Comparative evaluation of two cohorts of final year residents on perception of curricular improvements after the Bologna Declaration at Yerevan State Medical University

Abstract

Objective: To assess the difference in evaluation between final year residents of 2008 and 2010 cohorts at a state-run medical school in Armenia after implementing a new curriculum in postgraduate physician education and training according to the Bologna Declaration we conducted a pilot survey. Methods: One hundred and ninety-nine trainees were surveyed on their perception of residency program components via a self-employed structured questionnaire. Findings: Analysis of survey data revealed statistically significant differences (P < 0.05) in residents perceptions on supervisors motivation (P = 0.002) and fair grading (P = 0.005); use of group work (P = 0.017), role play (P = 0.049) and case discussion (P = 0.010) as interactive teaching methods; evaluation of training site equipment (P = 0.021); participation in problembased learning (P = 0.017) and conferences (P = 0.008). Resident’s evaluation of oral exams as the best method for knowledge assessment (P = 0.030) and in department rotation system is different (P = 0.027). Conclusion: In this survey, most differences in evaluation may be explained by introduction of improved training methods and curricula, introduction of individual supervisor system and more opportunities for interactive teaching methods. Current findings may serve a basis for countries facing challenges in post-graduate medical education system regionally and internationally under the Bologna process and for further improvement in residency program planning locally.