scholarly journals How educational innovations and attention to competencies in postgraduate medical education relate to preparedness for practice: the key role of the learning environment

2015 ◽  
Vol 4 (6) ◽  
pp. 300-307 ◽  
Author(s):  
Ids S. Dijkstra ◽  
Jan Pols ◽  
Pine Remmelts ◽  
Eric F. Rietzschel ◽  
Janke Cohen-Schotanus ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Postgraduate Medical Education ◽  
Educational Innovations ◽  
Preparedness For Practice

scholarly journals Reliability of residents’ assessments of their postgraduate medical education learning environment: an observational study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Paul L. P. Brand ◽  
H. Jeroen Rosingh ◽  
Maarten A. C. Meijssen ◽  
Ingrid M. Nijholt ◽  
Saskia Dünnwald ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Observational Study ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Teaching Hospitals ◽  
Social Desirability Bias ◽  
Education Environment ◽  
Continuous Scale ◽  
Set Up

Abstract Background Even in anonymous evaluations of a postgraduate medical education (PGME) program, residents may be reluctant to provide an honest evaluation of their PGME program, because they fear embarrassment or repercussions from their supervisors if their anonymity as a respondent is endangered. This study was set up to test the hypothesis that current residents in a PGME program provide more positive evaluations of their PGME program than residents having completed it. We therefore compared PGME learning environment evaluations of current residents in the program to leaving residents having completed it. Methods This observational study used data gathered routinely in the quality cycle of PGME programs at two Dutch teaching hospitals to test our hypothesis. At both hospitals, all current PGME residents are requested to complete the Scan of Postgraduate Education Environment Domains (SPEED) annually. Residents leaving the hospital after completion of the PGME program are also asked to complete the SPEED after an exit interview with the hospital’s independent residency coordinator. All SPEED evaluations are collected and analysed anonymously. We compared the residents’ grades (on a continuous scale ranging from 0 (poor) to 10 (excellent)) on the three SPEED domains (content, atmosphere, and organization of the program) and their mean (overall department grade) between current and leaving residents. Results Mean (SD) overall SPEED department grades were 8.00 (0.52) for 287 current residents in 39 PGME programs and 8.07 (0.48) for 170 leaving residents in 39 programs. Neither the overall SPEED department grades (t test, p = 0.53, 95% CI for difference − 0.16 to 0.31) nor the department SPEED domain grades (MANOVA, F(3, 62) = 0.79, p = 0.51) were significantly different between current and leaving residents. Conclusions Residents leaving the program did not provide more critical evaluations of their PGME learning environment than current residents in the program. This suggests that current residents’ evaluations of their postgraduate learning environment were not affected by social desirability bias or fear of repercussions from faculty.

scholarly journals Factors related to the role of programme directors in association with quality in postgraduate medical education – a cross-sectional study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Hanna Wijk ◽  
Sari Ponzer ◽  
Hans Järnbert-Pettersson ◽  
Lars Kihlström ◽  
Jonas Nordquist
Keyword(s):  
Medical Education ◽  
Postgraduate Medical Education ◽  
Classification Tree ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
High Quality ◽  
Cross Sectional ◽  
Programme Director ◽  
Factors Associated

Abstract Background Educational leaders have been pointed out as being important for quality of medical education. However, their actual influence on the education can be limited. At the postgraduate level, educational leadership and its connection with quality is underexplored and knowledge about how to increase its impact is lacking. An increased understanding could be used in order to prioritize actions for strengthening the role. The aim of this study was to investigate factors related to the role of programme director associated with quality in postgraduate medical education. Methods A cross-sectional study was carried out. A questionnaire was sent to programme directors in Sweden (n = 519) comprising questions about background factors, work characteristics, work tasks, hindering and enabling factors, and the Utrecht Work Engagement Scale. A logistic regression and classification tree were used to identify factors associated with high qualitative education, defined as compliance with national regulations. Results The response rate was 54% (n = 279). In total, 62% of the programme directors reported high quality and factors associated with high quality included experiences of communication with residents, superiors and supervisors, and support from the supervisors. Other factors were consensus regarding postgraduate medical education at the workplace, adequate financial resources, the programme directors’ competence, and their perceived impact on education. Factors of particular importance seemed to differ depending on whether the programme directors were responsible for one or for multiple units. Most high-quality education was found in cases where programme directors were responsible for a single unit and perceived sufficient impact on education. Conclusions These results indicated that there was an association between factors related to programme director and quality in postgraduate medical education. The findings pointed out the importance of combining activities at both individual, group and organizational levels. Relational aspects should not be underestimated; faculty development and involvement are crucial.

