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dc.contributor.authorHiggins, Hiatt S
dc.contributor.authorTaraporewalla, Kersi
dc.contributor.authorEdirippulige, Sisira
dc.contributor.authorWare, Robert S
dc.contributor.authorSteyn, Michael
dc.contributor.authorWatson, Marcus O
dc.date.accessioned2018-05-08T03:54:33Z
dc.date.available2018-05-08T03:54:33Z
dc.date.issued2013
dc.identifier.issn0025-729X
dc.identifier.doi10.5694/mja12.11639
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent368220 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_US
dc.publisherAustralasian Medical Publishing Company
dc.publisher.placeAustralia
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom272
dc.relation.ispartofpageto274
dc.relation.ispartofissue4
dc.relation.ispartofjournalMedical Journal of Australia
dc.relation.ispartofvolume199
dc.rights.retentionY
dc.subject.fieldofresearchPublic Health and Health Services not elsewhere classified
dc.subject.fieldofresearchClinical Sciences not elsewhere classified
dc.subject.fieldofresearchPublic Health and Health Services
dc.subject.fieldofresearchClinical Sciences
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode111799
dc.subject.fieldofresearchcode110399
dc.subject.fieldofresearchcode1117
dc.subject.fieldofresearchcode1103
dc.subject.fieldofresearchcode1701
dc.titleEducational support for specialist international medical graduates in anaesthesia
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Health, School of Nursing and Midwifery
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.
gro.date.issued2015-01-23T05:25:20Z
gro.hasfulltextFull Text
gro.griffith.authorHiggins, Niall S.
gro.griffith.authorWare, Robert


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