scholarly journals Internal medicine residents’ achievement goals and efficacy, emotions, and assessments

2018 ◽  
Vol 9 (4) ◽  
pp. e59-68 ◽  
Author(s):  
Lia Daniels ◽  
Vijay Daniels
Keyword(s):  
Internal Medicine ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Postgraduate Medical Education ◽  
Sense Of Self ◽  
Self Report ◽  
Internal Medicine Residents ◽  
Competency Based ◽  
Approach Goals ◽  
Mastery Approach

Background: Achievement goal theory is consistently associated with specific cognitions, emotions, and behaviours that support learning in many domains, but has not been examined in postgraduate medical education. The purpose of this research was to examine internal medicine residents’ achievement goals, and how these relate to their sense of self-efficacy, epistemic emotions, and valuing of formative compared to summative assessments. These outcomes will be important as programs transition more to competency based education that is characterized by ongoing formative assessments.                             Methods: Using a correlational design, we distributed a self-report questionnaire containing 49 items measuring achievement goals, self-efficacy, emotions, and response to assessments to internal medicine residents. We used Pearson correlations to examine associations between all variables.Results: Mastery-approach goals were positively associated with self-efficacy and curiosity and negatively correlated with frustration and anxiety. Mastery-approach goals were associated with a greater value for feedback derived from annual ACP exams, end-of-rotation written exams, and annual OSCEs. Performance-approach goals were only associated with valuing ACP exams.Conclusion: Mastery-approach goals were associated with self-efficacy and epistemic emotions among residents, two constructs that facilitate autonomous learning. Residents with mastery-approach goals also appeared to value a wider range of types of assessment data. This profile will likely be beneficial for learners in a competency-based environment that involves high levels of formative feedback.

Case Study Instruction Experiences in Educational Psychology and Pre-Service Teachers’ Achievement Goals for Learning

2020 ◽  
pp. 009862832097726
Author(s):  
Alyssa R. Gonzalez-DeHass ◽  
Patricia P. Willems ◽  
María D. Vásquez-Colina
Keyword(s):  
Educational Psychology ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Traditional Students ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Impact ◽  
Mastery Approach

Case studies have become a popular vehicle for pre-service teachers to be introduced to the challenges of classroom teaching and participate in hypothetical classroom decision-making. Because of the similarity of case study instruction to those classroom structures proven to influence a student’s adoption of mastery-approach goals, we expected that case study learning would predict educational psychology students’ adoption of these adaptive goals. However, there is limited empirical research on the impact of case study instruction on student’s motivation, particularly for students’ adoption of achievement goals. Therefore, the purpose of this study was to examine the relationships between students’ perceived experiences in case study instruction and each of four achievement goals identified in the goal literature. Since self-efficacy may be another important influence on students’ achievement goals, we also included it as another predictor variable in our regression analyses. Both online and traditional on-campus students are included in this study. While neither performance goal was significantly related to case study instruction for either class format, perceptions of case study instruction predicted online students’ mastery-approach goals and predicted lower rates of mastery-avoidance goals in traditional students. Self-efficacy predicted greater likelihood of mastery-approach goals for traditional students and lower rates of mastery-avoidance goals in both class formats.

scholarly journals Creative Solution for Implementation of Experiential, Competency-Based Palliative Care Training for Internal Medicine Residents

2011 ◽  
Vol 26 (3) ◽  
pp. 436-443 ◽  
Author(s):  
Douglas D. Ross ◽  
Deborah W. Shpritz ◽  
Susan D. Wolfsthal ◽  
Ann B. Zimrin ◽  
Timothy J. Keay ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Palliative Care ◽  
Internal Medicine Residents ◽  
Competency Based ◽  
Care Training

scholarly journals Clinical and Educational Outcomes of an Integrated Inpatient Quality Improvement Curriculum for Internal Medicine Residents

2016 ◽  
Vol 8 (4) ◽  
pp. 563-568 ◽  
Author(s):  
Greg Ogrinc ◽  
Emily S. Cohen ◽  
Robertus van Aalst ◽  
Beth Harwood ◽  
Ellyn Ercolano ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Quality Improvement ◽  
Self Efficacy ◽  
Intervention Group ◽  
Educational Outcome ◽  
Free Text ◽  
Internal Medicine Residents ◽  
Late Intervention ◽  
Hands On ◽  
The Impact

