Impact of a compulsory final year medical student curriculum on junior doctor prescribing

J. S. Thomas; M. Koo; S. Shakib; J. Wu; S. Khanal

doi:10.1111/imj.12316

The Effectiveness of a Foundation Year 1 Doctor Preparation Course for Final Year Medical Students

Journal of Medical Education and Curricular Development ◽

10.1177/2382120520984184 ◽

2021 ◽

Vol 8 ◽

pp. 238212052098418

Author(s):

William Beedham ◽

Kasun Wanigasooriya ◽

Georgia R Layton ◽

Ley Taing Chan ◽

Adnan Darr ◽

...

Keyword(s):

Medical Student ◽

Medical Students ◽

Core Curriculum ◽

Junior Doctor ◽

Hidden Curriculum ◽

Medical Curriculum ◽

Primary Objective ◽

Rank Test ◽

Significant Difference ◽

Curriculum Topics

Background: Starting work as a junior doctor can be daunting for any medical student. There are numerous aspects of the hidden curriculum which many students fail to acquire during their training. Objectives: To evaluate the effectiveness of a novel foundation year one (FY1) doctor preparation course focusing on certain core topics, practical tips and components of the hidden curriculum. The primary objective was to improve the confidence level and knowledge of final year medical students transitioning to FY1 doctors. Method: A 2-day, practical course titled ‘Preparation 2 Practice’ delivering hands-on, small-group and lecture-based teaching, covering core medical student undergraduate curriculum topics in medicine and surgery. The course content spanned therapeutics, documentation skills and managing acute clinical tasks encountered by FY1 doctors during an on-call shift. A pre- and post-course survey and knowledge assessment were carried out to assess the effectiveness of the course. The assessment was MCQ-based, derived from topics covered within our course. The 20-question test and a short survey were administered electronically. Results: Twenty students from a single UK medical school attended the course. 100% participation was observed in the pre- and post-course test and survey. The median post-course test result was 22 (IQR 20.25-23.75) which was higher than the median pre-course test score of 18.75 (IQR 17-21.75). A Wilcoxon sign rank test revealed a statistically significant difference between the pre- and post-course test results ( P = .0003). The self-reported confidence score of delegates on starting work as a junior doctor was also significantly higher following the course ( P = .004). Conclusion: The results show a significant improvement in perceived confidence and knowledge on core curriculum topics amongst final year medical students having attended our FY1 doctor preparation course. We conclude that there is scope for similar supplementary courses as an adjunct to the undergraduate medical curriculum.

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The transition from medical student to junior doctor: an A to Z guide

BMJ ◽

10.1136/bmj.329.7460.s45 ◽

2004 ◽

Vol 329 (7460) ◽

pp. s45-s46

Author(s):

Amanda McNaughton

Keyword(s):

Medical Student ◽

Junior Doctor

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From medical student to junior doctor: care of the deceased patient

BMJ ◽

10.1136/sbmj.060260 ◽

2006 ◽

Vol 332 (Suppl S2) ◽

pp. 060260

Author(s):

Sarah Aldington ◽

Geoffrey Robinson ◽

Richard Beasley

Keyword(s):

Medical Student ◽

Junior Doctor ◽

Deceased Patient

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From medical student to junior doctor : maintaining good health during the “baptism of fire”

BMJ ◽

10.1136/sbmj.0604138 ◽

2006 ◽

Vol 332 (Suppl S4) ◽

pp. 0604138

Author(s):

Geoffrey Robinson ◽

Sharmila Bernau ◽

Sarah Aldington ◽

Richard Beasley

Keyword(s):

Medical Student ◽

Junior Doctor ◽

Good Health

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From medical student to junior doctor: accepting the responsibility of informed consent

BMJ ◽

10.1136/sbmj.060394 ◽

2006 ◽

Vol 332 (Suppl S3) ◽

pp. 060394

Author(s):

Richard Beasley ◽

Geoffrey Robinson ◽

Sarah Aldington

Keyword(s):

Medical Student ◽

Informed Consent ◽

Junior Doctor

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Determining the content of an educational ENT website using the Delphi technique

The Journal of Laryngology & Otology ◽

10.1017/s0022215111003422 ◽

2012 ◽

Vol 126 (4) ◽

pp. 402-406 ◽

Cited By ~ 3

Author(s):

J Doshi ◽

J McDonald

Keyword(s):

Medical Student ◽

Medical Students ◽

General Practitioners ◽

Delphi Technique ◽

Junior Doctor ◽

Response Rates ◽

Delphi Process ◽

Delphi Survey ◽

Junior Doctors ◽

Students First

AbstractThe aim of this study was to develop an educational website (www.enttheatre.com) that showed common ENT operations and emergencies, in order to help improve the basic surgical ENT knowledge of medical students and junior doctors. A two-round Delphi survey was conducted to establish the contents of the website. ‘Experts’ who participated in the Delphi process included otolaryngology consultants and trainees, junior doctors, general practitioners, and medical students. First- and second-round Delphi response rates were 49 per cent (61/125) and 92 per cent (56/61), respectively. Our paper presents a consensus opinion on what basic surgical knowledge a medical student or junior doctor should be familiar with in otolaryngology.

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The effectiveness of a FY-1 doctor preparation course for final year medical students

10.1101/2020.08.24.20180109 ◽

2020 ◽

Author(s):

William Beedham ◽

Kasun Wanigasooriya ◽

Georgia R Layton ◽

Ley Tiang Chan ◽

Adnan Darr ◽

...

Keyword(s):

Medical Student ◽

Medical Students ◽

Core Curriculum ◽

Junior Doctor ◽

Medical Curriculum ◽

Confidence Score ◽

Primary Objective ◽

Rank Test ◽

Significant Difference ◽

Curriculum Topics

Background: Starting work as a junior doctor can be daunting for any medical student. There are numerous aspects of the hidden or informal curriculum which many students fail to acquire during their training. Objectives: To evaluate the effectiveness of a novel foundation year one (FY1) doctor preparation course focusing on certain core topics, practical tips and components of the hidden curriculum. The primary objective was to improve the confidence level and knowledge of final year medical student transition to FY1 doctors. Method: A two-day, practical course titled "Preparation 2 Practice" delivering hands-on, small-group and lecture-based teaching, covering core medical student undergraduate curriculum topics in medicine and surgery. The course content spanned therapeutics, documentation skills and managing acute clinical tasks encountered by FY1 doctors during an on-call shift. A pre- and post-course survey and knowledge assessment were carried out to assess the effectiveness of the course. The assessment was MCQ-based, derived from topics covered within our course. The 20-question test and a short survey were administered electronically. Results: Twenty students from a single UK medical school attended the course. 100% participation was observed in the pre- and post-course test and survey. The median post-course test result was 22 (IQR 20.25-23.75) which was higher than the median pre course test score of 18.75 (IQR 17-21.75). A Wilcoxon sign rank test revealed a statistically significant difference between the pre- and post-course test results (p=0.0003). The self-reported confidence score of delegates on starting work as a junior doctor was also significantly higher following the course (p=0.004). Conclusion: The results show a significant improvement in perceived confidence and knowledge on core curriculum topics amongst final year medical students having attended our FY1 doctor preparation course. We conclude that there is scope for similar supplementary courses as an adjunct to the undergraduate medical curriculum.

Download Full-text