Factors influencing gastroenterology specialist trainees’ satisfaction with the regional speciality educational programme
All post-graduate training programmes in the United Kingdom follow relevant competency-based curricula. Whilst much of trainees learning occurs during the day-day activities of their training posts, all training programmes support their trainees with a formal taught educational programme, usually ba...
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| Format: | Article |
| Language: | English |
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F1000 Research Ltd
2017-01-01
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| Series: | MedEdPublish |
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| Online Access: | https://www.mededpublish.org/Manuscripts/811 |
| Summary: | All post-graduate training programmes in the United Kingdom follow relevant competency-based curricula. Whilst much of trainees learning occurs during the day-day activities of their training posts, all training programmes support their trainees with a formal taught educational programme, usually based on full or half-days of education for all trainees on that training scheme. The factors which influence trainees learning and satisfaction with these educational programmes have not been examined. The factors associated with increased trainee- perception of high teaching quality and the effect on practice from all regional teaching sessions over a 6 year period were examined in the East of England Gastroenterology training scheme. There was a very strong correlation between perceived teaching skills of the educator and the scores for effect on practice. Teacher and curriculum factors associated with higher scores for effect on practice were examined by unconditional logistic regression. Overall two teacher-related factors were independently associated with highest scores for effective teaching: having a formal post-graduate educational qualification and having published a paper on the relevant topic in the last 12 months. No curriculum-related factors were related to the perceived qualify of the teaching session. These data provide some insight into factors that should be considered when designing regional speciality teaching programmes and emphasize that educational qualifications appear to be a very important marker of high-quality teaching. |
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| ISSN: | 2312-7996 |