Self-reported, House-Officer's Competency and Knowledge

Ihab B Abdalrahman¹, Abdelmoneim E M Kheir², Rihan M. E. Said³, Asma Nizar Mohammed Osman Abdullah^4, , Safa Ahmed Hassan Hamid⁴, Abdelmohaymin A. Abdalla⁵ and Seidahmed Mohamed Ahmed Sidahmed Abdelrahim⁶

¹MBBS, MD, ABIM, SSBB, Associate Professor of Medicine, Faculty of Medicine, University of Khartoum, Consultant of Acute Care Medicine, Soba University Hospital

²Associate Professor of Pediatrics, Faculty of Medicine University of Khartoum

³Assistant professor of Medicine, Faculty of Medicine, University of Khartoum

⁴MBBS, fellow of Soba Center for Audit & research (SCAR)

⁵Teaching assistant, Faculty of Medicine, University of Khartoum

⁶Department of Internal Medicine, Faculty of medicine, University of Khartoum, Khartoum, Sudan. Edinburgh Medical School, College of Medicine and Veterinary Medicine, University of Edinburgh, EH16 4SB, Edinburgh, UK

Cite this paper:
Ihab B Abdalrahman, Abdelmoneim E M Kheir, Rihan M. E. Said, Asma Nizar Mohammed Osman Abdullah, Safa Ahmed Hassan Hamid, Abdelmohaymin A. Abdalla and Seidahmed Mohamed Ahmed Sidahmed Abdelrahim. Self-reported, House-Officer's Competency and Knowledge. American Journal of Educational Research. 2017; 5(4):434-437. doi: 10.12691/education-5-4-12

Abstract

This study was conducted to assess the competency of fresh medical graduates in dealing with common emergency conditions. Graduates who received structured training in Emergency Medicine (EM) as part of their medical school curriculum (stratified group) were compared to those who did not (pooled group). Curricula of medical schools were reviewed. Structured questionnaire was used to collect data which included self-reported competencies and demographics among the medical graduates. The study population were 162 freshly graduated doctors, among them 35 received structured training in EM. Lack of competency in clinical skills ranged from 2.9% - 40% and 11.4% - 53% among stratified and pooled groups respectively. We found a statistically significant difference in skills related to assessment of acutely ill patient, use of ABCDE approach, valve mask ventilation, dysphagia screening, management of diabetic emergencies, and management of convulsions. A relatively higher level of competency was reported in those who received structured training in emergency medicine. Incorporation of emergency medicine in the curricula might improve the competency of junior doctors.

Keywords:
clinical competence simulation emergency medicine medical student

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	The accreditation council for graduate medical education (ACGME). Resident services; c2000-2016.available from: http://www.acgme.org/acgmeweb/tabid/327/GraduateMedicalEducation/ResidentServices.aspx. accessed May 13,2016.
[2]	Jason R. Frank. The CanMEDS 2005 Physician Competency framework. The Royal College of Physicians and Surgeons of Canada and Associated Medical services Inc. 2005.
[3]	Joel C. Cantor, ScD; Laurence C. Baker, MA; Robert G. Hughes, PhD; Preparedness for practice young physicians' views of their professional education. JAMA 1993; 270(9): 1035-1040.
[4]	The national resident matching program. Advanced data table for the 2015 main residency match. March 20, 2015. Available from: http://www.nrmp.org/wp-content/uploads/2015/03/ADT2015_final.pdf. Accessed April 30, 2015.
[5]	Wald DA, Lin M, Manthey DE, Rogers RL, Zun LS, Christopher T. Emergency medicine in the medical school curriculum. AcadEmerg Med 2010; 17: S26–S30.
[6]	Lyss-Lerman PM, Teherani AP, Aagaard EM, Loeser HM, Cooke MM, Harper GMM. What training is needed in the fourth year of medical school? Views of residency program directors. Acad Med2009; 84(7): 823-829.
[7]	Manthey DE, Ander DS, Gordon DC, et al. Emergency medicine clerkship curriculum: an update and revision. AcadEmerg Med 2010; 17(6): 638-643.
[8]	Powell J, Gilo N, Foote M, Gil K, Lavin JP. Vacuum and forceps training in residency: experience and self-reported competency. journal of perinatology 2007; 27:343-6.
[9]	Gokhale M, Campbell EG, Weissman JS. Preparedness for clinical practice. JAMA2001;286(9): 1027.
[10]	Ling LJ, Bowles LT, Reynolds R, Kroot L, Roth P. Emergency medicine in the medical school curriculum. Acad Emerg Med. 1997; 4: 1070-7.
[11]	Wald DA, Manthey DE, Kruus L, et al. The state of the clerkship: a survey of emergency medicine clerkships. Acad Emerg Med. 2007; 15: 856-9.
[12]	Nada Hassan A. A-Rahman a, Gabrielle A. Jacquet b: The state of emergency care in the Republic of the Sudan; Afr J Emerg Med2014; 4: 55-60.
[13]	Henry JB. Emergency medicine and the Association of American Medical Colleges. Am J Emerg Med. 1983; 1: 35-42.
[14]	Burdick WP, Davidson SJ. Expansion of emergency medicine’s responsibilities for preclinical education of medical students. Ann Emerg Med. 1985; 14: 131-3.
[15]	Zun LS. 1st- and 2nd-year medical student exposure to emergency medicine. Teach Learn Med. 2002; 14: 164-7.
[16]	Fraser SW, Greenhalgh T. Coping with complexity: educating for capability. BMJ2001; 323: 799-803.
[17]	Iobst WF, Sherbino J, Cate OT, Richardson DL, Dath D, Swing SR, Harris P, Mungroo R, Holmboe ES, Frank JR. Competency-based medical education in postgraduate medical education. Med Teach 2010; 32: 651-656.