Evaluation of Medical Colleges` Graduates in Iraq
Kerbala Journal of Medicine,
2010, Volume 3, Issue 7, Pages 919-925
AbstractBackground: There are two main medical teaching systems; the older traditional and the newer of block courses methodology. Sequential feedback evaluation of the medical graduates is mandatory in the accredited medical colleges. Most of Iraqi medical colleges apply the traditional UK teaching system. Aims: To evaluate the clinical skills experiences of Iraqi medical college's outcomes and to remind health authority on the resident competency level in order to achieve effective internship training and safe health service. Subjects and methods: During December 2010 a feed back self evaluation was performed for 38 new resident doctors (♀/♂; 26/12), (26) were from University of Karbala, while the rest from other universities. The checklist consisted of 52 randomly closed basic medical skills.Results: Responding rate were (100%).In (16) skills group (34) 94%-(20), 52% respondents claimed having proper performance (median73). In the other 2/, (32) skills3group, (12), 32%-(0), 0% respondents claimed having the skills (median; 22.5). All were untrained to perform 3 life supporting skills. (1♂&8♀) of graduates had the experience to examine the similar sex genitalia. (35; 92%) of graduates were unconfident about their clinical skills. Conclusion: The medical college graduates are under the supposed level of the faculties` objectives. Faculties should implement sequential outcome evaluations, depend the more contemporary integrated teaching methodology aided by the clinical skill labs, and concern the emergency and inpatient training under supervision of expert staff.
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