Factors predictive of successful learning in postgraduate medical education.

Abstract:

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.

journal_name

Med Educ

journal_title

Medical education

authors

Smits PB,Verbeek JH,Nauta MC,Ten Cate TJ,Metz JC,van Dijk FJ

doi

10.1111/j.1365-2929.2004.01846.x

keywords:

subject

Has Abstract

pub_date

2004-07-01 00:00:00

pages

758-66

issue

7

eissn

0308-0110

issn

1365-2923

pii

MED1846

journal_volume

38

pub_type

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