TEACHING QUALITIES AND PRACTICES IN POSTGRADUATED RESIDENCY TRAINING

Abstract

Objective: To assess the teaching qualities of supervisors in post graduate residency training. Study Design: Cross sectional study. Place and Duration of Study: This multicenter study was conducted at four medical colleges and six affiliated postgraduate training institutions of Rawalpindi/Islamabad, from Feb to May 2017. Methodology: Total 242 post graduate trainees evaluated teaching qualities of their supervisors on a five point likert scale of SETQ tool. Trainees having experience of more than six months enrolled in all post graduate courses like MCPS, FCPS, MS/MD and M.Phil were included in this study from basic, preclinical and clinical specialties. Data was analyzed by using SPSS version 21. Frequencies were calculated for computed scores categories of individual domain as well as for total SETQ computed scores. Chi square test was applied to find out association between SETQ computed scores and age, gender, specialty, qualification and duration of experience of supervisors as well as for different variables related to trainees. Results: Cronbach’s α value of tool was 0.73. Overall teaching practices were categorized as “Good” by 220 (90.9%) trainees. More than 85% trainees evaluated their supervisors as “Good” regarding each of individual domains (Professional attitude, learning climate and evaluation) of SETQ except for communication of goals and feedback domain. Lowest evaluation scores (79.3%) were observed for “Feedback” domain. Statistically significant association was found between SETQ score and qualification of supervisors (p=0.04). Conclusion: Despite of work load and patient care responsibilities, the supervisors are evaluated to have good teaching qualities and practices by postgraduate trainees.

Keywords

• feedback
• postgraduate medical education
• postgraduate residents
• supervisors