ABSTRACT Background  Integrating teaching and hands-on experience in quality improvement (QI) may increase the learning and the impact of resident QI work. Objective  We sought to determine the clinical and educational impact of an integrated QI curriculum. Methods  This clustered, randomized trial with early and late intervention groups used mixed methods evaluation. For almost 2 years, internal medicine residents from Dartmouth-Hitchcock Medical Center on the inpatient teams at the White River Junction VA participated in the QI curriculum. QI project effectiveness was assessed using statistical process control. Learning outcomes were assessed with the Quality Improvement Knowledge Application Tool–Revised (QIKAT-R) and through self-efficacy, interprofessional care attitudes, and satisfaction of learners. Free text responses by residents and a focus group of nurses who worked with the residents provided information about the acceptability of the intervention. Results  The QI projects improved many clinical processes and outcomes, but not all led to improvements. Educational outcome response rates were 65% (68 of 105) at baseline, 50% (18 of 36) for the early intervention group at midpoint, 67% (24 of 36) for the control group at midpoint, and 53% (42 of 80) for the late intervention group. Composite QIKAT-R scores (range, 0–27) increased from 13.3 at baseline to 15.3 at end point (P < .01), as did the self-efficacy composite score (P < .05). Satisfaction with the curriculum was rated highly by all participants. Conclusions  Learning and participating in hands-on QI can be integrated into the usual inpatient work of resident physicians.

scholarly journals Setting Lower Limits High: The Role of Boundary Goals in Achievement Motivation

2017 ◽  
Author(s):  
Katherine S. Corker ◽  
Brent Donnellan
Keyword(s):  
Achievement Motivation ◽  
Achievement Goals ◽  
Lower Boundary ◽  
Opposite Pattern ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Lower Limits ◽  
Mastery Approach

Boundary goals specify the minimum performance level that an individual must attain to subjectively experience success. The current research integrates boundary goals into the hierarchical model of achievement motivation (A. Elliot, 2006) by positing that boundary goals are a sub-goal in the goal hierarchy. We predicted that performance approach goals would be associated with higher boundary goals, whereas performance avoidance goals would be associated with lower boundary goals. We further predicted that boundary goals would mediate the association between achievement goals and performance, independent of other target goals (i.e., levels of aspiration). We also evaluated whether boundary goals served a similar role in explaining associations between mastery goals and performance. We tested these predictions by tracking the performance of 347 college students across the semester. As predicted, performance approach goals were positively associated with boundary goals (beta = .32) whereas performance avoidance goals were negatively associated with boundary goals (beta = -.11). Further, we found that mastery approach goals had positive associations with boundary goals (beta = .29) whereas the opposite pattern occurred for mastery avoidance goals (beta = -.25). Boundary goals were positively linked to exam scores (beta = .32) and mediated the associations between performance approach, mastery approach, and mastery avoidance goals and grades. These statistical effects were independent of the effects of level of aspiration. In short, boundary goals seem to play an important role in the achievement motivation process and may therefore serve as a potentially useful focus for interventions.

Are Internal Medicine Residents Meeting the Bar? Comparing Resident Knowledge and Self-Efficacy to Published Palliative Care Competencies

2020 ◽  
pp. 104990912095480
Author(s):  
Kristen M. Moyer ◽  
Matthew S. Ellman ◽  
John Encandela ◽  
Laura J. Morrison
Keyword(s):  
Internal Medicine ◽  
Palliative Care ◽  
Self Efficacy ◽  
Rank Analysis ◽  
Cultural Aspects ◽  
Internal Medicine Residents ◽  
Significant Difference ◽  
New Instrument ◽  
The Mean ◽  
One Way Anova

