Survey of self-assessed preparedness for clinical practice in one Croatian medical school

Katarina Bojani, Gregory J. Schears, Darrell R. Schroeder, Sarah M. Jenkins, David Oman Warner, Juraj Sprung

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Background. The Croatian higher education system is in the process of reforming its medical curricula to comply with European Union standards. We conducted a survey of students enrolled at the University of Zagreb (Croatia) asking them to rate their perception of preparedness for clinical practice prior to initiation of the reform process. The purpose of the survey was to identify self-perceived deficiencies in education and to establish a reference point for the later assessment of ongoing educational reform. Findings. One-hundred and forty seven (N = 147) graduates reported the levels of perceived preparedness on 30 items grouped into 8 educational domains. Main domains were: understanding science, practical skills/patient management, holistic care, prevention, interpersonal skills, confidence/coping skills, collaboration, and self-directed learning. For each item, graduates self assessed their preparedness on a scale ranging from 1 to 4, with 1 = "Very inadequate", 2 = "Somewhat inadequate", 3 = "Somewhat adequate", and 4 = "Very adequate". In 7 out of 8 domains the achieved median score was 3. Students expressed low confidence (defined when 25% of respondents supplied a rating for the survey question as: "very inadequate" or "somewhat inadequate") with interpersonal skills (discussing terminal disease, counseling distraught patients, balancing professional and personal life), and in performing certain basic semi-invasive or invasive procedures. Conclusion. Zagreb medical graduates identified several deficiencies within educational domains required for standard clinical practice. Ongoing educational efforts need to be directed towards the correction of these deficiencies in order to achieve standards required by the European Union.

Original languageEnglish (US)
Article number152
JournalBMC Research Notes
Volume2
DOIs
StatePublished - 2009

Fingerprint

Medical Schools
European Union
Education
Students
Educational Measurement
Patient Care Management
Reforming reactions
Curricula
Croatia
Psychological Adaptation
Curriculum
Counseling
Learning
Surveys and Questionnaires
Social Skills

ASJC Scopus subject areas

  • Biochemistry, Genetics and Molecular Biology(all)
  • Medicine(all)

Cite this

Survey of self-assessed preparedness for clinical practice in one Croatian medical school. / Bojani, Katarina; Schears, Gregory J.; Schroeder, Darrell R.; Jenkins, Sarah M.; Warner, David Oman; Sprung, Juraj.

In: BMC Research Notes, Vol. 2, 152, 2009.

Research output: Contribution to journalArticle

Bojani, Katarina ; Schears, Gregory J. ; Schroeder, Darrell R. ; Jenkins, Sarah M. ; Warner, David Oman ; Sprung, Juraj. / Survey of self-assessed preparedness for clinical practice in one Croatian medical school. In: BMC Research Notes. 2009 ; Vol. 2.
@article{cffd4ff08f5340e48cb0ff97d5aac3ba,
title = "Survey of self-assessed preparedness for clinical practice in one Croatian medical school",
abstract = "Background. The Croatian higher education system is in the process of reforming its medical curricula to comply with European Union standards. We conducted a survey of students enrolled at the University of Zagreb (Croatia) asking them to rate their perception of preparedness for clinical practice prior to initiation of the reform process. The purpose of the survey was to identify self-perceived deficiencies in education and to establish a reference point for the later assessment of ongoing educational reform. Findings. One-hundred and forty seven (N = 147) graduates reported the levels of perceived preparedness on 30 items grouped into 8 educational domains. Main domains were: understanding science, practical skills/patient management, holistic care, prevention, interpersonal skills, confidence/coping skills, collaboration, and self-directed learning. For each item, graduates self assessed their preparedness on a scale ranging from 1 to 4, with 1 = {"}Very inadequate{"}, 2 = {"}Somewhat inadequate{"}, 3 = {"}Somewhat adequate{"}, and 4 = {"}Very adequate{"}. In 7 out of 8 domains the achieved median score was 3. Students expressed low confidence (defined when 25{\%} of respondents supplied a rating for the survey question as: {"}very inadequate{"} or {"}somewhat inadequate{"}) with interpersonal skills (discussing terminal disease, counseling distraught patients, balancing professional and personal life), and in performing certain basic semi-invasive or invasive procedures. Conclusion. Zagreb medical graduates identified several deficiencies within educational domains required for standard clinical practice. Ongoing educational efforts need to be directed towards the correction of these deficiencies in order to achieve standards required by the European Union.",
author = "Katarina Bojani and Schears, {Gregory J.} and Schroeder, {Darrell R.} and Jenkins, {Sarah M.} and Warner, {David Oman} and Juraj Sprung",
year = "2009",
doi = "10.1186/1756-0500-2-152",
language = "English (US)",
volume = "2",
journal = "BMC Research Notes",
issn = "1756-0500",
publisher = "BioMed Central",

