Abstract
Objectives: The relation between the content of postgraduate training for general practice and the outcome in terms of the growth in knowledge of trainees was investigated. The training variables included were: (1) the number of patients seen per day, (2) the trainer, (3) the practice and (4) the theoretical curriculum.
Methods: Subjects were 58 trainee-trainer pairs. Growth in knowledge was assessed by two written tests administered with eight months interval. Training variables were evaluated by means of questionnaires and logbook-registration. The correlation was explored between each of the training variables and the knowledge tests scores. To correct for interactional effects, a step-wise multiple regression analysis was performed with the second test as dependent variable and the first test as well as the training variables as independent variables.
Results: Significant growth in knowledge was demonstrated. Non of all training variables investigated explained the variance in scores on the second test equally good or better than the scores on the entry test.
Conclusions: The impact of the separate training-components on the growth in knowledge, remains unclear. We may speculate, that the sort of knowledge assessed with the written literature based true/false test is different from the sort of knowledge transferred during every day training: evidence based knowledge versus experience based knowledge. Equally valid is the conclusion that these findings fit into the theory that in adult learning the outcome is more learner than teacher dependent.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Blalock, H.M. (1984). Applied Multivariate Analysis and Experimental Designs. SAGE Publications: Beverly Hills.
Bligh, J.G. (1992). Independent Learning Among General Practice Trainees: An Initial Survey. Medical Education 26: 497-502.
Boerma, W.G.W., De Jong, F.A.J.M. & Mulder, P.H. (1993). Health Care and General Practice Across Europe. NIVEL/NHG: Utrecht.
Bordage, G. & Page, G. (1987). An Alternative Approach to PMPs: The ‘Key Features’ Concept. In: Hart, I.R. & Harden, R.M. (eds.) Further Developments in Assessing Clinical Competence. Heal Publications: Montreal.
Crocker, L. & Algina, J. (1986). Introduction to Classical and Modern Test Theory. Holt, Rinehart and Winston: Orlando.
Cronbach, L.J. (1970). How We Should Measure “Change” — or Should We? Psychological Bulletin 74: 68-80.
Dubois, V., Everwijn, S., Van Geldorp, G. et al. (1987). The Construction of a New Curriculum of Vocational Training for General Practice in the Netherlands. Royal Dutch Medical Association: Utrecht.
Freeman, J., Roberts, J., Metcalf, D. & Hillier, V. (1982). The Influence of Trainers on Trainees in General Practice. [Occasional paper 21]. Royal College of General Practitioners: London.
Grol, R., Mokkink, H., Helsper-Lucas, A., Tielens, V. & Bulte, J. (1989). Effects of the Vocational Training of General Practice Consultation skills and Medical Performance. Medical Education 23: 512-521.
Knowles ME. (1980). The Modern Practice of Adult Learning. Prentice Hall: Cambridge.
Lawrence, M. & Pritchard, P. (eds.) (1992). General Practitioner Education; UK and Nordic Perspectives. Springer Verlag: London.
McDonald, P.J. & Bass, M.J. (1983). Characteristics of Highly Rated Family Practice Perceptors. Journal of Medical Education 58: 882-893.
Nelson, M.S., Clayton, B.L. & Moreno, R. (1990). How Medical School Faculty Regard Educational Research and Make Pedagogical Decisions. Academic Medicine 65: 122-126.
Norman, G. (1991). Can an Examination Predict Competence? The Role of Certification in Maintenance of Competence. Annals RCPSC 2: 121-124.
Paris SG, Newman RS (1990). Developmental Aspects of Self-Regulated Learning. Educ. Psychol 25: 87-102.
Pereira Gray, D.J. (1982). Training for General Practice. Butler & Tanner Ltd: London.
Pollemans, M.C. (1984). Kennistoetsing bij huisartsen. [Knowledge testing for general practitioners]. [Thesis]. Maastricht: Datawyse/University Press Maastricht.
Ronalds, C., Douglas, A., Pereira Gray, D.J. & Selley, P. (1981). Fourth National Trainee Conference. Report Recommendations and Questionnaire [Occasional paper 18]. Royal College of General Practitioners: London.
Zimmerman B.J. & Schunk D.H. (eds.) (1989). Self-Regulated Learning and Academic Achievement. Theory, Research and Practice. Springer Verlag: New York.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Van Leeuwen, Y.D., Düsman, H., Mol, S.S. et al. Factors Influencing the Growth in Knowledge of Trainees in General Practice. Adv Health Sci Educ Theory Pract 2, 61–70 (1997). https://doi.org/10.1023/A:1009704332521
Issue Date:
DOI: https://doi.org/10.1023/A:1009704332521