Preparedness for Clinical Practice and the Development of Professional Competencies

Abstract

Purpose 

To assess students' level of perceived preparedness for clinical competencies and simultaneously identify the effective curricular methods to develop these competencies.

Methods 

Prior to graduation students reported their level of preparedness for clinical practice using a modified Preparation for Hospital Practice Questionnaire and rated the most effective teaching methods to improve the development of clinical and professional competencies.

Results 

Students gave a high rating to group dynamics and teamwork, along with continuous professional development. They felt least prepared in pharmacotherapeutics and the handling of medical emergencies. Rated most effective were didactic lecturing instruction for the acquisition of medical knowledge, standardized patient encounters and simulations for the promotion of interpersonal skills, case groups for the integration of knowledge and critical thinking, and interprofessional events for the maintenance of professional accountability.

Conclusion 

This survey approach may lead to an efficient and focused method for improving clinical and professional competencies and serve as an additional self-assessment tool to support curriculum development and reform.