Abstract
Background: Teaching emergencies has the ability to provide medical students with animportant knowledge and skills. In this study, we assessed the perception of Faculty of medicine, University of Gezira graduates regarding instructional methods of emergencies and their performance in emergency departments. Materials and Methods: This is a cross-sectional survey, which was conducted among newly graduated doctors, during their internship rotation. We assessed the graduateperception about instructional methods of teaching EM during medical school and how they deal with emergencies. Likert's scale of five points was used for assessment of the graduate response. This data was used for a correlation analysis. Result: Ninety three graduates were enrolled. Male doctors' numbers was 41(44%). Most of the graduated doctors agreed that clinical round and practical session in teaching emergency are useful among 80(86%) and 74(79.6%) of them respectively. Less number of graduated students 45 (48.4%) and 43 (36.6%) agreed that Problem-based learning and Seminar are useful in teaching emergency. Numbers of graduates who feel competence to assess and diagnose patients, request a relevant investigation, and can put a treatment plan and start the managements are 60(68.8%), 76(81.8%) and 61 (65.6%) respectively. Conclusion: There are some strength and weakness in emergency teaching during medical school which affects their self-confidence when dealing with emergencies.