Prediction of intern attendance at a seminar-based training programme: a behavioural intention model

Treloar, Carla

doi:10.1046/j.1365-2923.2000.00567.x

Cited by 15 publications

(8 citation statements)

References 15 publications

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“…Previous studies have shown that self-reporting may overestimate the real attendance as measured by sign-in logs. 15 Actual staff attendance therefore may be even lower than reported in our study, further emphasizing the need to address factors affecting attendance. The open-ended question format used for much of the survey may have permitted faculty to overlook important answers.…”

Section: Limitationscontrasting

confidence: 55%

Emergency medicine teaching faculty perceptions about formal academic sessions: “What’s in it for us?”

Bandıera

Morrison

2005

CJEM

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Background: Little is known about factors affecting emergency physician attendance at formal academic teaching sessions or what emergency physicians believe to be the benefits derived from attending these activities. Objectives: To determine what factors influence emergency medicine faculty attendance at formal academic rounds, what benefits they derive from attendance, and what differences in perceptions there are between full-time clinical and part-time clinical academic faculty. Methods: A survey was sent to all emergency physicians with academic appointments at one institution. Responses were tabulated dichotomously (yes/no) for checklist answers and analyzed using a 2-person grounded theory approach for open answers based on an a priori analysis plan. Differences between full-time and part-time faculty were compared using the chi-squared test for significance. Results: Response rate was 73.8% (48/65). Significant impediments to attendance included clinical responsibilities (75%), professional responsibilities (52.1%), personal responsibilities (33.3%), location (31.2%) and time (27.1%). Perceived benefits of attending rounds were: continuing medical education, social interaction, teaching opportunities, interaction with residents, comparing one's practice with peers, improving teaching techniques, and enjoyment of the format. There were no statistically significant differences between groups' responses. Conclusions: Emergency physicians in our study attend formal teaching sessions infrequently, suggesting that the perceived benefits do not outweigh impediments to attendance. The single main impediment, competing responsibilities, is difficult to modify for emergency physicians. Strategies to increase faculty attendance should focus on enhancing the main perceived benefits: continuing medical education, social interaction and educational development. Faculty learn from themselves and from residents during formal teaching sessions.

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Section: Limitationscontrasting

confidence: 55%

Emergency medicine teaching faculty perceptions about formal academic sessions: “What’s in it for us?”

Bandıera

Morrison

2005

CJEM

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“…This theoretical framework provides a way to overcome most of the criticism directed at rational choice theory, offering a comprehensive heuristic as well as a model for empirical analysis of the "strengths and weaknesses of different component factors in different kinds situations" (Jackson 2004). TIB has been applied to various issues, including environmentally relevant behaviour (Thompson et al, 1991;Boots and Treolar, 2000;Bamberg and Schmidt, 2003;Gagnon et al, 2003) and has generally shown a higher explanatory power than competing behavioural theories. In addition, TIB is more comprehensive than other theories (Jackson, 2004) in that it includes a wide array of potentially relevant drivers, which makes it appropriate to the integrative investigation of agents' behaviour in complex systems, as called for, for example, by Scoones et al (2007) and, with specific reference to farmers' decision-making, by Edwards-Jones (2006).…”

Section: Theory Of Interpersonal Behaviour Triandis' Theory Of Intermentioning

confidence: 99%

Towards an improved understanding of farmers' behaviour: The integrative agent-centred (IAC) framework

Feola

Binder

2010

Ecological Economics

119

100

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An effective approach to research on farmers' behaviour is based on: i) an explicit and well motivated behavioural theory; ii) an integrative approach; iii) understanding feedback processes and dynamics. While current approaches may effectively tackle some of them, they often fail to combine them together. The paper presents the integrative agent-centred (IAC) framework, which aims at filling this gap. It functions in accordance with these three pillars and provides a conceptual structure to understand farmers' behaviour in agricultural systems. The IAC framework is agent-centred and supports the understanding of farmers' behavior consistently with the perspective of agricultural systems as complex Social-Ecological Systems. It combines different behavioural drivers, bridges between micro and macro levels, and depicts a potentially varied model of human agency. The use of the framework in practice is illustrated through two studies on pesticide use among smallholders in Colombia. The examples show how the framework can be implemented to derive policy implications to foster a transition towards more sustainable agricultural practices. The paper finally suggests that the framework can support different research designs for the study of agents' behaviour in agricultural and social-ecological systems Feola, G., Binder, C.R., 2010. Towards an improved understanding of farmers' behaviour: The integrative agent-centred (IAC) framework, Ecol. Econ. 69, 2323Econ. 69, -2333

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“…[10][11][12] Stress, fatigue, sleep deprivation, and ''burnout'' have been found to impair learning and performance, 13,14 and only about half of residents attend didactic teaching conferences, with fewer still reporting they remain alert throughout. 15,16 Our own previous 1989 national, multi-specialty survey found that, although quantity and quality of time with attending physicians was most valued by residents, they also ranked ''other residents'' and ''special patients'' as additional important sources of learning. 8 Positive factors contributing to satisfaction with their internship year were, in order, attending physicians, other residents, patient rounds, seminars, and time with attending physicians.…”

Section: Introductionmentioning

confidence: 99%

How Residents Say They Learn: A National, Multi-Specialty Survey of First- and Second-Year Residents

Baldwin

Daugherty

2016

Journal of Graduate Medical Education

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Relatively little is known about how, from whom, and under what conditions residents say they most effectively learn. We examined the relationships between residents' self-reported ratings of 11 different sources of learning and a number of empirical variables, using a national, random sample of postgraduate year (PGY) 1 and PGY-2 residents in the 1998-1999 training year. Residents were surveyed by mail. Completed surveys were received from 64.2% of 5616 residents contacted. The most often reported sources of learning were other residents and attending physicians. Ratings varied by specialty, level of training, and US medical graduates (USMGs) versus international medical graduates (IMGs). Factor analysis identified 3 primary modes of learning: faculty-organized, peer-oriented, and self-directed. Residents in different specialties varied in their use of these 3 sources of learning. IMG residents reported significantly less learning from peers and more self-directed learning. Increased resident duty hours were associated with a decrease in faculty-organized and self-directed learning, and an increase in peer-oriented learning.

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Prediction of intern attendance at a seminar-based training programme: a behavioural intention model

Abstract: The establishment of resident education programmes within teaching hospitals requires attention to and modification of facilitating conditions that may allow improvements in attendance and in quality of the programme.

Cited by 15 publications

References 15 publications

Emergency medicine teaching faculty perceptions about formal academic sessions: “What’s in it for us?”

Emergency medicine teaching faculty perceptions about formal academic sessions: “What’s in it for us?”

Towards an improved understanding of farmers' behaviour: The integrative agent-centred (IAC) framework

How Residents Say They Learn: A National, Multi-Specialty Survey of First- and Second-Year Residents

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