Background: There is a need for improved primary palliative care (PC) education and resident comfort with providing end-of-life care. Objective: Utilize a new instrument derived from published PC competencies to assess baseline Internal Medicine (IM) resident knowledge and self-efficacy in PC to identify educational gaps and create new PC curricula. Design: We created a 2-part instrument including a Knowledge Test (KT) and a Self-Efficacy Inventory (SEI) addressing 18 PC resident competencies across 5 domains: Pain and Symptom Management (PSM), Communication (COMM), Psychosocial, Spiritual, and Cultural Aspects of Care (PSC), Terminal Care and Bereavement (TCB), and Palliative Care Principles and Practice (PCPP). Setting/Subjects: The instrument was emailed to IM residents at our institution during academic years 2015-2016 and 2016-2017. Measurements: Basic descriptive statistics were performed for the KT and SEI. Mean Rank Analysis and One-way ANOVA were utilized for the KT and SEI, respectively. Congruence was calculated between knowledge and self-efficacy. Results: The mean score on the KT was 73% (range 33-80%). There was no significant difference in knowledge among post-graduate year cohorts. Self-efficacy scores were lower for interns overall and in PCPP, TCB, and COMM domains. Knowledge was concordant with self-efficacy in 42% of participants, higher than self-efficacy in 10% of participants, and lower than self-efficacy in 48% of participants. Conclusions: For approximately half of respondents, high self-efficacy in PC did not correlate with high PC knowledge. A more focused curriculum is needed to help IM residents facilitate mastery of PC competencies by graduation.

Achievement Goals, Implicit Theories, and Intrinsic Motivation: A Test of Domain Specificity Across Music, Visual Art, and Sports

2018 ◽  
Vol 66 (3) ◽  
pp. 320-337 ◽  
Author(s):  
Chee Keng John Wang ◽  
Leonard Tan ◽  
Eugene I. Dairianathan
Keyword(s):  
Student Teachers ◽  
Goal Orientation ◽  
Achievement Goals ◽  
Visual Art ◽  
Implicit Theories ◽  
Achievement Goal ◽  
Self Report ◽  
Domain Specificity ◽  
Education Data ◽  
Approach Goals

The purpose of this study was to test the domain specificity of achievement goals across music, visual art, and sports specializations, as measured by Elliot’s 2 × 2 achievement goal framework. Participants in the study were 103 volunteer student teachers from a teacher training institute in Singapore specializing in music, visual art, and physical education. Data were collected via self-report questionnaires that included measures of (a) the 2 × 2 achievement goal orientation constructs; (b) incremental and entity beliefs among the participants in music, visual art, and sports; and (c) participants’ enjoyment, perceived competence, effort, and tension while being engaged in music, visual art, and sports. MANOVA analyses indicated that (a) achievement goals are domain-specific and are highest in participants’ area of specialization; (b) implicit theories can be generalized across the three specializations, with higher incremental beliefs than entity beliefs reported across all specializations; and (c) enjoyment was highest for those who specialized in that particular area. Finally, mastery-approach goals positively predicted enjoyment in each specialization.

scholarly journals Scholarly Success Among Internal Medicine Residents in Canada

2015 ◽  
Vol 10 (3) ◽  
Author(s):  
Katarzyna Jerzak MD ◽  
Donald M. Arnold MD MSc ◽  
Shariq Haider MD
Keyword(s):  
Internal Medicine ◽  
Research Training ◽  
Postgraduate Medical Education ◽  
Medical Writing ◽  
Scientific Meeting ◽  
Resident Research ◽  
Internal Medicine Residents ◽  
Research Curriculum ◽  
English Speaking ◽  
Abstract Presentation

Scholar activity is an integral component of postgraduate medical education in Canada. We describe the opportunities in research training among Canadian internal medicine (IM) programs, including program requirements and supportive infrastructure, as well as barriers and enablers of research success. Methods: An email survey was sent to all program directors (PDs) (n = 14) and core IM residents (n = 1119) from English-speaking IM Residency Training Programs in Canada to describe research support and productivity. We evaluated factors associated with achieving an abstract presentation at a scientific meeting or publication of a manuscript in a peer-reviewed journal. Results: A total of 10 of 14 PDs (71%) and 308 of 1119 residents (28%) responded to the survey. Of 10 evaluable programs, 6 had a formal research curriculum and 8 had a mechanism of pairing residents with research mentors. A total of 236 (76%) residents completed a research project during core IM training; of those, 171 (55%) published (n = 84) or presented (n = 150) their research. A mechanism for linking residents with suitable research mentors, instruction on medical writing, and instruction on data analysis were associated with residents' achieving publication in a peer-reviewed journal. Conclusion: Requirements for resident research are variable across Canadian IM programs. Instruction on medical writing and statistics, as well as a mechanism to pair residents with suitable research mentors, contribute to resident research success.

