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Advanced undergraduate medical students’ perceptions of basic medical competences and specific competences for different medical specialties – a qualitative study

BACKGROUND: Medical graduates should have acquired basic competences that enable them to practice medicine independently as physicians and to enter postgraduate training in any specialty they wish. Little is known about advanced undergraduate medical students' perceptions of basic medical compe...

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Autores principales: Zelesniack, Elena, Oubaid, Viktor, Harendza, Sigrid
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9341094/
https://www.ncbi.nlm.nih.gov/pubmed/35915439
http://dx.doi.org/10.1186/s12909-022-03606-1
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author Zelesniack, Elena
Oubaid, Viktor
Harendza, Sigrid
author_facet Zelesniack, Elena
Oubaid, Viktor
Harendza, Sigrid
author_sort Zelesniack, Elena
collection PubMed
description BACKGROUND: Medical graduates should have acquired basic competences that enable them to practice medicine independently as physicians and to enter postgraduate training in any specialty they wish. Little is known about advanced undergraduate medical students' perceptions of basic medical competences needed to start postgraduate training and about specialty-specific competences. This qualitative study aims to identify medical students’ perceptions of basic medical competences and specific competence requirements for different specialties. METHODS: In December 2020, sixty-four advanced undergraduate medical students participated in the role of a resident in a competence-based telemedicine training simulating a first day in postgraduate training. After the training, eight focus group interviews were conducted about students’ perceptions of basic medical competences and specialty-specific competences using a semi-structured interview guide. The interviews were transcribed and analysed thematically according to the six steps of Braun and Clarke. The analysis was carried out by an inductive search for themes, which were deductively assigned to the six competence areas of the requirement-tracking questionnaire (R-Track). RESULTS: Regarding basic medical competences, four R-Track competence areas could be identified as main themes. The students considered ‘Social-interactive competences’ to be particularly relevant for basic clinical work, including ‘Structuring information’, ‘Tactfulness’, and ‘Stress resistance’. Students especially emphasized ‘Concentration’ as an important aspect of the competence area ‘Mental abilities’. Among ‘Personality traits’, ‘Honesty’ was mentioned most frequently, and students were also aware that ‘Expertise’ is particularly important for ‘Motivation’. For different specialties, some competence areas were newly added to the competences needed for the respective specialty. For surgery, the competence areas ‘Sensory abilities’ and ‘Psychomotor & multitasking abilities’ were mentioned anew. ‘Sensory abilities’ were also newly attributed to radiology. ‘Mental abilities’ were mentioned as new competence area for psychiatry and internal medicine, while for anaesthesiology, 'Psychomotor & multitasking abilities' were newly added. CONCLUSIONS: Advanced students seem to be well aware of basic competences needed for clinical practice. Good consensus between students and physicians was only found for psychiatry-specific competences. Medical schools should support their students in matching their perceptions of competences needed for specific specialties with specialty-specific requirements for a realistic choice of a specialty for postgraduate training.
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spelling pubmed-93410942022-08-02 Advanced undergraduate medical students’ perceptions of basic medical competences and specific competences for different medical specialties – a qualitative study Zelesniack, Elena Oubaid, Viktor Harendza, Sigrid BMC Med Educ Research BACKGROUND: Medical graduates should have acquired basic competences that enable them to practice medicine independently as physicians and to enter postgraduate training in any specialty they wish. Little is known about advanced undergraduate medical students' perceptions of basic medical competences needed to start postgraduate training and about specialty-specific competences. This qualitative study aims to identify medical students’ perceptions of basic medical competences and specific competence requirements for different specialties. METHODS: In December 2020, sixty-four advanced undergraduate medical students participated in the role of a resident in a competence-based telemedicine training simulating a first day in postgraduate training. After the training, eight focus group interviews were conducted about students’ perceptions of basic medical competences and specialty-specific competences using a semi-structured interview guide. The interviews were transcribed and analysed thematically according to the six steps of Braun and Clarke. The analysis was carried out by an inductive search for themes, which were deductively assigned to the six competence areas of the requirement-tracking questionnaire (R-Track). RESULTS: Regarding basic medical competences, four R-Track competence areas could be identified as main themes. The students considered ‘Social-interactive competences’ to be particularly relevant for basic clinical work, including ‘Structuring information’, ‘Tactfulness’, and ‘Stress resistance’. Students especially emphasized ‘Concentration’ as an important aspect of the competence area ‘Mental abilities’. Among ‘Personality traits’, ‘Honesty’ was mentioned most frequently, and students were also aware that ‘Expertise’ is particularly important for ‘Motivation’. For different specialties, some competence areas were newly added to the competences needed for the respective specialty. For surgery, the competence areas ‘Sensory abilities’ and ‘Psychomotor & multitasking abilities’ were mentioned anew. ‘Sensory abilities’ were also newly attributed to radiology. ‘Mental abilities’ were mentioned as new competence area for psychiatry and internal medicine, while for anaesthesiology, 'Psychomotor & multitasking abilities' were newly added. CONCLUSIONS: Advanced students seem to be well aware of basic competences needed for clinical practice. Good consensus between students and physicians was only found for psychiatry-specific competences. Medical schools should support their students in matching their perceptions of competences needed for specific specialties with specialty-specific requirements for a realistic choice of a specialty for postgraduate training. BioMed Central 2022-08-01 /pmc/articles/PMC9341094/ /pubmed/35915439 http://dx.doi.org/10.1186/s12909-022-03606-1 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Zelesniack, Elena
Oubaid, Viktor
Harendza, Sigrid
Advanced undergraduate medical students’ perceptions of basic medical competences and specific competences for different medical specialties – a qualitative study
title Advanced undergraduate medical students’ perceptions of basic medical competences and specific competences for different medical specialties – a qualitative study
title_full Advanced undergraduate medical students’ perceptions of basic medical competences and specific competences for different medical specialties – a qualitative study
title_fullStr Advanced undergraduate medical students’ perceptions of basic medical competences and specific competences for different medical specialties – a qualitative study
title_full_unstemmed Advanced undergraduate medical students’ perceptions of basic medical competences and specific competences for different medical specialties – a qualitative study
title_short Advanced undergraduate medical students’ perceptions of basic medical competences and specific competences for different medical specialties – a qualitative study
title_sort advanced undergraduate medical students’ perceptions of basic medical competences and specific competences for different medical specialties – a qualitative study
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9341094/
https://www.ncbi.nlm.nih.gov/pubmed/35915439
http://dx.doi.org/10.1186/s12909-022-03606-1
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