Graduate Roles in Medical Education

Year 2023, Volume: 6 Issue: 3, 111 - 121, 31.12.2023

Giray Kolcu , Mukadder İnci Başer Kolcu , Sebahat Ulusan

https://doi.org/10.56150/tjhsl.1321599

Abstract

Aim: The aim of this study is to score the level of competence expected from medical graduates based on their education.
Methods: We designed the study as a cross-sectional descriptor in a quantitative research design and preferred to reach out Süleyman Demirel University medical faculty students (n:471). As the dependent variable of the study, students were asked to rate the education they have received so far between 1 and 10 in general. Süleyman Demirel University medical faculty graduates were asked to rate the importance they attach to the expected roles and their performance in the role-related training program between 1 and 5 points.
Results: The satisfaction score of all students with education was calculated as 6,51±1,83 and it is observed that there is a statistically significant difference between 1st year and 4th-5th years, and the difference between 4th-5th and 6th years (p<0.001). In both importance and performance scoring of the students, score for the role of specialist in the field of medicine was the highest 4,34±0,97 and 3,85±1,10 respectively and on the other hand score for the manager/leader role was the lowest 3,96±1,09 and 3,42±1,31 respectively.
Conclusion: Making measurements in different areas with different approaches in the evaluations makes it easier to make a general decision about the education program. Based on the findings of our study, we can prioritize specific areas for development, such as curriculum design, instructional methods, student support services, or industry partnerships. Engaging in comprehensive studies allows us to explore innovative approaches, incorporate best practices from similar programs, and address the evolving needs of students and the programs.

Keywords

graduate roles, evaluation, importance-performance analyses, medical education

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