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Fraser SW, Greenhalgh T. Coping with complexity: educating for capability. BMJ2001; 323: 799-803.

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

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

American Journal of Educational Research. 2017, Vol. 5 No. 4, 434-437
DOI: 10.12691/education-5-4-12
Copyright © 2017 Science and Education Publishing

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, 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.

Correspondence to: Asma  Nizar Mohammed Osman Abdullah, MBBS, fellow of Soba Center for Audit & research (SCAR). Email:


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.