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Is there an association between nurse, clinical teacher and peer feedback for trainee doctors' medical specialty choice? An observational study in Taiwan.

ABSTRACT: OBJECTIVES:This study explored whether there is an association between medical trainees' future specialty choices and the 360-degree feedback they receive. We hypothesised that the higher the scores that teachers, trainees and/or nurses give to postgraduate year 1s (PGY1s) in any given specialty, the more likely that they will choose that specialty for their residency. SETTING:The study was conducted in a large regional teaching hospital in Taiwan. PARTICIPANTS:The participants of this study were n=66 PGY1s who had completed their medical studies domestically or internationally and had received their PGY1 training in a single teaching hospital in southern Taiwan. Data from 990 assessments were included. PRIMARY AND SECONDARY OUTCOME MEASURES:Logistic regression analyses for teachers', nursing staff and peers' authentic assessments of trainees were undertaken for (1) desired specialty, (2) applied specialty, (3) enrolled specialty, (4) consistency between desired and applied specialties, (5) consistency between applied and enrolled specialties and (6) consistency between desired and enrolled specialties. Alpha was set at p<0.05. RESULTS:Nursing staff scores were significantly associated with all six dependent variables. Furthermore, teachers' scores were significantly associated with trainees' desired specialty and the consistency between desired and enrolled specialty. Peers' scores were not significantly associated with any dependent variable. CONCLUSIONS:Trainees' specialty choices are associated with scores given by nursing staff and clinical teachers. We suggest that qualitative research methods should further explore this association to ascertain whether PGY1s are consciously influenced by these scores and if so, in what way.

SUBMITTER: Hsu CM

PROVIDER: S-EPMC5898308 | biostudies-literature | 2018 Apr

REPOSITORIES: biostudies-literature

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Is there an association between nurse, clinical teacher and peer feedback for trainee doctors' medical specialty choice? An observational study in Taiwan.

Hsu Chih-Ming CM Hsiao Cheng-Ting CT Chang Li-Chun LC Chang Hung-Yu HY

BMJ open 20180412 4

<h4>Objectives</h4>This study explored whether there is an association between medical trainees' future specialty choices and the 360-degree feedback they receive. We hypothesised that the higher the scores that teachers, trainees and/or nurses give to postgraduate year 1s (PGY1s) in any given specialty, the more likely that they will choose that specialty for their residency.<h4>Setting</h4>The study was conducted in a large regional teaching hospital in Taiwan.<h4>Participants</h4>The particip ...[more]

PMID: 29654041

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Project description:OBJECTIVES:Many countries are driving forward policies to widen the socioeconomic profile of medical students and to train more medical students for certain specialties. However, little is known about how socioeconomic origin relates to specialty choice. Nor is there a good understanding of the relationship between academic performance and specialty choice. To address these gaps, our aim was to identify the relationship between socioeconomic background, academic performance and accepted offers into specialty training. DESIGN:Longitudinal, cohort study using data from the UK Medical Education Database (https://www.ukmed.ac.uk/). PARTICIPANTS:6065 (60% females) UK doctors who accepted offers to a specialty training (residency) post after completing the 2-year generic foundation programme (UK Foundation Programme) between 2012 and 2014. MAIN OUTCOME MEASURES:Χ2 tests were used to examine the relationships between sociodemographic characteristics, academic ability and the dependent variable, specialty choice. Multiple data imputation was used to address the issue of missing data. Multinomial regression was employed to test the independent variables in predicting the likelihood of choosing a given specialty. RESULTS:Participants pursuing careers in more competitive specialties had significantly higher academic scores than colleagues pursuing less competitive ones. After controlling for the presence of multiple factors, trainees who came from families where no parent was educated to a degree level had statistically significant lower odds of choosing careers in medical specialties relative to general practice (OR=0.78, 95% CI, 0.67 to 0.92). Students who entered medical school as school leavers, compared with mature students, had odds 1.2 times higher (95% CI, 1.04 to 1.56) of choosing surgical specialties than general practice. CONCLUSIONS:The data indicate a direct association between trainees' sociodemographic characteristics, academic ability and career choices. The findings can be used by medical school, training boards and workforce planners to inform recruitment and retention strategies.

