Competencies for first year residents – physicians’ views from medical schools with different undergraduate curricula
Abstract Background Frameworks like the CanMEDS model depicting professional roles and specific professional activities provide guidelines for postgraduate education. When medical graduates start their residency, they should possess certain competencies related to communication, management and profe...
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| Format: | Article |
| Language: | English |
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BMC
2017-09-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12909-017-0998-9 |
| _version_ | 1819207128501452800 |
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| author | Sophie Fürstenberg Kristina Schick Jana Deppermann Sarah Prediger Pascal O. Berberat Martina Kadmon Sigrid Harendza |
| author_facet | Sophie Fürstenberg Kristina Schick Jana Deppermann Sarah Prediger Pascal O. Berberat Martina Kadmon Sigrid Harendza |
| author_sort | Sophie Fürstenberg |
| collection | DOAJ |
| description | Abstract Background Frameworks like the CanMEDS model depicting professional roles and specific professional activities provide guidelines for postgraduate education. When medical graduates start their residency, they should possess certain competencies related to communication, management and professionalism while other competencies will be refined during postgraduate training. Our study aimed to evaluate the relevance of different competencies for a first year resident required for entrustment decision from the perspective of physicians from medical faculties with different undergraduate medical curricula. Methods Nine hundred fifty-two surgeons and internists from three medical schools with different undergraduate medical curricula were invited to rank 25 competencies according to their relevance for first year residents. The rankings were compared between universities, specialties, physicians’ positions, and gender. Results Two hundred two physicians participated, 76 from Hamburg University, 44 from Oldenburg University, and 82 from Technical University Munich. No significant differences were found regarding the top 10 competencies relevant for first year residents between the universities. ‘Responsibility’ was the competency with the highest rank overall. Internists ranked ‘Structure, work planning and priorities’ higher while surgeons ranked ‘Verbal communication with colleagues and supervisors’ higher. Consultants evaluated ‘Active listening to patients’ more important than department directors and residents. Female physicians ranked ‘Verbal communication with colleagues and supervisors’ and ‘Structure, work planning and priorities’ significantly higher while male physicians ranked ‘Scientifically and empirically grounded method of working’ significantly higher. Conclusions Physicians from universities with different undergraduate curricula principally agreed on the competencies relevant for first year residents. Some differences between physicians from different positions, specialties, and gender were found. These differences should be taken into account when planning competence-based postgraduate education training programs. |
| first_indexed | 2024-12-23T05:18:34Z |
| format | Article |
| id | doaj.art-37c3579210684f30af6e6f349ea470c2 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-23T05:18:34Z |
| publishDate | 2017-09-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-37c3579210684f30af6e6f349ea470c22022-12-21T17:58:46ZengBMCBMC Medical Education1472-69202017-09-011711810.1186/s12909-017-0998-9Competencies for first year residents – physicians’ views from medical schools with different undergraduate curriculaSophie Fürstenberg0Kristina Schick1Jana Deppermann2Sarah Prediger3Pascal O. Berberat4Martina Kadmon5Sigrid Harendza6Department of Internal Medicine, University Medical Center Hamburg-EppendorfTUM Medical Education Center, School of Medicine, Technical University of MunichDepartment of Medical Education and Education Research, Carl von Ossietzky University of OldenburgDepartment of Internal Medicine, University Medical Center Hamburg-EppendorfTUM Medical Education Center, School of Medicine, Technical University of MunichDepartment of Medical Education and Education Research, Carl von Ossietzky University of OldenburgDepartment of Internal Medicine, University Medical Center Hamburg-EppendorfAbstract Background Frameworks like the CanMEDS model depicting professional roles and specific professional activities provide guidelines for postgraduate education. When medical graduates start their residency, they should possess certain competencies related to communication, management and professionalism while other competencies will be refined during postgraduate training. Our study aimed to evaluate the relevance of different competencies for a first year resident required for entrustment decision from the perspective of physicians from medical faculties with different undergraduate medical curricula. Methods Nine hundred fifty-two surgeons and internists from three medical schools with different undergraduate medical curricula were invited to rank 25 competencies according to their relevance for first year residents. The rankings were compared between universities, specialties, physicians’ positions, and gender. Results Two hundred two physicians participated, 76 from Hamburg University, 44 from Oldenburg University, and 82 from Technical University Munich. No significant differences were found regarding the top 10 competencies relevant for first year residents between the universities. ‘Responsibility’ was the competency with the highest rank overall. Internists ranked ‘Structure, work planning and priorities’ higher while surgeons ranked ‘Verbal communication with colleagues and supervisors’ higher. Consultants evaluated ‘Active listening to patients’ more important than department directors and residents. Female physicians ranked ‘Verbal communication with colleagues and supervisors’ and ‘Structure, work planning and priorities’ significantly higher while male physicians ranked ‘Scientifically and empirically grounded method of working’ significantly higher. Conclusions Physicians from universities with different undergraduate curricula principally agreed on the competencies relevant for first year residents. Some differences between physicians from different positions, specialties, and gender were found. These differences should be taken into account when planning competence-based postgraduate education training programs.http://link.springer.com/article/10.1186/s12909-017-0998-9CompetenceCurriculumInternal medicinePhysicianPostgraduate medical educationResidency |
| spellingShingle | Sophie Fürstenberg Kristina Schick Jana Deppermann Sarah Prediger Pascal O. Berberat Martina Kadmon Sigrid Harendza Competencies for first year residents – physicians’ views from medical schools with different undergraduate curricula BMC Medical Education Competence Curriculum Internal medicine Physician Postgraduate medical education Residency |
| title | Competencies for first year residents – physicians’ views from medical schools with different undergraduate curricula |
| title_full | Competencies for first year residents – physicians’ views from medical schools with different undergraduate curricula |
| title_fullStr | Competencies for first year residents – physicians’ views from medical schools with different undergraduate curricula |
| title_full_unstemmed | Competencies for first year residents – physicians’ views from medical schools with different undergraduate curricula |
| title_short | Competencies for first year residents – physicians’ views from medical schools with different undergraduate curricula |
| title_sort | competencies for first year residents physicians views from medical schools with different undergraduate curricula |
| topic | Competence Curriculum Internal medicine Physician Postgraduate medical education Residency |
| url | http://link.springer.com/article/10.1186/s12909-017-0998-9 |
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