scholarly journals Surgical leadership in Poland: ideas and challenges

2019 ◽  
Vol 4 (2) ◽  
pp. 45-50
Author(s):  
Grzegorz Wallner ◽  
Michał Solecki
Keyword(s):  
Medical Education ◽  
Social Skills ◽  
Postgraduate Medical Education ◽  
Leadership Skills ◽  
Medical Studies ◽  
Ongoing Debate ◽  
The Individual

AbstractThe Polish system of undergraduate and postgraduate medical education, including specialization courses in surgery, provided only general guidelines concerning the issue of creating a leader or preparing for leadership. The process of building the position of a leader has had a rather spontaneous character thus far; it has been based on the individual, natural predispositions of a candidate for the position of a leader. There are no formal guidelines for this in Poland. It is required that graduates of medical studies or residents should acquire the so-called professional and social skills before they complete their specialization training. In the light of the ongoing debate, it seems worthwhile to give a thought on the role of a leader and to undertake harmonized actions to work out a common stance on understanding the issue of leadership and teach leadership skills as a part of a harmonized, methodologically correct system of education, so that the best ways of preparing residents to perform the role of a leader in surgical and other medical surroundings could be realized.

scholarly journals 771 Shaping the Virtual Learning Environment: Emojis As A Novel Feedback Modality for Content Delivery in Postgraduate Medical Education

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
K Rajdev ◽  
E Watts ◽  
M Eastwood ◽  
S Goh ◽  
U Ahmed ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Postgraduate Medical Education ◽  
Virtual Learning ◽  
Content Delivery ◽  
Virtual Learning Environment ◽  
Free Text ◽  
The Novel ◽  
Feedback Systems ◽  
Rapid Appraisal

Abstract Introduction Postgraduate medical education in the wake of a pandemic has sparked creativity, evolving novel platforms concordant with socially distanced learning. Inevitably, evaluation is critical in navigating improvements in content delivery. However, as culture continues to shift away from didactic teaching, students are at risk of ‘feedback overload’. We propose a novel emoji scale to facilitate rapid appraisal. Method A three-point emoji scale was developed within the novel virtual learning environment for core surgical training in the West Midlands. Engagement with the emoji system was assessed and correlated with conventional post-course questionnaires. Results The novel emoji system provided a rapid mechanism for trainees to express opinion on individual modules immediately following completion. Parallels to social media meant this modality felt familiar to trainees. Simplification of feedback permitted prompt, targeted review of modules for improvement, as opposed to laborious collection and analysis of standard post-course questionnaires. Literature review revealed limited research regarding similar emoji-based responses, or the validity of Likert or free-text based feedback systems. Conclusion As virtual learning evolves following COVID-19, feedback systems help guide evolution. Emoji-based feedback may provide the key to prompt, accessible evaluation of VLE platforms.

scholarly journals Reliability of residents’ assessments of their postgraduate medical education learning environment: an observational study

2019 ◽  
Author(s):  
Paul L P Brand ◽  
H Jeroen Rosingh ◽  
Maarten A C Meijssen ◽  
Ingrid M Nijholt ◽  
Saskia Dünnwald ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Observational Study ◽  
Social Desirability ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Teaching Hospitals ◽  
Social Desirability Bias ◽  
Education Environment ◽  
Set Up

