Back to Search
Start Over
Does a socially-accountable curriculum transform health professional students into competent, work-ready graduates? A cross-sectional study of three medical schools across three countries.
- Source :
- Medical Teacher; Dec2019, Vol. 41 Issue 12, p1427-1433, 7p
- Publication Year :
- 2019
-
Abstract
- Background: Socially-accountable health professional education (SAHPE) is committed to achieving health equity through training health-workers to meet local health needs and serve disadvantaged populations. This research assesses the biomedical and socially-accountable competencies and work-readiness of first year graduates from socially-accountable medical schools in Australia, the United States and Sudan. Method: A self-administered survey to hospital and community health facility staff closely associated with the training and/or supervision of first year medical graduates from three SAHPE medical schools. Main outcome measure: Likert scale ratings of key competencies of SAHPE graduates (as a group) employed as first-year doctors, compared to first year doctors from other medical schools in that country (as a group). Findings: Supervisors rated medical graduates from the 3 SAHPE schools highly for socially-accountable competencies ('communication skills', 'teamwork', 'professionalism', 'work-readiness', 'commitment to practise in rural communities', 'commitment to practise with underserved ethnic and cultural populations'), as well as 'overall performance' and 'overall clinical skills'. Interpretation: These findings suggest SAHPE medical graduates are well regarded by their immediate hospital supervisors, and SAHPE can produce a medical workforce as competent as from more traditional medical schools, but with greater commitment to health equity, working with underserved populations, and addressing local health needs. [ABSTRACT FROM AUTHOR]
- Subjects :
- CLINICAL competence
COMMITMENT (Psychology)
COMMUNICATIVE competence
CURRICULUM
MEDICAL cooperation
MEDICAL education
MEDICAL students
QUESTIONNAIRES
RESEARCH
RESPONSIBILITY
TEAMS in the workplace
SOCIAL responsibility
PROFESSIONALISM
EDUCATIONAL outcomes
NATIONAL competency-based educational tests
CROSS-sectional method
Subjects
Details
- Language :
- English
- ISSN :
- 0142159X
- Volume :
- 41
- Issue :
- 12
- Database :
- Complementary Index
- Journal :
- Medical Teacher
- Publication Type :
- Academic Journal
- Accession number :
- 139764672
- Full Text :
- https://doi.org/10.1080/0142159X.2019.1646417