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Towards healthy learning climates in postgraduate medical education: exploring the role of hospital-wide education committees.
BMC Med Educ. 2017 Dec 06; 17(1):241.BM

Abstract

BACKGROUND

Postgraduate medical education prepares residents for delivery of high quality patient care during training as well as for later practice, which makes high quality residency training programs crucial to safeguard patient care. Healthy learning climates contribute to high quality postgraduate medical education. In several countries, modernization of postgraduate medical education has resulted in hospital-wide responsibilities for monitoring learning climates. This study investigates the association between the actions undertaken by hospital-wide education committees and learning climates in postgraduate medical education.

METHODS

Research conducted in December 2010 invited 57 chairs of hospital-wide education committees to complete a questionnaire on their implemented level of quality improvement policies. We merged the survey data from 21 committees that oversaw training programs and used the Dutch Residency Educational Climate Test (D-RECT) instrument in 2012 to measure their training programs' learning climate. We used descriptive statistics and linear mixed models to analyse associations between the functioning of hospital-wide education committees and corresponding learning climates.

RESULTS

In total, 812 resident evaluations for 99 training programs in 21 teaching hospitals were available for analysis. The implementation level of the internal quality management systems as adopted by the hospital-wide education committees varied from 1.6 to 2.6 on a 5 point Likert-scale (ranging from 1 (worst) to 5 (best)). No significant associations were found between the functioning of the committees and corresponding learning climates.

CONCLUSIONS

The contribution of hospital-wide committees to creating healthy learning climates is yet to be demonstrated. The absence of such an association could be due to the lack of a Plan-Do-Check-Act cycle guiding the policy as implemented by the committees and the lack of involvement of departmental leadership. Insight into the impact of these strategies on learning climates will benefit the quality of postgraduate medical education and, hopefully, patient care.

Authors+Show Affiliations

Professional Performance Research group, Department for Educational Support, Academic Medical Centre/University of Amsterdam, Meibergdreef 9 1100DE, Amsterdam, The Netherlands. m.e.silkens@amc.uva.nl.Professional Performance Research group, Department for Educational Support, Academic Medical Centre/University of Amsterdam, Meibergdreef 9 1100DE, Amsterdam, The Netherlands.Department of Educational Development and Research, Maastricht University, Box, 616 6200, MD, Maastricht, The Netherlands.Professional Performance Research group, Department for Educational Support, Academic Medical Centre/University of Amsterdam, Meibergdreef 9 1100DE, Amsterdam, The Netherlands.Professional Performance Research group, Department for Educational Support, Academic Medical Centre/University of Amsterdam, Meibergdreef 9 1100DE, Amsterdam, The Netherlands. Department of Epidemiology, Fielding School of Public Health, University of California, Los Angeles (UCLA), 650 Charles E. Young Drive South, Los Angeles, CA, 90095, USA. UCLA Centre for Health Policy Research, 10960 Wilshire Boulevard, Los Angeles, CA, 90024, USA.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

29212536

Citation

Silkens, Milou E W M., et al. "Towards Healthy Learning Climates in Postgraduate Medical Education: Exploring the Role of Hospital-wide Education Committees." BMC Medical Education, vol. 17, no. 1, 2017, p. 241.
Silkens MEWM, Lombarts KMJMH, Scherpbier AJJA, et al. Towards healthy learning climates in postgraduate medical education: exploring the role of hospital-wide education committees. BMC Med Educ. 2017;17(1):241.
Silkens, M. E. W. M., Lombarts, K. M. J. M. H., Scherpbier, A. J. J. A., Heineman, M. J., & Arah, O. A. (2017). Towards healthy learning climates in postgraduate medical education: exploring the role of hospital-wide education committees. BMC Medical Education, 17(1), 241. https://doi.org/10.1186/s12909-017-1075-0
Silkens MEWM, et al. Towards Healthy Learning Climates in Postgraduate Medical Education: Exploring the Role of Hospital-wide Education Committees. BMC Med Educ. 2017 Dec 6;17(1):241. PubMed PMID: 29212536.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Towards healthy learning climates in postgraduate medical education: exploring the role of hospital-wide education committees. AU - Silkens,Milou E W M, AU - Lombarts,Kiki M J M H, AU - Scherpbier,Albert J J A, AU - Heineman,Maas Jan, AU - Arah,Onyebuchi A, Y1 - 2017/12/06/ PY - 2017/04/11/received PY - 2017/11/16/accepted PY - 2017/12/8/entrez PY - 2017/12/8/pubmed PY - 2018/9/20/medline KW - Educational governance KW - Learning climate KW - Postgraduate medical education KW - Quality control KW - Quality improvement SP - 241 EP - 241 JF - BMC medical education JO - BMC Med Educ VL - 17 IS - 1 N2 - BACKGROUND: Postgraduate medical education prepares residents for delivery of high quality patient care during training as well as for later practice, which makes high quality residency training programs crucial to safeguard patient care. Healthy learning climates contribute to high quality postgraduate medical education. In several countries, modernization of postgraduate medical education has resulted in hospital-wide responsibilities for monitoring learning climates. This study investigates the association between the actions undertaken by hospital-wide education committees and learning climates in postgraduate medical education. METHODS: Research conducted in December 2010 invited 57 chairs of hospital-wide education committees to complete a questionnaire on their implemented level of quality improvement policies. We merged the survey data from 21 committees that oversaw training programs and used the Dutch Residency Educational Climate Test (D-RECT) instrument in 2012 to measure their training programs' learning climate. We used descriptive statistics and linear mixed models to analyse associations between the functioning of hospital-wide education committees and corresponding learning climates. RESULTS: In total, 812 resident evaluations for 99 training programs in 21 teaching hospitals were available for analysis. The implementation level of the internal quality management systems as adopted by the hospital-wide education committees varied from 1.6 to 2.6 on a 5 point Likert-scale (ranging from 1 (worst) to 5 (best)). No significant associations were found between the functioning of the committees and corresponding learning climates. CONCLUSIONS: The contribution of hospital-wide committees to creating healthy learning climates is yet to be demonstrated. The absence of such an association could be due to the lack of a Plan-Do-Check-Act cycle guiding the policy as implemented by the committees and the lack of involvement of departmental leadership. Insight into the impact of these strategies on learning climates will benefit the quality of postgraduate medical education and, hopefully, patient care. SN - 1472-6920 UR - https://news.unboundmedicine.com/medline/citation/29212536/Towards_healthy_learning_climates_in_postgraduate_medical_education:_exploring_the_role_of_hospital_wide_education_committees_ DB - PRIME DP - Unbound Medicine ER -