Analysis of perception of training in graduates of the Faculty of Medicine at Universidad de Castilla-Mancha |
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| Institution: | 1. Department of Medical Sciences, Faculty of Medicine, Universidad de Castilla La Mancha, Albacete, Spain;2. Department of Obstetrics and Gynecology, Complejo Hospitalario Universitario de Albacete (SESCAM), Spain;1. Cellular and Molecular Physiology Laboratory (CMPL), Division of Obstetrics and Gynaecology, School of Medicine, Faculty of Medicine, Pontificia Universidad Católica de Chile, Santiago 8330024, Chile;2. Biomedical Department, Faculty of Health Sciences, Universidad de Antofagasta, Antofagasta, Chile;3. Department of Physiology, Faculty of Pharmacy, Universidad de Sevilla, Seville E-41012, Spain;4. University of Queensland Centre for Clinical Research (UQCCR), Faculty of Medicine and Biomedical Sciences, University of Queensland, Herston QLD 4029, Queensland, Australia;1. Optics and Imaging Centre, Nelson R. Mandela School of Medicine, University of KwaZulu-Natal, Durban, KwaZulu-Natal, South Africa;2. Women’s Health and HIV Research Group, Department of Obstetrics and Gynaecology, Nelson R. Mandela School of Medicine, University of KwaZulu-Natal, Durban, KwaZulu-Natal, South Africa;1. Department of Obstetrics and Gynecology, Division of Obstetrics & Prenatal Medicine, Erasmus MC, University Medical Center Rotterdam, Rotterdam, the Netherlands;2. Department of Pathology & Clinical Bioinformatics, Erasmus MC, University Medical Center Rotterdam, Rotterdam, the Netherlands;3. Department of Biostatistics, Erasmus MC, University Medical Center Rotterdam, Rotterdam, the Netherlands;4. Department of Neurology, Neuro-Oncology/Clinical, & Cancer Proteomics Laboratory, Erasmus MC, University Medical Center Rotterdam, Rotterdam, the Netherlands;5. Department of Paediatrics, Division of Neonatology, Erasmus MC, University Medical Center Rotterdam, Rotterdam, the Netherlands;1. Schlegel-UW Research Institute for Ageing & School of Pharmacy, University of Waterloo, Waterloo, Ontario, Canada;2. School of Public Health and Health Systems, Faculty of Applied Health Sciences, University of Waterloo, Waterloo, Ontario, Canada;3. Michael G. DeGroote School of Medicine, Department of Family Medicine, McMaster University, Hamilton, Ontario, Canada;4. University of Waterloo School of Pharmacy, 10 Victoria St S, Kitchener, Ontario N2G 1C5, Canada;5. Division of Cardiovascular Disease, University of Alabama at Birmingham, LHRB 310, 701 19th Street South, Birmingham, AL 35294, USA |
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| Abstract: | IntroductionProblem-based learning has been a key component of the teaching method employed at the Faculty of Medicine at the University of Castilla La Mancha (UCLM) in Albacete, Spain since its creation. The aim of this study was to evaluate perceptions of training among residents who graduated from the first three years of the UCLM Degree in Medicine.MethodsUsing the Jefferson Medical College postgraduate rating form, residents rated their performance in four areas of clinical competency (medical knowledge, data gathering skills, clinical judgment, and professional attitudes) at the beginning of residency training in comparison with colleagues from other faculties. The construct validity of responses was evaluated using Cronbach's alpha and exploratory factor analysis.ResultsOver half the respondents (57.8%) considered that they had received better training than peers from other medical schools, and 98.5% felt that their general performance in the four competencies analyzed was similar or superior to that of their colleagues. Factor analysis revealed two major factors: “the physician as scientist” and “the physician as manager and communicator”.ConclusionsOur study shows that graduates from the UCLM Faculty of Medicine perceive their training, which is largely based on problem-based learning, as satisfactory. |
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| Keywords: | Self-assessment Clinical competence Graduate Medical education Professional practice |
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