Program directors’ perceptions of importance of pediatric procedural skills and resident preparedness

BMC Research Notes

Harish J. Amin¹  Adam Dubrowski²  Zia Bismilla³ 

[1] University of Calgary, Calgary, Canada;Memorial University, St. John’s, Canada;University of Toronto, 555 University Avenue, Toronto M5G 1X8, ON, Canada

关键词: Simulation;    Assessment;    Curriculum;    Competency;    Pediatrics;    Residency;    Procedures;    Medical education;   

Others  :  1229609
DOI  :  10.1186/s13104-015-1499-8

 received in 2015-05-26, accepted in 2015-09-21,  发布年份 2015

【 摘 要 】

Background

The Royal College of Physicians and Surgeons of Canada (RCPSC) objectives for training in pediatrics include 26 procedural skills, 11 of which are included in the final in-training evaluation report (FITER). The importance of each procedure for practice and the preparedness of pediatric residency graduates to perform these procedures are not known.

Methods

A questionnaire was distributed to all pediatric residency program directors and members of the RCPSC Specialty Committee in Pediatrics (N = 21) in October 2010, requesting them to rate the perceived importance and preparedness of graduating pediatric residents in all procedural skills on a 5 point Likert scale, as well as the presence of a curriculum and documentation for each procedure. Mean importance and preparedness were calculated for each procedure.

Results

Response rate was 16/21 (76 %). Perceived preparedness was significantly lower than importance for the majority of procedures (p < 0.05). Ten procedures had a high mean importance rating (>3) but a low mean preparedness rating (<3). Presence of a curriculum and documentation for procedures varied across centers, and their presence was correlated with both perceived importance and preparedness (p < 0.0001).

Conclusions

Many procedures in which pediatric residents are required to be competent by the RCPSC are felt to be important. Residents are not felt to be adequately prepared in several of the required procedures by the time of graduation. Procedures with high ratings of importance but low preparedness ratings should be targeted for curricular interventions.

【 授权许可】

   
2015 Bismilla et al.

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