Abstract
BackgroundMany countries have recently reformed their postgraduate medical education (PGME). New pedagogic initiatives and blueprints have been introduced to improve quality and effectiveness of the education. Yet it is unknown whether these changes improved the daily clinical training. The purpose was to examine the impact of a national PGME reform on the daily clinical training practice.MethodsThe Danish reform included change of content and format of specialist education in line with outcome-based education using the CanMEDS framework. We performed a questionnaire survey among all hospital doctors in the North Denmark Region. The questionnaire included items on educational appraisal meetings, individual learning plans, incorporating training issues into work routines, supervision and feedback, and interpersonal acquaintance. Data were collected before start and 31/2 years later. Mean score values were compared, and response variables were analysed by multiple regression to explore the relation between the ratings and seniority, type of hospital, type of specialty, and effect of attendance to courses in learning and teaching among respondents.ResultsResponse rates were 2105/2817 (75%) and 1888/3284 (58%), respectively. We found limited impact on clinical training practice and learning environment. Variances in ratings were hardly affected by type of hospital, whereas belonging to the laboratory specialities compared to other specialties was related to higher ratings concerning all aspects.ConclusionsThe impact on daily clinical training practice of a national PGME reform was limited after 31/2 years. Future initiatives must focus on changing the pedagogical competences of the doctors participating in daily clinical training and on implementation strategies for changing educational culture.
Highlights
Many countries have recently reformed their postgraduate medical education (PGME)
Recent examples of reforms are seen in many countries with the introduction of outcome-based education according to frameworks such as the roles of CanMEDS and the general competencies of the Accreditation Council for Graduate Medical Education (ACGME) [1,2]
The results indicate that the reform had a small effect on some structural educational issues, but still only limited impact on daily clinical training practice and educational culture
Summary
Many countries have recently reformed their postgraduate medical education (PGME). New pedagogic initiatives and blueprints have been introduced to improve quality and effectiveness of the education. It is unknown whether these changes improved the daily clinical training. Reforms in postgraduate medical education (PGME) often include major changes in the overall organisation of the education and prescriptions regarding principles of content and format of the training programmes. The challenge of work-based education is the high demands for quality and effectiveness of the service. In organising daily clinical work routines there is a need for striking the balance of meeting the service demands and ensuring that trainees gain access to training situations that meet their learning needs. No large-scale data have yet been presented on the effects of large reforms of PGME on the educational culture in clinical departments
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
