How educational innovations and attention to competencies in postgraduate medical education relate to preparedness for practice: the key role of the learning environment.
BACKGROUND
Many training programmes in postgraduate medical education (PGME) have introduced competency frameworks, but the effects of this change on preparedness for practice are unknown. Therefore, we explored how elements of competency-based programmes in PGME (educational innovations, attention to competencies and learning environment) were related to perceived preparedness for practice among new consultants.


METHODS
A questionnaire was distributed among 330 new consultants. Respondents rated how well their PGME training programme prepared them for practice, the extent to which educational innovations (portfolio, Mini-CEX) were implemented, and how much attention was paid to CanMEDS competencies during feedback and coaching, and they answered questions on the learning environment and general self-efficacy. Multiple regression and mediation analyses were used to analyze data.


RESULTS
The response rate was 43 % (143/330). Controlling for self-efficacy and gender, the learning environment was the strongest predictor of preparedness for practice (B = 0.42, p < 0.001), followed by attention to competencies (B = 0.29, p < 0.01). Educational innovations were not directly related to preparedness for practice. The overall model explained 52 % of the variance in preparedness for practice. Attention to competencies mediated the relationship between educational innovations and preparedness for practice. This mediation became stronger at higher learning environment values.


CONCLUSIONS
The learning environment plays a key role in determining the degree to which competency-based PGME prepares trainees for independent practice.
Wenckebach Institute, University Medical Center Groningen, University of Groningen, FC 10, Hanzeplein 1, 9700 RB, Groningen, The Netherlands. i.s.dijkstra@umcg.nl.
Ids S
IS
Dijkstra
Wenckebach Institute, University Medical Center Groningen, University of Groningen, FC 10, Hanzeplein 1, 9700 RB, Groningen, The Netherlands.
Jan
J
Pols
Wenckebach Institute, University Medical Center Groningen, University of Groningen, FC 10, Hanzeplein 1, 9700 RB, Groningen, The Netherlands.
Pine
P
Remmelts
Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands.
Eric F
EF
Rietzschel
Center for Research and Innovation in Medical Education, University of Groningen, University Medical Center Groningen, Groningen, The Netherlands.
Janke
J
Cohen-Schotanus
Wenckebach Institute, University of Groningen, University Medical Center Groningen, and Princess Amalia Children's Centre, Isala Hospital, Zwolle, The Netherlands.
Paul L P
PLP
Brand
CanMEDS; Competency-based education; Evaluation; Learning environment