%0 Journal Article
%T Clinical capabilities of graduates of an outcomes-based integrated medical program
%A Helen A Scicluna
%A Michael C Grimm
%A Anthony J O¡¯Sullivan
%A Peter Harris
%A Louis S Pilotto
%A Philip D Jones
%A H McNeil
%J BMC Medical Education
%D 2012
%I BioMed Central
%R 10.1186/1472-6920-12-23
%X Self-perceived capability in a range of clinical tasks and assessment of medical education as preparation for hospital practice were evaluated in recent graduates after 3 months working as junior doctors. Responses of the 2009 graduates of the UNSW¡¯s new outcomes-based integrated medical education program were compared to those of the 2007 graduates of UNSW¡¯s previous content-based program, to published data from other Australian medical schools, and to hospital-based supervisor evaluations of their clinical competence.Three months into internship, graduates from UNSW¡¯s new outcomes-based integrated program rated themselves to have good clinical and procedural skills, with ratings that indicated significantly greater capability than graduates of the previous UNSW content-based program. New program graduates rated themselves significantly more prepared for hospital practice in the confidence (reflective practice), prevention (social aspects of health), interpersonal skills (communication), and collaboration (teamwork) subscales than old program students, and significantly better or equivalent to published benchmarks of graduates from other Australian medical schools. Clinical supervisors rated new program graduates highly capable for teamwork, reflective practice and communication.Medical students from an outcomes-based integrated program graduate with excellent self-rated and supervisor-evaluated capabilities in a range of clinically-relevant outcomes. The program-wide curriculum reform at UNSW has had a major impact in developing capabilities in new graduates that are important for 21st century medical practice.The world-wide reform of medical education over the past 40£¿years that saw widespread adoption of curricula designed around an educational process, for example problem-based learning, has been highly controversial, with ongoing discussion about the educational outcomes of graduates of these curricula compared to previous content-based curricula [1-5]. Yet th
%U http://www.biomedcentral.com/1472-6920/12/23