A pilot study of a practice management training module for medical residents
1 School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, P.O. Box 616, 6200, MD, Maastricht, the Netherlands
2 Educational Development & Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, P.O. Box 616, 6200, MD, Maastricht, the Netherlands
3 Department of Paediatrics, Maastricht University Centre Maastricht, P.O. Box 5800, 6202, AZ, Maastricht, the Netherlands
4 Department of Orthopaedic Surgery, Atrium Medical Center, Henri Dunantstraat 5, 6401CX Heerlen, The Netherlands
5 Maastricht University medical Centre, P.O. Box 5800, 6202, AZ, Maastricht, the Netherlands
6 Department of Educational Research & Development, Faculty of Health, Medicine and Life Sciences, Maastricht University, P.O. Box 616, 6200, MD, Maastricht, the Netherlands
BMC Medical Education 2014, 14:107 doi:10.1186/1472-6920-14-107Published: 24 May 2014
In 2005 a competency based curriculum was introduced in the Dutch postgraduate medical training programs. While the manager’s role is one of the seven key competencies, there is still no formal management course in most postgraduate curricula. Based on a needs assessment we conducted, several themes were identified as important for a possible management training program. We present the results of the pilot training we performed to investigate two of these themes.
The topics “knowledge of the healthcare system” and “time management” were developed from the list of suggested management training themes. Fourteen residents participated in the training and twenty-four residents served as control. The training consisted of two sessions of four hours with a homework assignment in between. 50 True/false-questions were given as pre- and post-test to both the test and control groups to assess the level of acquired knowledge among the test group as well as the impact of the intervention. We also performed a qualitative evaluation using evaluation forms and in-depth interviews.
All fourteen residents completed the training. Six residents in the control group were lost to follow up. The pre- and post-test showed improvement among the participating residents in comparison to the residents from the control group, but this improvement was not significant. The qualitative assessment showed that all residents evaluated the training positively and experienced it as a useful addition to their training in becoming a medical specialist.
Our training was evaluated positively and considered to be valuable. This study supports the need for mandatory medical management training as part of the postgraduate medical curriculum. Our training could be an example of how to teach two important themes in the broad area of medical management education.