Strengthening medical training programmes by focusing on professional transitions: a national bridging programme to prepare medical school graduates for their role as medical interns in Botswana

• DOI: 10.1186/s12909-017-1102-1
• Publication Date: 2017-12-21T13:31:51Z
• Authors: Michael J. Peluso; Rebecca Luckett; Savara Mantzor; Alemayhu G. Bedada; Paul Saleeb; Miriam Haverkamp; Mosepele Mosepele; Cecil Haverkamp; Rosa Maoto; Detlef Prozesky; Neo Tapela; Oathokwa Nkomazana; Tomer Barak
• Keywords: Preparedness

The improvement of existing medical training programmes in resource-constrained settings is seen as key to addressing the challenge retaining graduates trained at considerable cost both in-country and abroad. In Botswana, establishment national Medical Internship Training Programme (MIT) 2014 was a first step efforts promote retention through expansion standardization internship training, but MIT faces major related variability between incoming trainees due factors such their completion undergraduate different settings. To address this challenge, August 2016 we piloted bridging programme for foreign locally that aimed facilitate transition into training. This study describe evaluate its impact on participants' self-rated perceptions knowledge, experience, clinical skills, familiarity with Botswana's healthcare system. We conducted national, intensive, two-week designed from student intern prepare all interns work health Participants included entering 2016. Formats lectures, workshops, simulations, discussions, reflection-oriented activities. Kellogg Foundation Outcomes Logic Model used programme, participants attitudes across each objectives paired questionnaires before after participation. 48/54 (89%) provided data. reported high degree satisfaction (mean 4.2/5). Self-rated preparedness improved participation 3.2 versus 3.7, p < 0.001), did confidence 18/19 knowledge/skill domains, suggesting felt prepared them Exploratory analysis revealed 20/25 (80%) reporting either no effect or negative following had rated themselves "extremely" "quite" beforehand, grounded expectations who initially were overconfident. contrast, "moderately" "somewhat" decline sense preparedness. Interns commented benefits learning about roles/responsibilities, interacting clinicians sectors, community engendered. feasible implement well-received by participants. Overall, perceived an enhancement role system programme. Our results are likely be interest educators dedicated professional transitions, career pathways similar region beyond.