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Abstract

Purpose: Pakistan is experiencing a wave of change in the undergraduate medical curriculum. The changes have led to emergence of an outcomes-based curriculum. However the extent to which an outcomes-based curriculum prepares the medical graduates for clinical practice has not been well studied. The aim of the present study was therefore to identify perception of the medical graduates of the extent to which an outcomes-based curriculum in Pakistan has prepared them for hospital practice. Methods: In September 2015, recent graduates of Islamic International Medical College in Pakistan were asked to fill in the modified Clinical Capability Questionnaire to assess their perception of how the medical school education prepared them for clinical practice during their house job. The survey findings were analyzed using SPSS version 23. Results: 43 students completed the questionnaire. Cronbach's alpha coefficients for each subscale ranged from 0.83 to 0.96 representing good internal consistency. Majority of the students reported good capability in clinical skills (mean¼2.77) but rated themselves lower on procedural skills (mean¼1.94), operational management (mean¼1.99), and administrative tasks (mean¼1.53). For the remaining six domains, students rated an average preparedness for holistic care (mean¼3.13), collaboration (mean¼3.01), prevention (mean¼3.05), and self-directed learning (mean¼3.02) while they reported inadequate preparedness in coping skills (mean¼2.89) and interpersonal skills (mean¼2.77) Conclusion: Introduction of an outcomes-based curriculum does not guarantee student preparation for clinical practice during house job.

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