scholarly journals Addressing Transition to Practice: Assessing Perceived Effectiveness of a Competency Based Change to On-Call Responsibilities of Senior Cardiology Residents

2021 ◽  
Author(s):  
Andrew James Caddell ◽  
Edwin Moses Bamwoya ◽  
Andrew Donald Moeller
Keyword(s):  
Internal Medicine ◽  
Training Program ◽  
Senior Resident ◽  
Program Committee ◽  
Gradual Transition ◽  
Transition To Practice ◽  
Call Structure ◽  
Internal Medicine Residents ◽  
Negative Effect ◽  
Competency Based

Abstract Background There has been a paradigm shift in residency training over the last several years wherein Competency by Design (CBD) is being integrated to replace more traditional time-based models of training. The Residency Program Committee (RPC) for the Cardiology training program at Dalhousie University in Halifax, Canada addressed the Transition to Practice stage by approving a trial of adjusting the resident call responsibilities to reflect the transition to CBD curriculum. The goal of this adjustment was three-fold: i. Gradually increase accountability of the senior cardiology resident as they transition to practice; ii. Address a gap in training that allows the senior resident to have a gradual transition to the role of a practicing cardiologist while on call; iii. Allows further evolution of skills and abilities. Methods A survey was administered to the practitioners involved in this competency-based change to the call responsibilities. Surveys were distributed to the final year Cardiology Residents, Staff Cardiologists, and Senior Internal Medicine residents to assess their experience and opinions of the current, competency-based change of the on-call curriculum. The survey consisted of eleven questions, of which, four were assessed on a Likert scale and 3 were yes/no questions. Results Four PGY6 cardiology residents, five senior internal medicine residents and eleven staff cardiologists completed the survey. Amongst those who completed the survey there was agreement that the change to the on-call responsibilities improved cardiology residents’ skills, accountability and preparedness to practice. All groups felt the changes were useful for the cardiology training program. There was mild negative effect of perceived accountability by the internal medicine residents. Conclusion Overall the change in call structure led to improved perceived preparedness to practice amongst the cardiology residents and addressed a gap in the Transition to Practice phase of CBD training. This study provides some evidence to the potential benefit of CBD and specifically in the benefits towards transitioning to practice.

Incremental Validity of Achievement Goals in Predicting Subjective Well-Being Among University Students

2015 ◽  
Vol 14 (1) ◽  
pp. 38-62 ◽  
Author(s):  
Chen Chen
Keyword(s):  
Life Satisfaction ◽  
Personality Traits ◽  
Big Five ◽  
Achievement Goals ◽  
Well Being ◽  
Big Five Personality ◽  
Subjective Well Being ◽  
And Performance ◽  
Approach Goals ◽  
Mastery Approach

This study examined the role that achievement goals may play in predicting subjective well-being, particularly the extra contribution of achievement goals beyond that of personality traits. There were 371 university students from Nanjing, China (mean age = 20.67, SD = 1.30) who participated in the study and reported their achievement goals, the Big Five personality traits, and subjective well-being (including life satisfaction, positive, and negative affect). Results revealed that mastery-approach goals positively and significantly predicted life satisfaction; mastery-approach and performance-approach goals positively, whereas performance-avoidance goals negatively significantly predicted positive affect. When working with the Big Five personality traits, mastery-approach goals and performance-approach goals showed their added contributions to life satisfaction and positive affect, respectively. These results highlight the importance of considering achievement goals when explaining individual differences of subjective well-being as well as the importance of taking subjective well-being into account when understanding the nature of achievement goals.

Sign in / Sign up

Export Citation Format

Share Document