Research article
What is the impact of a national postgraduate medical specialist education reform on the daily clinical training 3.5 years after implementation? A questionnaire survey
1 Regional Hospital Viborg, Heiberg Alle 4, DK-8800 Viborg, Denmark
2 Aarhus University Hospital Skejby, Department of Human Resources, Brendstrupgaardsvej, DK-8200 Aarhus N, Denmark
3 University of Copenhagen and Capital Region, Centre of Clinical Education, Rigshospitalet afsnit 5404, Teilumbygningen, Blegdamsvej 9, DK-2100 Copenhagen Ø, Denmark
4 Aarhus University Hospital Skejby, Department of. Paediatrics, Brendstrupgaardsvej, DK-8200 Aarhus N, Denmark
BMC Medical Education 2010, 10:46 doi:10.1186/1472-6920-10-46
Published: 18 June 2010Abstract
Background
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. 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.
Methods
The 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.
Results
Response 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.
Conclusions
The 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.
