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Prepared for internship?
Abuhusain, H Chotirmall, S H Hamid, N O'Neill, S J
Abuhusain, H
Chotirmall, S H
Hamid, N
O'Neill, S J
Advisors
Editors
Other Contributors
Date
2009-03
Date Submitted
Keywords
Other Subjects
Subject Mesh
Adult
Analysis of Variance
Clinical Competence
Cohort Studies
Curriculum
Education, Medical, Graduate
Female
Health Knowledge, Attitudes, Practice
Humans
Internship and Residency
Ireland
Male
Questionnaires
Students, Medical
Young Adult
Analysis of Variance
Clinical Competence
Cohort Studies
Curriculum
Education, Medical, Graduate
Female
Health Knowledge, Attitudes, Practice
Humans
Internship and Residency
Ireland
Male
Questionnaires
Students, Medical
Young Adult
Planned Date
Start Date
Collaborators
Principal Investigators
Files
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Article4919.pdf
Adobe PDF, 12.19 KB
Alternative Titles
Publisher
Abstract
Preparedness of medical school graduates for the intern year is one of the emphasised objectives of undergraduate medical training. We have evaluated the perceived preparedness of graduates undertaking the intern year in the Republic of Ireland. A 9-page questionnaire was mailed to all 497 interns in Ireland following commencement of the intern year in July 2005. Data obtained included demographics, perceived preparedness and assessment of perceived clinical skills (four sub-domains: core competencies, communication, emergencies, and educational environment). Information on intern induction was also collected. 99 questionnaires were returned (19.9%). Most of the cohort were Irish and worked in large medical school teaching hospitals. The majority of interns felt 'unprepared' for the intern year. Interns perceived themselves 'poor' in all areas of clinical skills assessed. Intern induction was attended by the majority and most stated it was too short. Medical schools are actively seeking innovative methods, through early patient contact and sub-internships, to better prepare undergraduates for the intern year. The deficiencies identified in this study are significant and emphasise the need for continued reform in the undergraduate curriculum.
Language
en
ISSN
0332-3102
eISSN
ISBN
DOI
PMID
19489196