Educational Value of Doctor Trainee Employments (“Student Doctor”) —A Questionnaire Study
Affiliation(s)
1 Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Göteborg, Sweden. 2 Södra Älvsborgs Sjukhus, Borås, Sweden. 3 Department of Clinical Pharmacology, Sahlgrenska University Hospital, Göteborg, Sweden.
1 Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Göteborg, Sweden. 2 Södra Älvsborgs Sjukhus, Borås, Sweden. 3 Department of Clinical Pharmacology, Sahlgrenska University Hospital, Göteborg, Sweden.
ABSTRACT
Background: In Sweden, medical students can work as employed doctor trainees under supervision during medical school breaks. The aim of the present study was to evaluate the educational value of such employments, as well as to compare university and non-university positions. Method: A questionnaire was administered to all employed doctor trainees at Sahlgrenska University Hospital, Gothenburg, in 2003-2004 (n = 67) plus all students in last term medical school 2005 who had had such a position inside or outside this university hospital (n = 43). The questionnaire included questions on trainee position/s, as well as statements regarding the educational value. Result: 75 unique individuals returned a filled-in questionnaire (response rate: 78%). The respondents experienced the positions as valuable concerning gain in professional confidence (mean ± standard deviation: 3.9 ± 1.1; 1 = total disagreement to 5 = total agreement) and independence (3.9 ± 1.1), subsequent learning in medical school (4.3 ± 0.9), and future professional work (4.2 ± 1.0). The gain in professional confidence and independence was greater for those who had worked in a non-university hospital (n = 17) than in a university hospital (n = 29): 4.4 ± 0.6 vs. 3.6 ± 3.6, P = 0.011; 4.3 ± 0.7 vs. 3.6 ± 1.1, P = 0.038. Conclusion: Employment as a doctor trainee seems to facilitate subsequent learning in medical school and enhance professional progress; the latter is particularly prominent in non-university hospitals.
Background: In Sweden, medical students can work as employed doctor trainees under supervision during medical school breaks. The aim of the present study was to evaluate the educational value of such employments, as well as to compare university and non-university positions. Method: A questionnaire was administered to all employed doctor trainees at Sahlgrenska University Hospital, Gothenburg, in 2003-2004 (n = 67) plus all students in last term medical school 2005 who had had such a position inside or outside this university hospital (n = 43). The questionnaire included questions on trainee position/s, as well as statements regarding the educational value. Result: 75 unique individuals returned a filled-in questionnaire (response rate: 78%). The respondents experienced the positions as valuable concerning gain in professional confidence (mean ± standard deviation: 3.9 ± 1.1; 1 = total disagreement to 5 = total agreement) and independence (3.9 ± 1.1), subsequent learning in medical school (4.3 ± 0.9), and future professional work (4.2 ± 1.0). The gain in professional confidence and independence was greater for those who had worked in a non-university hospital (n = 17) than in a university hospital (n = 29): 4.4 ± 0.6 vs. 3.6 ± 3.6, P = 0.011; 4.3 ± 0.7 vs. 3.6 ± 1.1, P = 0.038. Conclusion: Employment as a doctor trainee seems to facilitate subsequent learning in medical school and enhance professional progress; the latter is particularly prominent in non-university hospitals.
Cite this paper
Wallerstedt, S. , Odqvist, M. and Wallerstedt, S. (2015) Educational Value of Doctor Trainee Employments (“Student Doctor”) —A Questionnaire Study. International Journal of Clinical Medicine, 6, 469-474. doi: 10.4236/ijcm.2015.67062.
Wallerstedt, S. , Odqvist, M. and Wallerstedt, S. (2015) Educational Value of Doctor Trainee Employments (“Student Doctor”) —A Questionnaire Study. International Journal of Clinical Medicine, 6, 469-474. doi: 10.4236/ijcm.2015.67062.
References
[1] Cameron, A., Millar, J., Szmidt, N., Hanlon, K. and Cleland, J. (2014) Can New Doctors Be Prepared for Practice? A Review. The Clinical Teacher, 11, 188-192.
http://dx.doi.org/10.1111/tct.12127 [2] Goldacre, M.J., Lambert, T., Evans, J. and Turner, G. (2003) Preregistration House Officers’ Views on Whether Their Experience at Medical School Prepared Them Well for Their Jobs: National Questionnaire Survey. BMJ, 326, 1011-1012.
http://dx.doi.org/10.1136/bmj.326.7397.1011 [3] Hoppe, A. and Kiessling, A. (2012) A National Questionnaire Shows the Quality of Swedish Medical Education. Läkartidningen, 109, 468-472. (In Swedish) [4] Kavanagh, P., Boohan, M., Savage, M., McCluskey, D. and McKeown, P. (2012) Evaluation of Final Year Work-Shadowing Attachment. Ulster Medical Journal, 82, 83-88. [5] Wallerstedt, S. (2005) External Auscultation—A Success in Advanced and Clinical Education. Läkartidningen, 102, 3159-3160. (In Swedish) [6] Wallerstedt, S.M. and Wallerstedt, S. (2006) Employment as a Doctor Trainee—A Position Well Suited for Practice and Education. Läkartidningen, 103, 2749-2751. (In Swedish) [7] Brennan, N., Corrigan, O., Allard, J., Archer, J., Barnes, R., Bleakley, A., et al. (2010) The Transition from Medical Student to Junior Doctor: Today’s Experiences of Tomorrow’s Doctors. Medical Education, 44, 449-458.