}

TY - JOUR

T1 - Survey of self-assessed preparedness for clinical practice in one Croatian medical school

AU - Bojani, Katarina

AU - Schears, Gregory J.

AU - Schroeder, Darrell R.

AU - Jenkins, Sarah M.

AU - Warner, David Oman

AU - Sprung, Juraj

PY - 2009

Y1 - 2009

N2 - Background. The Croatian higher education system is in the process of reforming its medical curricula to comply with European Union standards. We conducted a survey of students enrolled at the University of Zagreb (Croatia) asking them to rate their perception of preparedness for clinical practice prior to initiation of the reform process. The purpose of the survey was to identify self-perceived deficiencies in education and to establish a reference point for the later assessment of ongoing educational reform. Findings. One-hundred and forty seven (N = 147) graduates reported the levels of perceived preparedness on 30 items grouped into 8 educational domains. Main domains were: understanding science, practical skills/patient management, holistic care, prevention, interpersonal skills, confidence/coping skills, collaboration, and self-directed learning. For each item, graduates self assessed their preparedness on a scale ranging from 1 to 4, with 1 = "Very inadequate", 2 = "Somewhat inadequate", 3 = "Somewhat adequate", and 4 = "Very adequate". In 7 out of 8 domains the achieved median score was 3. Students expressed low confidence (defined when 25% of respondents supplied a rating for the survey question as: "very inadequate" or "somewhat inadequate") with interpersonal skills (discussing terminal disease, counseling distraught patients, balancing professional and personal life), and in performing certain basic semi-invasive or invasive procedures. Conclusion. Zagreb medical graduates identified several deficiencies within educational domains required for standard clinical practice. Ongoing educational efforts need to be directed towards the correction of these deficiencies in order to achieve standards required by the European Union.

AB - Background. The Croatian higher education system is in the process of reforming its medical curricula to comply with European Union standards. We conducted a survey of students enrolled at the University of Zagreb (Croatia) asking them to rate their perception of preparedness for clinical practice prior to initiation of the reform process. The purpose of the survey was to identify self-perceived deficiencies in education and to establish a reference point for the later assessment of ongoing educational reform. Findings. One-hundred and forty seven (N = 147) graduates reported the levels of perceived preparedness on 30 items grouped into 8 educational domains. Main domains were: understanding science, practical skills/patient management, holistic care, prevention, interpersonal skills, confidence/coping skills, collaboration, and self-directed learning. For each item, graduates self assessed their preparedness on a scale ranging from 1 to 4, with 1 = "Very inadequate", 2 = "Somewhat inadequate", 3 = "Somewhat adequate", and 4 = "Very adequate". In 7 out of 8 domains the achieved median score was 3. Students expressed low confidence (defined when 25% of respondents supplied a rating for the survey question as: "very inadequate" or "somewhat inadequate") with interpersonal skills (discussing terminal disease, counseling distraught patients, balancing professional and personal life), and in performing certain basic semi-invasive or invasive procedures. Conclusion. Zagreb medical graduates identified several deficiencies within educational domains required for standard clinical practice. Ongoing educational efforts need to be directed towards the correction of these deficiencies in order to achieve standards required by the European Union.

UR - http://www.scopus.com/inward/record.url?scp=77049100570&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77049100570&partnerID=8YFLogxK

U2 - 10.1186/1756-0500-2-152

DO - 10.1186/1756-0500-2-152

M3 - Article

VL - 2

JO - BMC Research Notes

JF - BMC Research Notes

SN - 1756-0500

M1 - 152

ER -