Abstract
The aim of this study was to establish whether a ‘teach-the-trainer’ course leads to improvements in, firstly, the knowledge and attitude of clinical trainers and their trainees, and, secondly, the role model behaviour of the clinical trainers. A controlled intervention study was performed with GP trainers and GP trainees from four training institutes in the Netherlands. Clinical trainers in the two intervention institutes received two 3-h training sessions on weight management, focusing on knowledge and attitudes towards obesity, and on conveying the correct professional competency as a positive role model for trainees. This was measured using questionnaires on knowledge, attitude, and role model behaviour (the role model apperception tool; RoMAT). GP trainers showed an increase in knowledge and several characteristics could be identified as being related to positive role model behaviour. A small correlation was found between the trainer’s score on the RoMAT and the attitude of the trainee. A teach-the-trainer course in which knowledge, attitudes, and role modelling are integrated proved to be a first step toward improving the knowledge of clinical trainers, but did not result in a measurably better professional outcome for the trainee, maybe due to a more objective level of assessment.
Highlights
Clinical trainers in general practice (GP) participate in continuing professional development (CPD) and faculty development (FD) courses at training institutes for GP speciality training
The GP trainers who attended the central curriculum days participated, and not every participant was present on all days: 184 (75 %) GP trainers participated in the mandatory group, 25 in the voluntary group, and 171 (67.1 %) trainers in the control group
Our study analyzed the effects of a CPD/FD course for clinical trainers, by surveying the target population, the trainees
Summary
Clinical trainers in general practice (GP) participate in continuing professional development (CPD) and faculty development (FD) courses at training institutes for GP speciality training These educational interventions are expected to improve the quality of trainee-education in clinical practice by way of a cascade effect, representing the transfer of information from course to clinical trainer (Step 1) to training practice (Step 2) and to trainee (Step 3). This is important because, during their clinical training [1], trainees are expected to grow into their future role as independent and competent professional physicians capable of providing high-quality patient care [2]. By adding the step of ‘apperception’ (the process whereby the perceived qualities of the trainer are related to past experiences) to this process, trainees can assess the role model behaviour of their trainers more consciously (Fig. 1) [9]
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