LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Duffrin, Christopher; Berryman, Darlene; Shu, Jennifer (2009)
Publisher: Co-Action Publishing
Journal: Medical Education Online
Languages: English
Types: Article
Subjects:

Classified by OpenAIRE into

mesheuropmc: education
ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
Background/Purpose: The purpose of this study is to determine subjects and skills that are per­ceived by practicing physicians as essential for success in medical training and practice. Previous studies suggest that better premedical preparation for a future career as a physician may reduce the need for expanded study of non-clinical subjects and skills in the graduate medical curriculum. Methods: The study was performed with a random sample of licensed physicians in Ohio (n=2,100), who were queried utilizing a survey instrument of 54 questions including demograph­ics and perceptions on eight subjects and sixteen skills essential for success in medical school and practice. Completed surveys (n=356) were found to be representative of the national demographics of practicing physicians, including similar age, education, gender, type of practice, and specialty. Results: Respondents indicated that the subjects of business, communications, and technology were rated as most important for physician success, while communications, natural sciences and technology were most important for students. Skills identified as most essential to both training and practice included the ability to utilize technology, being honest and truthful, ability to explore, self-educate and research, and ability to communicate orally. Conclusions: The findings of the study support previous research and indicate that some students entering medical school may not have the breadth of study that practitioners identify as best pre­paring them for success as a student and practitioner. Keywords: Medical education, curriculum
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • 13. Hall ML, Stocks MT. Relationship between quantity of undergraduate science preparation and preclinical performance in medical school. Acad Med. 1995; 70:230-5.
    • 14. Zeleznick C, Hojat M, Veloski J. Baccalaureate preparation for medical school: does type of degree make a difference? J Med Educ.1983; 58:26-33.
    • 15. Gough HG. Some predictive implications of premedical scientific competence and pref - erences J Med Educ. 1978; 53: 291-300.
    • 16. Smith SR. Effect of undergraduate college major on performance in medical school. Acad Med. 1998; 73: 1006-8.
    • 17. Koenig, JA. Comparison of medical school performances and career plans of students with broad and with science-focused premedical preparation. Acad Med. 1992; 67; 191-6.
    • 18. Schaad DC. An exploratory investigation of the relationships between undergraduate coursework distribution and medical school performance at the University of Washington School of Medicine [dissertation]. Seattle (WA): University of Washington; 1986.
    • 19. Herman MW, Veloski JJ. Premedical training, personal characteristics and performance in medical school. Med Educ. 1981; 15: 363-7.
    • 20. Huff KL, Fang D. When are students most at risk of encountering academic difficulty? A study of the 1992 matriculants to U.S. medical schools. Acad Med. 1999; 74: 454-60.
    • McCue JD. Influence of medical and premedi - cal education on important personal qualities of physicians. Am J Med. 1985; 78: 985-91.
    • 22. Parsons JA, Warnecke RB, Czaja RF, Barnsley J, Kaluzny A. Factors associated with response rates in a national survey of primary care physicians. Eval Rev. 1994; 18: 756-66.
    • 23. Sobel J, DeForge BR, Ferentz KS, Munice HL Jr, Valente CM, Levine DM. Physician responses to multiple questionnaire mailings. Eval Rev. 1990; 14; 711-22.
    • 24. National Center for Health Workforce Analysis (http://bhpr.hrsa.gov/healthworkforce). Washington, D.C.; U.S. Healthcare Workforce Personnel Factbook: tables 200-224: available from: http://bhpr.hrsa.gov/healthworkforce/reports/ factbook.htm).
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article

Collected from