J Korean Med Sci.  2023 Aug;38(33):e259. 10.3346/jkms.2023.38.e259.

Needs Assessment for the Development of Training Curricula for Internal Medicine Residents

• Park KH
• Na SJ
• Kim Y
• Myung SJ
• Lee JH
• Lee SW
• Yoon BY

• KMID: 2545211
• DOI: http://doi.org/10.3346/jkms.2023.38.e259

Abstract

Background
Patient-centered outcomes can be achieved when common core and specialist competencies are achieved in a balanced manner. This study was conducted to assess the need to fill the gap between the defined competencies and learners’ achievement, in order to improve the internal medicine (IM) training education curriculum for promoting patientcentered outcomes.
Methods
A cross-sectional online survey was conducted. The participants were 202 IM specialists who obtained board certification in 2020−2021. We developed a questionnaire to investigate the self-evaluation of common core competencies and achievement level of IM essential competencies. For analysis, frequency tests, paired t-test, Borich priority formula, and χ ² were performed.
Results
In common core competencies, IM specialists recognized that their achievement levels in all competency categories were lower than their importance level (P < 0.001), and the highest educational demands were related to self-management. They assessed their five essential procedure skill levels as novice or advanced beginner status. The achievement level for the essential symptoms and signs that IM specialists should be able to manage was predominantly competent level. However, on average, 34.9% answered that they had never assessed during training for essential skills, and 29.7% answered the same for essential symptoms and signs.
Conclusion
We identified the priorities of core competencies, the level of achievement in essential procedures and patient care with essential symptoms and signs for IM training, and the related educational methods and assessment status. This study is expected to be used as basic data for developing and revising IM training educational curriculum.

Keyword

Graduate Medical Education; Competency-Based Medical Education; Patient-Centered Outcomes; Needs Assessment; Curriculum Development

Figure

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  Fig. 1 The locus for focus model for educational needs for common core competencies.HH = high importance and high discrepancy between importance level and current performance level (high educational priority), HL = high importance and low discrepancy between importance level and current performance level, LH = low importance and high discrepancy between importance level and current performance level, LL = low importance and low discrepancy between importance level and current performance level.

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