|
If you are seeing this message, you may be experiencing temporary network problems. Please wait a few minutes and refresh the page. If the problem persists, you may wish to report it to your local Network Manager.
It is also possible that your web browser is not configured or not able to display style sheets. In this case, although the visual presentation will be degraded, the site should continue to be functional. We recommend using the latest version of Microsoft or Mozilla web browser to help minimise these problems.
Wiley InterScience | ||||||
  Medical EducationVolume 38 Issue 7, Pages 758 - 766 Published Online: 16 Jun 2004 © 2010 Blackwell Publishing Ltd Published on behalf of the Association for the Study of Medical Education
Abstract | References | Full Text: HTML, PDF (Size: 161K) | Related Articles | Citation Tracking  postgraduate education Factors predictive of successful learning in postgraduate medical education Copyright 2004 Blackwell Publishing Ltd KEYWORDS education • medical • graduate/*methods • occupation therapy/*education • mental health • problem-based learning/methods • clinical competence/*standards • analysis of variance ABSTRACTPurpose 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. Received 27 May 2002; editorial comments to authors 5 September 2002, 22 January 2003; accepted for publication 11 April 2003 | 
|
