title: Factors predictive of successful learning in postgraduate medical education.
abstract: OBJECTIVE
  To establish which personal and contextual factors are predictive of successful outcomes in postgraduate medical education.
  
  
  METHODS
  We performed a follow-up study of 118 doctors on a postgraduate occupational health training programme on the management of mental health problems. The following personal and contextual variables were measured as potential predictors of outcome: gender; age; years of experience as a doctor; university of graduation; learning style (Kolb); present employer (occupational health service), and educational format (problem-based or lecture-based). The main outcome measures were: scores on knowledge tests consisting of true/false and open answer questions, and performance in practice based on self-report and performance indicators. To determine the effect of potential predictive factors univariate analyses of variance and repeated measurement analysis of variance was applied.
  
  
  RESULTS
  The mean scores of knowledge (P < 0.001) and performance (P = 0.001) of the participants increased after the educational programme. After multivariate analysis female gender was positively related to accruements in both knowledge and performance (both P < 0.05), independently of the influence of other factors. Accommodator learning style showed a relation with knowledge increase (P = 0.05), but had no influence on performance (P = 0.79). The problem-based educational format yielded a better performance outcome (P = 0.05), but had no influence on knowledge tests (P = 0.31).
  
  
  CONCLUSIONS
  Gender and learning style were found to be related to an increase in knowledge. Gender was also found to be related to improvement in performance after a postgraduate medical education programme. We found no interactions with course design (i.e. problem-based or non problem-based learning formats), but further research could reveal other cues, suggesting practical consequences of student characteristics for course design in postgraduate training.
authors.affiliation: Netherlands School of Occupational Health, Amsterdam, The Netherlands. p.smits@nspoh.nl
authors.forename: P B A
authors.initials: PB
authors.lastname: Smits
authors.forename: J H A M
authors.initials: JH
authors.lastname: Verbeek
authors.forename: M C E
authors.initials: MC
authors.lastname: Nauta
authors.forename: Th J
authors.initials: TJ
authors.lastname: Ten Cate
authors.forename: J C M
authors.initials: JC
authors.lastname: Metz
authors.forename: F J H
authors.initials: FJ
authors.lastname: van Dijk
mesh_terms: D000328:Adult; D000367:Age Factors; D000704:Analysis of Variance; D002983:Clinical Competence / Q000592:standards*; D004503:Education, Medical, Graduate / Q000379:methods*; D004521:Educational Measurement / Q000592:standards; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D001523:Mental Disorders / Q000175:diagnosis / Q000628:therapy; D008875:Middle Aged; D009788:Occupational Therapy / Q000193:education; D011237:Predictive Value of Tests; D018794:Problem-Based Learning / Q000379:methods; D012737:Sex Factors