Assessment of Knowledge, Behavior and Certain Medical Skills among Newly Graduated Physician

SalwaSh  Abdul-Wahid; Raya Khudhair  Mohsin

doi:10.17605/cajmns.v6i2.2746

SalwaSh Abdul-Wahid Community Medicine, Professor Al-Farabi University College, Iraq
Raya Khudhair Mohsin FABHS-Family Medicine, Al-Farabi University College, Iraq

DOI: https://doi.org/10.17605/cajmns.v6i2.2746

Keywords: Newly Graduated Physician, Medical Education Systems, Knowledgeassessment, Medical Skills

Abstract

Proficiency for Medical profession comprises a set of skills, knowledge,and attitudes necessary to competency and efficiently accomplishes the practice ofmedicine, to face health needs of the community, also being capable of continuingmedical education. Objective: The objective of this study was to assess theknowledge, behavior and certain medical skills of newly graduated medical doctors. Subjects and Methods: Across-sectional study was conducted in two hospitals ofBaquba and Al-batul teaching hospitals at Baquba City. Junior's doctors with workexperience of six months to one year were eligible to participate in this study.Medical educational method in their Colleges and certain medical skills at DiyalaTeaching Hospitals and to assess senior’s opinions about knowledge, skills andbehavior of the studied juniors. Results:The study highlights a gender imbalance among junior doctors (69.56% female), with most aged 25–26 and predominantly graduates of Diyala University (78.26%), reflecting strong local influence. Traditional teaching methods dominate (89.13%), with limited adoption of modern techniques, potentially hindering critical thinking development. Opinions on the training system are split, with gender differences in perception. While juniors excel in basic skills like IV fluid management, gaps exist in advanced procedures like intubation (15.21%) and defibrillation (47.82%). Senior doctors generally view juniors positively but emphasize the need for mentorship and improvement in practical and theoretical competencies. Conclusions: The study concludedthat there is some disagreement of current traditional curriculum versus otherintegrated system and recommend enhancement to interactive sessions and otherinteractive strategy in medical education them.

References

G. B. Madduri et al., "A Narrative Review of Key Studies in Medical Education in 2021: Applying Current Literature to Educational Practice and Scholarship," Acad. Pediatr., vol. 23, no. 3, pp. 550–561, 2023, doi: 10.1016/j.acap.2022.12.001.

R. M. Epstein, "Assessment in medical education," N. Engl. J. Med., vol. 356, no. 4, pp. 387–396, 2007, doi: 10.1056/NEJMra054784.

J. R. Frank, L. Snell, and J. Sherbino, Eds., CanMEDS 2015 Physician Competency Framework. Ottawa: Royal College of Physicians and Surgeons of Canada, 2015.

O. Ten Cate and F. Scheele, "Competency-based postgraduate training: Can we bridge the gap between theory and clinical practice?," Acad. Med., vol. 82, no. 6, pp. 542–547, 2007, doi: 10.1097/ACM.0b013e31805559c7.

I. M. Enad, J. I. Al-Majmaie, and A. M. B. Alezzi, "Diversity in Medical Education: A Review Article," Diyala J. Med., vol. 25, no. 2, pp. 145–155, 2023.

"Medical education research: An overview of methods," Can. Anesth. Soc. J., vol. 59, no. 2, pp. 159–170, 2012, doi: 10.1007/s12630-011-9635-y.

R. M. Harden and J. M. Laidlaw, Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine. Edinburgh: Elsevier Health Sciences, 2012.

R. M. Harden, "Outcome-based education: The future is today," Med. Teach., vol. 29, no. 7, pp. 625–629, 2007, doi: 10.1080/01421590701729930.

G. M. Council, "Outcomes for graduates," 2015. [Online]. Available: https://www.gmc-uk.org.

A. H. Fadhil, H. M. Hashim, A. S. Malik, J. K. Manuti, and M. B. Hamid, "Patients with End Stage Renal Disease Undergoing Hemodialysis," Diyala J. Med., vol. 25, no. 2, 2023, doi: 10.26505/djm.v25i2.1057.

I. A. H. Elamery and M. E. Kadim, "Penetrating Cardiac Injuries: Role of Emergency Thoracotomy," Diyala J. Med., vol. 17, no. 2, 2019.

G. M. Council, Tomorrow’s Doctors: Outcomes and Standards for Undergraduate Medical Education, 2009.

J. Norcini and V. Burch, "Workplace-based assessment as an educational tool: AMEE Guide No. 31," Med. Teach., vol. 29, no. 9–10, pp. 855–871, 2007, doi: 10.1080/01421590701775453.

A. M. Association, "Analysis of gender trends in the medical workforce," 2022.

V. Wass, C. Van der Vleuten, J. Shatzer, and R. Jones, "Assessment of clinical competence," The Lancet, vol. 357, no. 9260, pp. 945–949, 2001, doi: 10.1016/S0140-6736(00)04221-5.

"Competence," JAMA, vol. 287, no. 2, pp. 226–235, 2002, doi: 10.1001/jama.287.2.226.

A. M. Council, "Confidence in emergency medical skills among junior doctors: A national survey," J. Emerg. Med. Educ., vol. 15, no. 3, pp. 210–223, 2023.

N. H. Service, "Junior doctors’ satisfaction survey: Training challenges and gender differences," 2023.

D. Boud and N. Falchikov, Rethinking Assessment in Higher Education: Learning for the Longer Term. Routledge, 2007, doi: 10.4324/9780203964309.

C. M. Association, "Senior doctors’ evaluations of junior medical professionals: A national perspective," 2022. [Online]. Available: https://www.cma.ca/education.

"Sub-Saharan Africa case study: Local medical graduates and regional retention trends in the healthcare workforce," 2023.

A. Sharma and R. Singh, "Traditional versus modern medical teaching methodologies in India: Challenges and trends," Int. J. Med. Educ., vol. 12, pp. 456–467, 2022.