Predicting performance of junior doctors: Association of workplace based assessment with demographic characteristics, emotional intelligence, selection scores, and undergraduate academic performance

Abstract

Introduction: Predicting workplace performance of junior doctors from before entry or during medical school is difficult and has limited available evidence. This study explored the association between selected predictor variables and workplace based performance in junior doctors during their first postgraduate year.

Methods: Two cohorts of medical students (n = 200) from one university in Western Australia participated in the longitudinal study. Pearson correlation coefficients and multivariate analyses utilizing linear regression were used to assess the relationships between performance on the Junior Doctor Assessment Tool (JDAT) and its sub-components with demographic characteristics, selection scores for medical school entry, emotional intelligence, and undergraduate academic performance.

Results: Grade Point Average (GPA) at the completion of undergraduate studies had the most significant association with better performance on the overall JDAT and each subscale. Increased age was a negative predictor for junior doctor performance on the Clinical management subscale and understanding emotion was a predictor for the JDAT Communication subscale. Secondary school performance measured by Tertiary Entry Rank on entry to medical school score predicted GPA but not junior doctor performance.

Discussion: The GPA as a composite measure of ability and performance in medical school is associated with junior doctor assessment scores. Using this variable to identify students at risk of difficulty could assist planning for appropriate supervision, support, and training for medical graduates transitioning to the workplace.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Glossary

Junior Doctor Assessment Tool (JDAT): Has been developed locally for use in Western Australian tertiary training institutions to assess performance in clinical management, communication skills, and professional behavior of junior doctors.

Notes on contributors

Sandra E. Carr, BSc, MPH, PhD (Med Ed), is the Head, Division of Health Professions Education, The University of Western Australia.

Antonio Celenza, MClin Ed, is from the MD Education Unit, The University of Western Australia.

Annette M. Mercer, PhD, is adjunct in the Division of Health Professions Education, The University of Western Australia.

Fiona Lake is from the School of Medicine, The University of Western Australia.

Ian B. Puddey is from the School of Medicine, The University of Western Australia.