Interns’ Perceived Competency Levels with Respect to the Medical Expert Role in Different Clinical Disciplines
Teacher Education and Curriculum Studies
Volume 1, Issue 1, September 2016, Pages: 1-14
Received: Aug. 10, 2016;
Accepted: Aug. 19, 2016;
Published: Sep. 12, 2016
Views 3413 Downloads 104
Ronald Omenge Obwoge, Department of Community Health, Faculty of Health Sciences, Egerton University, Nakuru, Kenya
Willem de Grave, Department of Educational Development & Research, Medical Faculty, Maastricht University, Maastricht, The Netherlands
Competency assessment in the health professions usually serves many purposes including educational, employment-related, and regulatory ones, including aspects of professional competence and protection of the public. Professional bodies and training institutions conduct competency assessments to assess and certify professionals. The main aim of this study is to protect the public by ascertaining whether there is a need for educational interventions by assessing the existing competency levels of clinical officers, and identifying deficiencies with regard to those competencies. Training institutions, Clinical Officers Council and practicing clinical officers can use these results as immediate and future remedies for their curricula and programmes, so that the required competency levels can be achieved. Sixty four (64) interns completed a questionnaire about their self-perceived competency level(s) on various discipline-related tasks. The study population consisted of interns who were graduates of Kenya Medical Training College (45) and Egerton University (19) and who were practicing in accredited interns training hospitals. A self administered questionnaire was used to elicit clinical officer interns’ self perceived competencies in their medical expert role. This questionnaire was constructed based on the CanMEDS framework and on guidelines for clinical officer interns’ assessment form by Clinical officers Council. A list of tasks in specialties of medicine, paediatrics, surgery, and gynaecology and obstetrics were included in the questionnaire to ensure content-related evidence of validity. This survey reports on the level of competency among clinical officers (interns) in relation to the medical expert role during their clinical rotations, reflecting the competency levels relating to various tasks relating to the specialties of the clinical officers of the two selected training institutions (Kenya). The selected institutions are Egerton University and Kenya Medical Training College. The survey focuses on the CO interns’ levels of competency in medical specialties (medicine, surgery, pediatrics, and Gynecology and Obstetrics). By answering the main question for CO interns” Sincerely rate yourself in your daily performance in the following areas by circling the number that you feel best represents your competence”. The study results shows that CO interns from Kenya medical training college and Egerton University considered themselves to have adequate competency levels for most tasks, with a few exceptions, such as excision of superficial lesions e.g. ganglion, inserting and removing contraceptive devices e.g. coil tasks. These tasks represent 6.8% of all the cases rated.
Ronald Omenge Obwoge,
Willem de Grave,
Interns’ Perceived Competency Levels with Respect to the Medical Expert Role in Different Clinical Disciplines, Teacher Education and Curriculum Studies.
Vol. 1, No. 1,
2016, pp. 1-14.
Copyright © 2016 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Anne Mette Moercke & BeritEika. What are the clinical skills levels of newly graduated physicians? Self-assessment study of an intended curriculum identified by a Delphi process. Med Educ 2002; 36: 472-478.
Education Council of the American Academy of physician Assistants. 1996. A position paper prepared by the Education Council of the American academy of physician Assistants (Adopted 1996).
Deborah J. Davis, Anne Marie Skaarup& Charlotte Ringsted. 2005. A pilot survey of junior doctors’ confidence in tasks related to broad aspects of competence. Medical Teacher, 27 (6) pp 548-552.
Dorothy S. Lane, Virginia Ross, D.W Chen & Carol O’Neill, 1999. Core competencies for preventive medicine residents. American Journal of Preventive Medicine, (16) 4, pp 367-372.
Egerton University, Catalogue 2002-2008. Diploma in clinical Medicine and Surgery, pp 342-345.
Fraenkel J R and Wallen N E. 2006. How to Design and Evaluate Research in Education. McGraw-Hill, New York.
HarriHyppola, EskoKumpusalo, Irma Virjo, Kari Matilla, Lisa Neittaanmaki, Hannuhalila, SanteroKujala, RittaLuhtala&MauriIsokoski, 2002. Improvement in undergraduate medical education: a 10-year follow-up in Finland. Medical Teacher, (24) 1, pp 52-56.
Health Sector Reform secretariat. July 1990. Republic of KenyaMinistry of Health THE NATIONAL HEALTH SECTOR STRATEGIC PLAN: 1999 – 2004.
I.E Rolfe, S.A Pearson, R, W. Sanson-Fisher, C. Ringland, S. Bayley, A. Hart & S.Kelly 2002. Which common clinical conditions should medical students be able to manage by graduation? A perspective from Australian interns. Medical Teacher, (24) 1, pp 16-22.
J Rourke& JR Frank 2003. Implementing the CanMEDS Physician roles in rural specialist education: the multi-speciality community training network.Rural and Remote Health 5: 406. (Online), 2005.
Kathuri J N and Douglas A. Pals. 1993. Introduction to EDUCATIONAL RESEARCH Egerton University Educational Media Centre, Nakuru, pp 59.
Koocher, G. P. & Keith-Spiegel, P. C. (1990). Children, Ethics, and the Law: Professional Issues and Cases. Lincoln, Nebraska: University of Nebraska Press.
Mckinley R K, Fraset R C and Baker R. 2001. Model for directly assessing and improving clinical competence and performance in revalidation of clinicians BMJ 2001; 322: 712-715 924 (24 March).
Mathooko J M. 2004. Essentials of thesis writing. What students ought to know. Media document supplies, Nakuru.
Mugenda O M and Mugenda A G. 2003. Research Methods Quantitative & Qualitative ApproachesACTS PRESS, Nairobi.
Ovelholster J C and Fine M A. 1990. Defining the boundaries of professional competence Managing subtle cases of Clinical Incompetence Professional psychology: research and practice, 21 (6): 462-469.
Piercey, C. 1995. Assessing clinical competencies. In summers, L. (Ed), A focus on learning, p 206-211. Proceedings of the 4th Annual Teaching Learning Forum, Edith Cown University, February 1995. Perth: Edith Cown University. http://lsn.curtin.edu.au/tlf/tlf1995/piercey.html
Richard Wakeford. Criteria, competencies, and confidence tricks. BMJ 2006; 332: 233 (28 January) (Pubmed).
The Royal College of physicians and Surgeons of Canada. CanMEDS 2005 framewok.
William R. Dunn, David D Hamilton and Ronald M. Harden, 1985. Techniques of identifying Competencies Needed of Doctors. Medical teacher, (7) 1, pp 15-25.