Predictors of Perceived Educational Relevance: A Regression Analysis Based on Teaching CanMEDS Roles

Introduction The CanMEDS framework, originally developed for postgraduate training, has also been adopted in undergraduate medical education. Evaluating how well undergraduate training prepares graduates for clinical work is one way to assess its success. Materials and methods This study examined how Finnish doctors perceive the correspondence between their undergraduate education and their current work, and how the teaching of CanMEDS roles and other factors are associated with these evaluations. Data came from the Finnish nationwide Physician 2023 survey (response rate 49%). Of the 4882 respondents, 1240 had graduated between 2014 and 2023 and comprised the study group. Respondents assessed satisfaction with hospital and health centre training and with the teaching of the seven CanMEDS roles. Binary logistic regression was used to examine associations with perceived correspondence between undergraduate education and current work. Results About 45% of respondents reported that their education corresponded well to their work. Nearly 80% were satisfied with hospital training, while only slightly more than half were satisfied with health centre training. The regression model explained 30% (Nagelkerke R 2 ) of the variance in perceived correspondence, with a correct classification rate of 71%. Teaching of Medical knowledge ( OR = 3.70, 95% CI [2.35–5.84]) showed the strongest association. Communication skills, Health Advocacy, and Leadership and Management skills were not significantly associated with perceived preparedness. Conclusions Finnish doctors’ perceptions of undergraduate education aligning with work were strongly linked to the teaching of medical knowledge and lifelong learning. Hospital training contributed more to perceived preparedness than health centre training. Several CanMEDS roles showed limited association with preparedness.