[Improving the quality of supervision of residents: an evaluation of supervisors using feedback by residents]. / Verbetering van begeleiding door supervisors; evaluatie met feedback van aiossen.

BACKGROUND: To evaluate the quality of the supervision of residents, questionnaires are frequently used.
AIM: Changes in resident ratings were assessed using the validated Evaluation and Feedback for Effective Clinical Teaching (effect) questionnaire.
METHOD: Supervisors (n=89) of nine medical specialities were evaluated using a validated instrument (effect). Mean overall scores (mos) and mean scale scores were compared using paired t-tests. Ten supervisors were interviewed to determine factors that stimulate or hinder improvement after an evaluation.
RESULTS: The strongest increase was seen in supervisors with an mos <4.0. Motivation to improve and dialogue about the feedback stimulated improvement. Lack of time and support hindered improvement.
CONCLUSION: Evaluating supervisors by providing feedback and a dialogue is suitable to improve their supervision of residents.

Testing a causal model for learning in a problem-based curriculum.

The aim of this study was to identify the relationship between elements that are important for the tutorial group process and the individual learning process in a problem-based curriculum. The variables under investigation were student-generated learning issues, individual learning process, reporting in the tutorial group, and achievement.A questionnaire containing 22 items was developed. Data were collected in the first year (N = 195) of the Medical School of the Maastricht University in the Netherlands during the academic year 1997-1998. The data were analysed using a structural modelling approach. The results indicate that the model fitted the data well. The path coefficients were moderately high, particular between the explanation-oriented approach and the depth of the reporting in the tutorial group. High path coefficients were also found between the depth of the reporting and achievement. In sum, the model gives insight into how important variables are related and it is recommended that data should be collected to test the model repeatedly.

The impact of student-generated learning issues on individual study time and academic achievement.

OBJECTIVES: The aim of this study was twofold. The first question concerns the way students make use of the learning issues they generate (as strict guidelines or as global guidelines) and whether this changes across years of training. The second question concerned the relationship between the way students make use of learning issues and the time spent on individual study and achievement on two tests of knowledge. DESIGN: A questionnaire was developed, containing seven items that measured to what extent students study strictly according to the student-generated learning issues and six items that measured to what extent students study beyond the student-generated learning issues. The questionnaire also contained one question in which students had to estimate the mean time spent on individual study. Achievement was measured by two forms of tests of knowledge, a block test assessing course content and a progress test assessing long-term functional knowledge. SETTING: Medical School of Maastricht University, the Netherlands. SUBJECTS: Medical students (response=69%) from the problem-based curriculum at the Maastricht University. RESULTS: During their first year students study strictly according to the content of the learning issues, whereas in later years students studied more according to their own learning needs and interests. In addition, students who tended to study beyond the generated learning issues spent more time on individual study and achieved better on both tests. CONCLUSIONS: Students in a problem-based curriculum seem to become better self-directed learners during the years of training.

The Relation Between Time Spent on Individual Study and Academic Achievement in a Problem-Based Curriculum.

Logically a relation is expected between time spent on individual study and achievement. The purpose of this study is to examine whether a positive relation exists between the amount of time spent on individual study and academic achievement and whether this differs when using a test measuring short-term knowledge or one measuring long-term knowledge. Data were collected in a problem-based medical curriculum. The results suggest that time spent on individual study correlates poorly with scores on the test measuring short-term knowledge but also with those on the test measuring long-term knowledge. This study reaffirms the complexity of the relationship and it demonstrates the importance to search for qualitative factors about the way students learn.