title: Insights into training and examination performance from the first UK National Public Health Training Audit.
abstract: OBJECTIVE
  To investigate predictors of a supportive training relationship and examination success using data from the first UK Public Health Training Audit.
  
  
  METHODS
  Secondary analysis of data from a national cross-sectional survey of UK public health trainees, conducted in April 2003.
  
  
  METHODS
  All UK public health trainees were sent a questionnaire including questions on training experience and examination performance. Possible predictive factors of a supportive trainer-trainee relationship and success at Part I and Part II of Membership of Faculty of Public Health examinations were first investigated in univariate analyses, and subsequently using logistic regression.
  
  
  RESULTS
  Two hundred and ninety responses were received (62% response). Supportive trainers gave feedback [odds ratio (OR) = 11.2, 95% confidence interval (CI) 3.7-34.0, P<0.001], spent at least 1 h/week with their trainee (OR = 5.2, 95% CI 1.7-15.4, P = 0.003), held 3-monthly progress meetings (OR = 2.9, 95% CI 1.4-6.1, P = 0.006), and encouraged wide training experience (OR = 2.5, 95% CI 1.2-5.4, P = 0.016). Predictors of success in the Part I examination by the end of the second year of training were medical background (OR = 4.4, 95% CI 1.6-12.2, P = 0.004) and perceived adequacy of examination support (OR = 4.2, 95% CI 1.7-10.0, P = 0.001). Predictors of success in the Part II examination by the end of the fourth year of training were access to examiners (OR = 4.6, 95% CI 1.3-16.2) and wide experience (OR = 4.1, 95% CI 1.1-14.5).
  
  
  CONCLUSIONS
  Trainees feel supported when provided with adequate trainer contact time, feedback and wide experience. Part I examination success appears to be more likely amongst trainees with a medical background and those given examination support. Part II success is related to the breadth of a trainee's experience and access to examiner support.
authors.affiliation: School of Medecine, Health Policy and Practice, University of East Anglia, Norwich, NR4 7TJ, UK. r.holland@uea.ac.uk
authors.forename: R
authors.initials: R
authors.lastname: Holland
authors.forename: A
authors.initials: A
authors.lastname: Gilmore
authors.forename: N
authors.initials: N
authors.lastname: Hoysal
authors.forename: S
authors.initials: S
authors.lastname: Acquilla
mesh_terms: D000328:Adult; D003430:Cross-Sectional Studies; D040381:Education, Public Health Professional / Q000592:standards*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D015397:Program Evaluation; D011634:Public Health / Q000193:education*; D006113:United Kingdom