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BACKGROUND Recent meta-analyses have found small-moderate positive associations between general performance in medical school and postgraduate medical education. In addition, a couple of studies have found an association between poor performance in medical school and disciplinary action against practicing doctors. The aim of this study was to examine if a sample of Danish residents in difficulty tended to struggle already in medical school, and to determine whether administratively observable performance indicators in medical school could predict difficulties in residency. METHODS The study design was a cumulative incidence matched case-control study. The source population was all active specialist trainees, who were medical school graduates from Aarhus University, in 2010 to June 2013 in two Danish regions. Cases were doctors who decelerated, transferred, or dropped out of residency. Cases and controls were matched for graduation year. Medical school exam failures, grades, completion time, and academic dispensations as predictors of case status were examined with conditional logistic regression.RESULTS In total 89 cases and 343 controls were identified. The total number of medical school re-examinations and the time it took to complete medical school were significant individual predictors of subsequent difficulties (deceleration, transferral or dropout) in residency whereas average medical school grades were not. CONCLUSIONS Residents in difficulty eventually reached similar competence levels as controls during medical school; however, they needed more exam attempts and longer time to complete their studies, and so seemed to be slower learners. A change from “fixed-length variable-outcome programmes” to “fixed-outcome variable-length programmes” has been proposed as a way of dealing with the fact that not all learners reach the same level of competence for all activities at exactly the same time. This study seems to support the logic of such an approach to these residents in difficulty.

Se s. 45 i abstracktbogen (følg link), session 2O3.

In the statement of aims of the education for general practice in Denmark competences in orthopaedic as well as in internal general surgery are specified by the Danish Health and Medicines Authority. In the period 2008-2010 there were three different types of employment for the assessment of competences in surgery. We found that doctors in training who had been employed in both orthopaedic and general surgery wards to a greater extent felt confident about their required competences in orthopaedic surgery. A majority of the 27 doctors participating in this survey felt that this kind of employment would be the best way to ensure the achievement of surgical competences.

This article examines the learning outcome and obtainment of skills in clinical rotations. The survey involved junior doctors (JDs) and consultants responsible for education (CREs). The questionnaires covered different subjects rated on a scale. The response rate was 61% for JDs and 73% for CREs. The results show that a majority of both JDs and CREs find that the JDs obtain the skills described in the statement of aims, that the skills cannot be obtained otherwise and that the learning outcome is satisfactory compared to the use of resources.

Udgivelsesdato: 18. oktober

In recent years the Department of Dermatology at Aarhus Hospital has implemented a number of changes in order to improve the training of junior medical doctors. Some of the areas in focus are introduction, more responsibility, supervision, work planning and scheduling, conferences and weekly meetings for the specialists. The changes have a positive effect in many ways as training has become more efficient, motivation among staff has risen and the working environment has improved. Udgivelsesdato: 2009-Nov-30

Udgivelsesdato: Marts