Mismatch between student and tutor evaluation of training needs: a study of traumatology rotations

An e-portfolio was used to determine the optimal number of times students need to repeat a procedure before they are fully capable of performing it without supervision. The results were compared with the actual number of repetitions performed during the internship period. We also asked these student...

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Bibliographic Details
Published in:BMC research notes 2018-11, Vol.11 (1), p.826-826, Article 826
Main Authors: Santonja-Medina, Fernando, García-Sanz, Mari Paz, Santonja-Renedo, Sara, García-Estañ, Joaquín
Format: Article
Language:English
Subjects:
Adult
Clinical Competence
Clinical skills
Competences
Curricula
Curriculum
e-Portfolio
Education, Medical - methods
Feedback
Female
Health education
Hospitals
Humans
Information processing
Internship and Residency
Internships
Learning
Male
Medicine
Mentors
Middle Aged
Portfolios
Questionnaires
Research Note
Skills
Spain
Students
Students, Medical
Studies
Surveys and Questionnaires
Teaching
Traumatology - education
Tutoring
Young Adult
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Summary:An e-portfolio was used to determine the optimal number of times students need to repeat a procedure before they are fully capable of performing it without supervision. The results were compared with the actual number of repetitions performed during the internship period. We also asked these students and their teachers about the optimal number of times each skill should be repeated before it could be considered fully acquired. The questionnaire was answered by 98.6% of the students and 70.3% of their teachers. Both students and teachers agreed on a similar optimal value for 16 out of the 21 clinical procedures selected; in the remaining 5, teachers thought that students needed to repeat the procedure more times than the number stated by students. When these optimal values were compared with the actual values recorded in the portfolio during the internships, it was found that about half of all clinical procedures were carried out fewer times than expected, thus providing important feedback about the rotation-based training process. Quantitative information collected in the portfolios revealed a moderate mismatch between students' and teachers' perceptions of training needs.
ISSN:1756-0500
1756-0500
DOI:10.1186/s13104-018-3925-1