Factors predictive of successful learning in postgraduate medical education
| Autor: | Jos Verbeek, F. J. H. van Dijk, M. C. E. Nauta, T. J. Ten Cate, J. C. M. Metz, Paul Smits |
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| Přispěvatelé: | Coronel Institute of Occupational Health, APH - Amsterdam Public Health |
| Jazyk: | angličtina |
| Rok vydání: | 2004 |
| Předmět: |
Occupational therapy
Adult Male medicine.medical_specialty Educational measurement Multivariate analysis Higher education education Occupational safety and health Education Sex Factors Occupational Therapy Predictive Value of Tests medicine Humans Learning Medical education Analysis of Variance business.industry Mental Disorders Age Factors General Medicine Problem-Based Learning Middle Aged Mental health Problem-based learning Education Medical Graduate Female Performance indicator Clinical Competence Educational Measurement business Psychology Clinical psychology |
| Zdroj: | Medical education, 38(7), 758-766. Wiley-Blackwell |
| ISSN: | 0308-0110 |
| Popis: | PURPOSE: To establish which personal and contextual factors are predictive of successful outcomes in postgraduate medical education. METHOD: We performed a follow-up study of 118 doctors on a postgraduate occupational health training programme on the management of mental health problems. The following personal and contextual variables were measured as potential predictors of outcome: gender; age; years of experience as a doctor; university of graduation; learning style (Kolb); present employer (occupational health service), and educational format (problem-based or lecture-based). The main outcome measures were: scores on knowledge tests consisting of true/false and open answer questions, and performance in practice based on self-report and performance indicators. To determine the effect of potential predictive factors univariate analyses of variance and repeated measurement analysis of variance was applied. RESULTS: The mean scores of knowledge (P < 0.001) and performance (P = 0.001) of the participants increased after the educational programme. After multivariate analysis female gender was positively related to accruements in both knowledge and performance (both P < 0.05), independently of the influence of other factors. Accommodator learning style showed a relation with knowledge increase (P = 0.05), but had no influence on performance (P = 0.79). The problem-based educational format yielded a better performance outcome (P = 0.05), but had no influence on knowledge tests (P = 0.31). CONCLUSION: Gender and learning style were found to be related to an increase in knowledge. Gender was also found to be related to improvement in performance after a postgraduate medical education programme. We found no interactions with course design (i.e. problem-based or non problem-based learning formats), but further research could reveal other cues, suggesting practical consequences of student characteristics for course design in postgraduate training. |
| Databáze: | OpenAIRE |
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