Project description:BackgroundChoosing a medical specialty is an important, complex, and not fully understood process. The present study investigated the factors that are related to choosing and rejecting medical specialties in a group of students and recent medical doctors.Methodology and findingsA cross-sectional survey of 1,223 medical students and doctors was performed in Brazil in 2012. A standardized literature-based questionnaire was applied that gathered preferable or rejected specialties, and asked questions about extracurricular experiences and the influence of 14 factors on a Likert-type scale from 0 to 4. Specialties were grouped according to lifestyle categories: controllable and uncontrollable, which were subdivided into primary care, internal medicine, and surgical specialties. Notably, the time period of rejection was usually earlier than the time period of intended choice (p < 0.0001, χ(2) = 107.2). The choice mainly occurred during the internship period in medical school (n = 466; 38.7%). An overall large frequency of participation in extracurricular activities was observed (n = 1,184; 95.8%), which were highly associated with the respective medical area. Orthopedic surgery had the highest correlation with participation in specialty-specific organized groups (OR = 59.9, 95% CI = 21.6-166.3) and psychiatry was correlated with participation in research groups (OR = 18.0, 95% CI = 9.0-36.2). With regard to influential factors in controllable lifestyle specialties, "financial reason" (mean score ± standard deviation: 2.8 ± 1.0; median = 3) and "personal time" (3.1 ± 1.3; median = 4) were important factors. In primary care, these factors were less important (1.7 ± 1.3 and 1.7 ± 1.5, respectively; median = 2 for both), and higher scores were observed for "curricular internship" (3.2 ± 1.1, median = 4) and "social commitment" (2.6 ± 1.3, median = 3).ConclusionThe present findings provide important insights into developing strategies to stimulate interest in specialties based on the needs of the Brazilian healthcare system.

Project description:Fostering students' classroom engagement is a research hotspot in classroom teaching management. Enhancing classroom engagement requires consideration of the interactive effects of physical and interpersonal environments. Considering the characteristics of physical space, the teacher gives feedback on student engagement in terms of different seating positions. Further, near-seated peer group engagement has an impact, though previous research has found this to be inconsistent. The teacher and near-seated peer groups have different paths of influence on classroom engagement, and there is interplay between them. However, based on realistic classroom scenarios, it is difficult for traditional research methods to reveal how spatially heterogeneous and non-linear micro-interactions among teachers, students, and near-seated peer groups evolve into dynamic changes in macro-classroom engagement. Hence, this study utilized agent-based simulation to explore the non-linear dynamic mechanism underlying how teacher-student proximity, teacher feedback, and near-seated peer groups affect classroom engagement, thereby shedding light on the evolutionary features of classroom engagement. According to the results, the teacher's positive feedback promoted an S-shaped increase in classroom engagement, and the closer a student sat to the teacher, the greater the increase was. The level and homogeneity of near-seated peer group engagement were predictors of changes in classroom engagement. Moreover, the proximity of students to the teacher, teacher feedback, and near-seated peer groups had a joint effect on student engagement. The compensation effect of the teacher's positive feedback on the impact of low-engagement, near-seated peer groups was weaker than that of highly engaged, near-seated peer groups on the effects of the teacher's negative feedback. This suggests that the model of teacher-student proximity and teacher feedback effects differed from that of near-seated peer group influence, and the two interacted and showed asymmetry.

Project description:BackgroundThe amount of information needed by doctors has exploded. The nature of knowledge (explicit and tacit) and processes of knowledge acquisition and participation are complex. Aiming to assist workplace learning, Wales Deanery funded "iDoc", a project offering trainee doctors a Smartphone library of medical textbooks.MethodsData on trainee doctors' (Foundation Year 2) workplace information seeking practice was collected by questionnaire in 2011 (n = 260). iDoc baseline questionnaires (n = 193) collected data on Smartphone usage alongside other workplace information sources. Case reports (n = 117) detail specific instances of Smartphone use.ResultsMost frequently (daily) used information sources in the workplace: senior medical staff (80% F2 survey; 79% iDoc baseline); peers (70%; 58%); and other medical/nursing team staff (53% both datasets). Smartphones were used more frequently by males (p < 0.01). Foundation Year 1 (newly qualified) was judged the most useful time to have a Smartphone library because of increased responsibility and lack of knowledge/experience.Preferred information source varied by question type: hard copy texts for information-based questions; varied resources for skills queries; and seniors for more complex problems. Case reports showed mobile technology used for simple (information-based), complex (problem-based) clinical questions and clinical procedures (skills-based scenarios). From thematic analysis, the Smartphone library assisted: teaching and learning from observation; transition from medical student to new doctor; trainee doctors' discussions with seniors; independent practice; patient care; and this 'just-in-time' access to reliable information supported confident and efficient decision-making.ConclusionA variety of information sources are used regularly in the workplace. Colleagues are used daily but seniors are not always available. During transitions, constant access to the electronic library was valued. It helped prepare trainee doctors for discussions with their seniors, assisting the interchange between explicit and tacit knowledge.By supporting accurate prescribing and treatment planning, the electronic library contributed to enhanced patient care. Trainees were more rapidly able to medicate patients to reduce pain and more quickly call for specific assessments. However, clinical decision-making often requires dialogue: what Smartphone technology can do is augment, not replace, discussion with their colleagues in the community of practice.

Dataset Information

Is there an association between nurse, clinical teacher and peer feedback for trainee doctors' medical specialty choice? An observational study in Taiwan.

Publications

Is there an association between nurse, clinical teacher and peer feedback for trainee doctors' medical specialty choice? An observational study in Taiwan.

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