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[Do the interns receive the supervision they are supposed to get?]
O Aarseth1, G Falck, G Brattebø
1Turnusrådet, Den norske laegeforening, Lysaker.
Summary
Most Norwegian preregistration house officers received inadequate training, with many reporting no introductory information, supervision, or feedback during their hospital internships. Enhancing clinical training quality requires specific interventions for these crucial early-career medical professionals.
Area of Science:
- Medical Education
- Graduate Medical Training
- Clinical Supervision
Context:
- The Norwegian preregistration internship is a 12-month hospital-based training program (6 months medical, 6 months surgical) followed by general practice.
- This study evaluated the provision of intended information, supervision, feedback, and internal assessment for house officers during the hospital phase.
- A survey was administered to recent preregistration house officers, achieving a 78% response rate (104/133).
Purpose:
- To assess the extent to which essential components of postgraduate medical training, including information, supervision, and feedback, are provided to preregistration house officers in Norwegian hospitals.
- To identify deficiencies in the educational and evaluative support systems during the critical initial phase of medical practice.
Summary:
- A significant majority of surveyed house officers reported a lack of introductory information and supervision (50% medical, 65% surgical).
- Two-thirds of participants were not involved in structured educational programs, and 80% received no systematic feedback on their performance.
- Most house officers did not undergo any formal work evaluation, indicating systemic gaps in training oversight.
Impact:
- Findings highlight a critical need for targeted interventions to improve the quality of clinical training for preregistration house officers.
- Addressing these deficiencies is essential for ensuring competent and well-supported early-career physicians, ultimately benefiting patient care.
- The study underscores the importance of robust training frameworks in graduate medical education to foster professional development and clinical skill acquisition.