Training the ideal hospital doctor: the specialist registrars’ perspective

Khera, Nandita; Stroobant, John; Primhak, R A; Gupta, Rahul; Davies, Helena

doi:10.1111/j.1365-2923.2001.01019.x

Cited by 21 publications

(8 citation statements)

References 15 publications

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“…In qualitative casework, these procedures are collectively called triangulation, which is often used in order to confirm validity. This process also involves the comparison of data relating to the same phenomenon derived from different phases of the fieldwork, from different sources, and/or at different points in the temporal cycle (Khera, Stroobant, Primhak, Gupta, & Davies, 2001).…”

Section: Data Collection and Analysismentioning

confidence: 99%

A study on customer, supplier, and competitor knowledge using the knowledge chain model

Tseng

2009

International Journal of Information Management

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Section: Data Collection and Analysismentioning

confidence: 99%

A study on customer, supplier, and competitor knowledge using the knowledge chain model

Tseng

2009

International Journal of Information Management

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“…Postgraduate trainees require structured training programmes that inform them about their progress toward achieving these learning outcomes [13]. While samples of core competencies have been eloquently written [23], it can be difficult to implement these in the context of CAP training in Europe where postgraduate trainees may spend 6 months or more with a single consultant or in a department working with a specific diagnosis group(s) and learning is often opportunistic.…”

Section: Introductionmentioning

confidence: 99%

Using participatory design to develop structured training in child and adolescent psychiatry

Davis¹,

Ringsted²,

Bonde³

et al. 2008

Eur Child Adolesc Psychiatry

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Context: Learning during residency in child and adolescent psychiatry (CAP) is primarily work-based and has traditionally been opportunistic. There are increasing demands from both postgraduate trainees and medical organisations for structured programmes with defined learning outcomes. Objectives: The aim of this study was to partner with postgraduate trainees and consultants in psychiatry to identify key learning issues that should be considered during CAP residency and to use these in designing a structured programme to meet the learning outcome requirements of a competency framework. Methods: Participatory design was used to structure a learning and assessment programme in CAP. First, during working seminars, consultants and postgraduate trainees were interviewed about the characteristics of the learning and working in CAP. These interviews were audio taped, transcribed and analyzed for recurrent themes to identify key issues. Descriptive results were fed back to the participants for validation. In a subsequent iterative process the researchers and practitioners partnered to construct a learning and assessment programme. Results: The tasks within CAP were poorly described by study participants. Several other types of professionals within the healthcare team perform many of the tasks a CAP postgraduate trainee has to learn. Participants had difficulties describing how learning takes place and what postgraduate trainees need to learn in CAP. The partnership between researchers and practitioners identified three key issues to consider in CAP residencies: (1) Preparation for tasks postgraduate trainees are expected to fulfil, (2) Ensuring acquisition of physician-specific knowledge and skills, and (3) Clarifying roles and professional identity within the team. A structured training programme incorporating the key learning issues identified was created. Conclusion: Participatory design was very helpful to structure a contextually suitable training programme in CAP. The researchers speculate that this approach will result in easier implementation of the new training programme

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“…For training programmes to be effective and efficient, medical educators must design curricula and in-training assessments (ITA) that support the trainee's professional growth and monitor progress (Guest et al, 2001;Epstein & Hundert, 2002;Khera et al, 2001). Miller's pyramid of dimensions of professional competence (Miller, 1990) illustrates the assessment targets for undergraduate curricula; more focus is given to factual knowledge acquisition and less to performance in practice.…”

Section: Introductionmentioning

confidence: 99%

“…If Miller's pyramid is correspondingly inverted so that the does level predominates (Figure 1) (Ringsted, 2004a), it stands to reason that assessment strategies should have an increased focus at this level. Currently, however, the curriculum in action and the assessment curriculum in postgraduate education often include only cognitive aspects (Khera et al, 2001;FitzGerald & Wenger, 2003). Competence related to the core tasks of trainees during their daily work has largely been neglected or implicit as a 'hidden curriculum' (Khera et al, 2001;Clark, 2001;Lindgard et al, 2004;Sutcliffe et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

Person–task–context: a model for designing curriculum and in-training assessment in postgraduate education

Ringsted¹,

Skaarup²,

Henriksen³

et al. 2006

Medical Teacher

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Structured curricula for senior house officers have often been lacking. The aim of this study was to trial a person-task-context model in designing a curriculum and in-training assessment (ITA) programme for SHOs in internal medicine. A working group designed the programme based on triangulation of information from interviews with trainees and programme directors, analysis of patient case mix and national quality assurance data. The interview data showed that the main difference currently between trainee levels was in expected degree of responsibility for patient management rather than in actual tasks. Key learning needs were how to take a structured approach to the tasks and get an overview of situations. SHOs expressed a need for explicit learning goals and standards of performance. SHOs requested formal teaching in non-medical aspects of competence such as communication, interpersonal skills and professionalism. This article points out how consideration of the type of trainees involved, the tasks they must do and learn, and the context in which they work are important in designing postgraduate curricula. The person-task-context model can be used to tailor curricula and ITA that support learning and may be especially beneficial in promoting learning in non-dominant areas of a specialty.

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Training the ideal hospital doctor: the specialist registrars’ perspective

Abstract: SpRs are articulate in expressing their own expectations of their training and have considerable insight into the components of good training. Further improvement could be made and will require significant commitment from both trainees and trainers.

Cited by 21 publications

References 15 publications

A study on customer, supplier, and competitor knowledge using the knowledge chain model

A study on customer, supplier, and competitor knowledge using the knowledge chain model

Using participatory design to develop structured training in child and adolescent psychiatry

Person–task–context: a model for designing curriculum and in-training assessment in postgraduate education

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