• Gretchen M Dickson, Amy K Chesser, Nikki Keene Woods, Nathan R Krug, and Rick D Kellerman.
• Department of Family and Community Medicine and the Family Medicine Residency at Wesley, University of Kansas School of Medicine, Wichita 67214, USA. gdickson@kumc.edu
• J Am Board Fam Med. 2013 Jan 1; 26 (1): 28-34.

BackgroundGraduates of US allopathic and international medical schools comprise the majority of physicians who began family medicine residency in July 2011. Different procedural skills may be taught in allopathic and international medical schools leading to variation in the procedures that graduates can perform independently at the beginning of residency training. A mismatch between assigned resident tasks and procedural skills mastered during medical school may jeopardize patient safety.MethodsA survey was distributed nationwide to 3287 family medicine residents in July 2011 to determine the proportion of graduates of allopathic and international medical schools who self-reported the ability to perform each of 41 procedures independently.ResultsSurveys were completed by 681 residents (response rate = 21%). The proportion of allopathic and international graduates self-reporting the ability to perform 7 ambulatory, 4 inpatient and 4 maternity care procedures was statistically significantly different.ConclusionsAll graduates self-reported the ability to perform few procedural skills independently upon entry to residency. More allopathic graduates self-reported the ability to perform ambulatory procedures, whereas more international graduates self-reported the ability to perform inpatient and maternity care procedures. Evaluation of individual resident competencies is key to tailor patient care responsibilities and supervision appropriately to resident abilities.

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