IDENTIFICATION OF EDUCATIONAL FACTORS INFLUENCING THE QUALITY OF HEALTHCARE IN TERTIARY CARE HOSPITAL

Abstract

Objective: To identify the undergraduate medical educational factors according to faculty’s perceptions influencing the quality of healthcare services in tertiary care hospitals.

Methodology: This study used a mixed method sequential design, integrating qualitative and quantitative components. Initially two focus group discussions with 24 participants were conducted until data saturation, followed by the development of a questionnaire based on the data collected through FGDs. For the quantitative phase, 250 participants who were faculty members within the research site were surveyed using a structured questionnaire and data were analyzed using SPSS V 25 with descriptive statistics, and Cronbach Alpha to determine internal consistency.

Results: From the qualitative phase, 15 codes were synthesized into five main themes namely curriculum design, teaching and supervision, assessment, research and professional development, learning environment and mentorship. These themes were used to develop the questionnaire. Results of survey revealed that faculty members expressed concerns regarding the curriculum relevance to local health issues, inconsistent teaching practices, and inadequate assessment of communication and professionalism. Additionally, gaps in research training and faculty development were also identified. Cronbach’s Alpha was determined to be 0.942 across 26 items of the questionnaire.

Conclusions: The study concludes that there is a significant impact of undergraduate medical education on healthcare quality in Pakistan. It reveals critical gaps in many curricular components and also emphasizes the need for systemic reform to enhance graduate competency and healthcare delivery.