http://dx.doi.org/10.1111/j.1365-2923.2009.03604.x [8] Ochsmann, E.B., Zier, U., Drexler, H. and Schmid, K. (2011) Well Prepared for Work? Junior Doctors Self-Assessment after Medical Education. BMC Medical Education, 11, 99.
http://dx.doi.org/10.1186/1472-6920-11-99 [9] Wallerstedt, S.M., Wallerstedt, M. and Wallerstedt, S. (2013) The Specialty Clinical Pharmacology Needs to Be Examined Separately to Guarantee a Sufficient Level of Knowledge in Medical Students. European Journal of Clinical Pharmacology, 69, 1331-1334.
http://dx.doi.org/10.1007/s00228-012-1461-9 [10] El-Sayeh, H.G. (2003) Using Student Doctor or Trainee Doctor May Be Helpful. BMJ, 327, 1110.
http://dx.doi.org/10.1136/bmj.327.7423.1110-a [11] Lempp, H. and Seale, C. (2006) Medical Students’ Perceptions in Relation to Ethnicity and Gender: A Qualitative Study. BMC Medical Education, 6, 17.
http://dx.doi.org/10.1186/1472-6920-6-17 [12] Beagan, B.L. (2005) Everyday Classism in Medical School: Experiencing Marginality and Resistance. Medical Education, 39, 777-784.
http://dx.doi.org/10.1111/j.1365-2929.2005.02225.x
[1] Cameron, A., Millar, J., Szmidt, N., Hanlon, K. and Cleland, J. (2014) Can New Doctors Be Prepared for Practice? A Review. The Clinical Teacher, 11, 188-192.
http://dx.doi.org/10.1111/tct.12127 [2] Goldacre, M.J., Lambert, T., Evans, J. and Turner, G. (2003) Preregistration House Officers’ Views on Whether Their Experience at Medical School Prepared Them Well for Their Jobs: National Questionnaire Survey. BMJ, 326, 1011-1012.
http://dx.doi.org/10.1136/bmj.326.7397.1011 [3] Hoppe, A. and Kiessling, A. (2012) A National Questionnaire Shows the Quality of Swedish Medical Education. Läkartidningen, 109, 468-472. (In Swedish) [4] Kavanagh, P., Boohan, M., Savage, M., McCluskey, D. and McKeown, P. (2012) Evaluation of Final Year Work-Shadowing Attachment. Ulster Medical Journal, 82, 83-88. [5] Wallerstedt, S. (2005) External Auscultation—A Success in Advanced and Clinical Education. Läkartidningen, 102, 3159-3160. (In Swedish) [6] Wallerstedt, S.M. and Wallerstedt, S. (2006) Employment as a Doctor Trainee—A Position Well Suited for Practice and Education. Läkartidningen, 103, 2749-2751. (In Swedish) [7] Brennan, N., Corrigan, O., Allard, J., Archer, J., Barnes, R., Bleakley, A., et al. (2010) The Transition from Medical Student to Junior Doctor: Today’s Experiences of Tomorrow’s Doctors. Medical Education, 44, 449-458.
http://dx.doi.org/10.1111/j.1365-2923.2009.03604.x [8] Ochsmann, E.B., Zier, U., Drexler, H. and Schmid, K. (2011) Well Prepared for Work? Junior Doctors Self-Assessment after Medical Education. BMC Medical Education, 11, 99.
http://dx.doi.org/10.1186/1472-6920-11-99 [9] Wallerstedt, S.M., Wallerstedt, M. and Wallerstedt, S. (2013) The Specialty Clinical Pharmacology Needs to Be Examined Separately to Guarantee a Sufficient Level of Knowledge in Medical Students. European Journal of Clinical Pharmacology, 69, 1331-1334.
http://dx.doi.org/10.1007/s00228-012-1461-9 [10] El-Sayeh, H.G. (2003) Using Student Doctor or Trainee Doctor May Be Helpful. BMJ, 327, 1110.
http://dx.doi.org/10.1136/bmj.327.7423.1110-a [11] Lempp, H. and Seale, C. (2006) Medical Students’ Perceptions in Relation to Ethnicity and Gender: A Qualitative Study. BMC Medical Education, 6, 17.
http://dx.doi.org/10.1186/1472-6920-6-17 [12] Beagan, B.L. (2005) Everyday Classism in Medical School: Experiencing Marginality and Resistance. Medical Education, 39, 777-784.
http://dx.doi.org/10.1111/j.1365-2929.2005.02225.x