Abstract
IntroductionMany training programmes in postgraduate medical education (PGME) have introduced competency frameworks, but the effects of this change on preparedness for practice are unknown. Therefore, we explored how elements of competency-based programmes in PGME (educational innovations, attention to competencies and learning environment) were related to perceived preparedness for practice among new consultants.MethodsA questionnaire was distributed among 330 new consultants. Respondents rated how well their PGME training programme prepared them for practice, the extent to which educational innovations (portfolio, Mini-CEX) were implemented, and how much attention was paid to CanMEDS competencies during feedback and coaching, and they answered questions on the learning environment and general self-efficacy. Multiple regression and mediation analyses were used to analyze data.ResultsThe response rate was 43 % (143/330). Controlling for self-efficacy and gender, the learning environment was the strongest predictor of preparedness for practice (B = 0.42, p < 0.001), followed by attention to competencies (B = 0.29, p < 0.01). Educational innovations were not directly related to preparedness for practice. The overall model explained 52 % of the variance in preparedness for practice. Attention to competencies mediated the relationship between educational innovations and preparedness for practice. This mediation became stronger at higher learning environment values.ConclusionsThe learning environment plays a key role in determining the degree to which competency-based PGME prepares trainees for independent practice.
Highlights
Many training programmes in postgraduate medical education (PGME) have introduced competency frameworks, but the effects of this change on preparedness for practice are unknown
In the present study we aim to explore the relationship between key elements of competency-based PGME and preparedness for practice using a conceptual model based on educational theory and previous research in the field, which we will elaborate on below
This study shows that the quality of the learning environment is of key importance in determining the degree to which novel competency-based PGME programmes prepare new consultants for independent practice
Summary
Many training programmes in postgraduate medical education (PGME) have introduced competency frameworks, but the effects of this change on preparedness for practice are unknown. We explored how elements of competency-based programmes in PGME (educational innovations, attention to competencies and learning environment) were related to perceived preparedness for practice among new consultants. In many Western countries competency-based education (CBE) has been introduced in postgraduate medical education (PGME) to prepare trainees better for the growing complexities of the medical profession [1, 2]. How educational innovations and attention to competencies in postgraduate medical education. In the present study we aim to explore the relationship between key elements of competency-based PGME and preparedness for practice using a conceptual model based on educational theory and previous research in the field, which we will elaborate on below.
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