Preparation for practice: how can medical schools better prepare PRHOs?

Abstract

There is growing evidence that new PRHOs feel unprepared for their first post. This study compared three cohorts of graduates, the first from a traditional systems-based curriculum, the second from the same systems-based curriculum, who had also taken an intercalated degree, and the third from a PBL curriculum who had not intercalated. Subjective reports of confidence in clinical skills, anxiety and feelings of preparedness for practice were assessed using a previously published instrument. Graduates from the PBL curriculum who had not intercalated felt significantly better prepared, less anxious and more confident than equivalent graduates from the systems-based curriculum. Systems-based curriculum graduates who had taken an additional intercalated degree scored as highly in these criteria as the PBL graduates who had not intercalated. Despite these improvements, absolute levels of anxiety remained high and feelings of preparedness and confidence in clinical skills remained poor.

Additional information

Notes on contributors

Dason E. Evans

DASON EVANS has been working in medical education since 1999 and remains clinically active. Particular areas of responsibility and interest include: clinical skills teaching, learning and assessment; supporting students in academic difficulty; and teaching communication skills around sexual health. He completed a master's in health professionals education in February 2006.

C. Michael Roberts

MIKE ROBERTS is a consultant physician, head of year 5 at BLQMUL and Director of the North East Thames Foundation School. His educational interests are in the transition between the undergraduate and early postgraduate years, assessment and web-based learning.