Document Type : Original Article
Authors
1
Internist, Department of Internal Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
2
Medical Sciences Education Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
3
Department of Community Medicine, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
4
Student Research Committee, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
5
Department of E-learning in Medical Sciences, Smart University of Medical Sciences, Tehran, Iran
6
Department of Emergency Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
7
Student Research Committee, Faculty of Medicine, Birjand University of Medical Sciences, Birjand, Iran
8
Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
10.22038/fmej.2025.89157.1659
Abstract
Background: This study aims to evaluate the impact of pre-internship training programs on the perspective, knowledge, and performance of medical students transitioning from medical school to internship at Mashhad University of Medical Sciences.
Method: A quantitative, interventional study was conducted at Mashhad University of Medical Sciences on medical students entering their internship in the first and second semesters of 2021-2022. The participants were divided into intervention and control groups. A baseline preparedness assessment included a pretest using an Objective Structured Clinical Examination (OSCE) and a questionnaire assessing interns' views. The intervention group received training in the final month of their medical education before beginning their internships. Both groups were re-evaluated with a post-test after gaining internship experience, and data were analyzed using SPSS software.
Results: Of 144 participants, 133 completed the study. The control group had higher pre-test scores in knowledge and skills related to starting an internship, familiarity with patient hospitalization and discharge processes, and overall questionnaire scores (p = 0.018, p = 0.008, p = 0.005, p = 0.012, respectively). Conversely, the intervention group exhibited significantly higher knowledge related to internship processes, self-confidence, and working interactions post-training (p < 0.001). While pre-test OSCE scores were similar (p = 0.254), the intervention group outperformed the control group in the post-test (p < 0.001).
Conclusion: The study demonstrates that pre-internship training programs significantly enhance the preparedness of medical students for their internships, highlighting their importance in equipping future health professionals with essential competencies for effective patient care.
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