundation in core clinical and scientific knowledge.
• International medical graduates require targeted support to meet Australian healthcare standards.
• Continuous monitoring of junior doctor performance, considering diverse educational backgrounds, is vital.