Abstract Background. Even in anonymous evaluations of a postgraduate medical education (PGME) program, residents may be reluctant to provide an honest evaluation of their PGME program, because they fear embarrassment or repercussions from their supervisors if their anonymity as a respondent is endangered. This study was set up to test the hypothesis that current residents in a PGME program provide more positive evaluations of their PGME program than residents having completed it. We therefore compared PGME learning environment evaluations of current residents in the program to leaving residents having completed it.Methods. This observational study used data gathered routinely in the quality cycle of PGME programs at two Dutch teaching hospitals to test our hypothesis. At both hospitals, all current PGME residents are requested to complete the Scan of Postgraduate Education Environment Domains (SPEED) annually. Residents leaving the hospital after completion of the PGME program are also asked to complete the SPEED after an exit interview with the hospital’s independent residency coordinator. All SPEED evaluations are collected and analysed anonymously. We compared the residents’ grades (on a 1-10 scale) on the three SPEED domains (content, atmosphere, and organization of the program) and their mean (overall department grade) between current and leaving residents. Results. Mean (SD) overall SPEED department grades were 8.00 (0.52) for 287 current residents in 39 PGME programs and 8.07 (0.48) for 170 leaving residents in 39 programs. Neither the overall SPEED department grades (t test, p=0.53, 95% CI for difference -0.16 to 0.31) nor the department SPEED domain grades (MANOVA, F(3, 62)=0.79, p=0.51) were significantly different between current and leaving residents. Conclusions. Residents leaving the program did not provide more critical evaluations of their PGME learning environment than current residents in the program. This suggests that current residents’ evaluations of their postgraduate learning environment were not affected by social desirability bias or fear of repercussions from faculty.

scholarly journals Reliability of residents’ assessments of their postgraduate medical education learning environment: an observational study

2019 ◽  
Author(s):  
Paul L P Brand ◽  
H Jeroen Rosingh ◽  
Maarten A C Meijssen ◽  
Ingrid M Nijholt ◽  
Saskia Dünnwald ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Observational Study ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Teaching Hospitals ◽  
Social Desirability Bias ◽  
Education Environment ◽  
Continuous Scale ◽  
Set Up

Abstract Background. Even in anonymous evaluations of a postgraduate medical education (PGME) program, residents may be reluctant to provide an honest evaluation of their PGME program, because they fear embarrassment or repercussions from their supervisors if their anonymity as a respondent is endangered. This study was set up to test the hypothesis that current residents in a PGME program provide more positive evaluations of their PGME program than residents having completed it. We therefore compared PGME learning environment evaluations of current residents in the program to leaving residents having completed it. Methods. This observational study used data gathered routinely in the quality cycle of PGME programs at two Dutch teaching hospitals to test our hypothesis. At both hospitals, all current PGME residents are requested to complete the Scan of Postgraduate Education Environment Domains (SPEED) annually. Residents leaving the hospital after completion of the PGME program are also asked to complete the SPEED after an exit interview with the hospital’s independent residency coordinator. All SPEED evaluations are collected and analysed anonymously. We compared the residents’ grades (on a continuous scale ranging from 0 (poor) to 10 (excellent)) on the three SPEED domains (content, atmosphere, and organization of the program) and their mean (overall department grade) between current and leaving residents. Results. Mean (SD) overall SPEED department grades were 8.00 (0.52) for 287 current residents in 39 PGME programs and 8.07 (0.48) for 170 leaving residents in 39 programs. Neither the overall SPEED department grades (t test, p=0.53, 95% CI for difference -0.16 to 0.31) nor the department SPEED domain grades (MANOVA, F(3, 62)=0.79, p=0.51) were significantly different between current and leaving residents. Conclusions. Residents leaving the program did not provide more critical evaluations of their PGME learning environment than current residents in the program. This suggests that current residents’ evaluations of their postgraduate learning environment were not affected by social desirability bias or fear of repercussions from faculty.

scholarly journals Designing problem-based curricula: The role of concept mapping in scaffolding learning for the health sciences

2015 ◽  
pp. 119-133
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Case Studies ◽  
Concept Mapping ◽  
Postgraduate Medical Education ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Module Design ◽  
Scaffolding Learning

While the utility of concept mapping has been widely reported in primary and secondary educational contexts, its application in the health sciences in higher education has been less frequently noted. Two case studies of the application of concept mapping in undergraduate and postgraduate health sciences are detailed in this paper. The case in undergraduate dental education examines the role of concept mapping in supporting problem-based learning and explores how explicit induction into the principles and practices of CM has add-on benefits to learning in an inquiry-based curriculum. The case in postgraduate medical education describes the utility of concept mapping in an online inquiry-based module design. Specific attention is given to applications of CMapTools™ software to support the implementation of Novakian concept mapping in both inquiry-based curricular contexts.

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