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dc.contributor.authorHiggins, Niall
dc.contributor.authorTaraporewalla, Kersi
dc.contributor.authorTaraporewalla, Sisira
dc.contributor.authorWare, Robert S.
dc.contributor.authorSteyn, Michael
dc.contributor.authorWatson, Marcus
dc.date.accessioned2018-05-08T03:54:33Z
dc.date.available2018-05-08T03:54:33Z
dc.date.issued2013
dc.identifier.issn13265377en_US
dc.identifier.doi10.5694/mja12.11639en_US
dc.identifier.urihttp://hdl.handle.net/10072/60579
dc.description.abstractObjective: To measure specialist international medical graduates' (SIMGs) level of learning through participation in guided tutorials, face-to-face or through videoconferencing (VC), and the effect of tutorial attendance and quality of participation on success in specialist college examinations. Design and setting: Tutorials were conducted at the Royal Brisbane and Women's Hospital between 19 September 2007 and 23 August 2010, and delivered through VC to participants at other locations. Tutorials were recorded and transcribed, and speaker contributions were tagged and ranked using content analysis software. Summary examination results were obtained from the Australian and New Zealand College of Anaesthetists. Main outcome measures: Tutorial participation and attendance, and college examination pass and fail rates. Results: Transcripts were obtained for 116 tutorials. The median participation percentage for those who subsequently failed the college examinations was 1% (interquartile range [IQR], 0%-1%), while for those who passed the exams it was 5% (IQR, 2%-8%; P < 0.001). There was also an association between attendance and exam success; the median (IQR) attendance of those who failed was 24% (IQR, 14%-39%), while for those who passed it was 59% (IQR, 39%-77%; P < 0.001). Conclusions: Use of VC technology was found to be a feasible method to assist SIMGs to become aware of the requirements of the exam and to prepare more effectively.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent368220 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherAustralasian Medical Publishing Companyen_US
dc.publisher.placeAustraliaen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom272en_US
dc.relation.ispartofpageto274en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalMedical Journal of Australiaen_US
dc.relation.ispartofvolume199en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchPublic Health and Health Services not elsewhere classifieden_US
dc.subject.fieldofresearchClinical Sciences not elsewhere classifieden_US
dc.subject.fieldofresearchcode111799en_US
dc.subject.fieldofresearchcode110399en_US
dc.titleEducational support for specialist international medical graduates in anaesthesiaen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Health, School of Nursing and Midwiferyen_US
gro.rights.copyright© 2013 Australasian Medical Publishing Company. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2015-01-23T05:25:20Z
gro.hasfulltextFull Text


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