Which common clinical conditions should medical students be able to manage by graduation? A perspective from Australian interns

• Published in: Medical teacher Vol. 24; no. 1; pp. 16 - 22
• Main Authors: Rolfe, I.E., Pearson, S.-A., Sanson-Fisher, R.W., Ringland, C., Bayley, S., Hart, A., Kelly, S.
• Format: Journal Article
• Language: English
• Published: England Informa UK Ltd 2002; Taylor & Francis; Taylor & Francis Ltd
• Subjects: Adequacy; Attitude of Health Personnel; Attitudes; Australia; Clinical Competence; Clinical skills; Clinics; Core Curriculum; Cross-Sectional Studies; Curriculum - standards; Curriculum Development; Education, Medical - standards; Educational Experience; Graduation; Graduation requirements; Health Care Surveys; House officers; Humans; Internship and Residency - standards; Internships; Medical Education; Medical schools; Medical Students; New South Wales; Patient Care Management - standards; Physicians; Stakeholders; Students; Students, Medical; Supervision; New South Wales; Australia
• ISSN: 0142-159X; 1466-187X
• DOI: 10.1080/014215901200901041

The objectives of the study were to report the development of a core curriculum that details the clinical conditions medical students should be able to manage upon graduation; and to canvass the opinion of interns (first-year postgraduate doctors) regarding their perceptions of the level of skill required to manage each condition. Literature relating to core curriculum development and training of junior medical officers was reviewed and stakeholders in the education and training of medical students and junior doctors in the state of New South Wales, Australia (intern supervisors, academics, registrars, nurses and interns) were consulted. The final curriculum spanned 106 conditions, 77 'differentiated' and 29 'undifferentiated'. Four levels of skill at which conditions should potentially be managed were also identified: 'Theoretical knowledge only'; 'Recognize symptoms and signs without supervision'; Initiate preliminary investigations, management and/or treatment without supervision'; and 'Total investigation, management and/or treatment without supervision'. The list of conditions in the curriculum was converted to a survey format and a one-in-two random sample of interns (n = 193) practising in New South Wales who graduated from the state's three medical schools were surveyed regarding the level of skill required for managing each clinical condition at graduation. A total of 51.3% of interns responded to the survey. Interns felt they should be able to initiate preliminary investigation, management and/or treatment for most conditions in the curriculum, with more than half acknowledging this level of management for 53 of the differentiated and 28 of the undifferentiated conditions. It is concluded that developing core curricula in medical education can involve multiple stakeholders, including junior doctors as the consumers of educational experiences. The data gathered may be useful to medical schools revising their curricula.