ArticleBMC medical education2019
Intern preparedness for the CanMEDS roles and the Dunning-Kruger effect: a survey.
Article in BMC medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
8 citing papers in PubMed.
- Sliding Doors: Pivotal Research Decisions and Their Influence on Exploring Sensitive Topics.The clinical teacher · 2025Article
- Perceived Preparedness for the Clinical Practice Among Medical Interns: A Cross-Sectional Study.Advances in medical education and practice · 2025Article
- Competence over confidence: uncovering lower self-efficacy for women residents during central venous catheterization training.BMC medical education · 2024Article
- Interprofessional Curriculum Delivery: Experience of a Primary Care Education Program.Healthcare (Basel, Switzerland) · 2024Article
- Developing an evaluation approach for the in-depth review of a new undergraduate medical programme as a complex system.PloS one · 2024Article
- "You Never Get a Second Chance": First Impressions of Physicians Depend on Their Body Posture and Gender.Frontiers in psychology · 2022Article
- Transitioning from university to postgraduate medical training: A narrative review of work readiness of medical graduates.Health science reports · 2021Review
- Predictors of Perceived Educational Relevance: A Regression Analysis Based on Teaching CanMEDS Roles.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe purpose of this study was to determine whether the first cohort of graduates from a new undergraduate medical programme in Botswana were adequately prepared for internship.
methodsThe authors surveyed 27 interns and 13 intern supervisors on site, who rated intern preparedness for 44 tasks using a previously validated instrument. Tasks were grouped according to the seven roles of the physician in the CanMEDS framework and Cronbach α values confirmed internal consistency. To determine the direction of differences between intern and supervisor ratings for tasks Likert scale ratings were treated as interval data and mean scores calculated. Rating frequencies for each role were compared using the χ
resultsPreparedness for all seven roles and the majority of tasks was found to be between 'Fairly well prepared' and 'Well prepared'. The ratings for four roles (Medical expert, Communicator, Collaborator, Professional) differed statistically, but not for the three others (Leader, Health advocate, Scholar). Interns rated their proficiency higher than their supervisors for the tasks in six roles; for the 'Professional' role intern ratings were mostly lower. Correlations between intern and supervisors scores were only significant for three roles (Medical expert, Communicator, Collaborator). Qualitative data provided further insights into the reasons for these associations.
conclusionsIntern preparedness for tasks and roles varied but was generally satisfactory. Based on the analysis of the data seeming discrepancies in between interns and supervisor ratings were investigated and explanations are offered. For three roles the data indicate that their component tasks are understood in the same way by interns and supervisors, but not for the other roles. The Dunning-Kruger effect offers a plausible explanation for higher intern scores for tasks in six of the roles. For the 'Professional' role differences between interns' internal, individual understanding and supervisors' external, group understanding may explain lower intern scores. The fact that respondents may understand the tasks they rate differently has implications for all research of this nature.
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