Does a problem-based learning MBBS curriculum prepare resident medical officers for paediatric practice in Papua New Guinea?

Abstract Background. How well the problem based curriculum at the School of Medicine and Health Sciences (SMHS) at the University of Papua New Guinea (UPNG) prepares graduates for the workforce has not been evaluated. Methods. We used a pre tested questionnaire to explore the views of resident medical officers (RMOs) on how well the curriculum had prepared them for their role as RMOs in Paediatrics. We also explored the views of clinical supervisors. Responses to a wide range of questions were scored using a 5-point Likert scale. Participants were requested to indicate skills for which they felt insufficiently prepared. Results. Twenty-five of 38 (66%) RMOs and 19 of 25 (76%) clinical supervisors completed the survey. Mean scores of ≥3.5 and ≥3.9 were recorded for 24 (69%) and 16 (46%) of the 35 questions put to the RMOs. A mean score of ≤3 was recorded in only 5/35 questions. Only two of ten question scores for clinical supervisors’ assessment of the RMOs were <3.5. Discussion. The RMOs felt generally well prepared and clinicians rated RMO performance as at least satisfactory in most areas. Low scores were obtained on questions related to dealing with job stress including dealing with parents and families of children who die, and balancing personal and professional life. Participants felt that more attention should be given to neonatal and infant resuscitation during the undergraduate programme. Conclusion. The results provide assurance that the PBL based curriculum prepares the students well for their future roles and indicate areas in which the curriculum can be modified to address perceived deficiencies.