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Eval Program Plann. 2015 Oct;52:169-75. doi: 10.1016/j.evalprogplan.2015.06.001. Epub 2015 Jun 12.

Analysis of perception of training in graduates of the Faculty of Medicine at Universidad de Castilla-Mancha.

Author information

1
Department of Medical Sciences, Faculty of Medicine, Universidad de Castilla La Mancha, Albacete, Spain; Department of Obstetrics and Gynecology, Complejo Hospitalario Universitario de Albacete (SESCAM), Spain.
2
Department of Medical Sciences, Faculty of Medicine, Universidad de Castilla La Mancha, Albacete, Spain; Department of Obstetrics and Gynecology, Complejo Hospitalario Universitario de Albacete (SESCAM), Spain. Electronic address: tgomezg67@gmail.com.

Abstract

INTRODUCTION:

Problem-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.

METHODS:

Using 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.

RESULTS:

Over 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".

CONCLUSIONS:

Our study shows that graduates from the UCLM Faculty of Medicine perceive their training, which is largely based on problem-based learning, as satisfactory.

KEYWORDS:

Clinical competence; Graduate; Medical education; Professional practice; Self-assessment

[Indexed for MEDLINE]

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