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Perspectives on Medical Education
Published in: Perspectives on Medical Education 6/2014

Open Access 01-12-2014 | Original Article

Educating the clinical trainer: professional gain for the trainee? A controlled intervention study in general practice

Authors: H. G. A. Ria Jochemsen-van der Leeuw, Nynke van Dijk, Wilfried de Jong, Margreet Wieringa-de Waard

Published in: Perspectives on Medical Education | Issue 6/2014

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Abstract

The aim of this study was to establish whether a ‘teach-the-trainer’ course leads to improvements in, firstly, the knowledge and attitude of clinical trainers and their trainees, and, secondly, the role model behaviour of the clinical trainers. A controlled intervention study was performed with GP trainers and GP trainees from four training institutes in the Netherlands. Clinical trainers in the two intervention institutes received two 3-h training sessions on weight management, focusing on knowledge and attitudes towards obesity, and on conveying the correct professional competency as a positive role model for trainees. This was measured using questionnaires on knowledge, attitude, and role model behaviour (the role model apperception tool; RoMAT). GP trainers showed an increase in knowledge and several characteristics could be identified as being related to positive role model behaviour. A small correlation was found between the trainer’s score on the RoMAT and the attitude of the trainee. A teach-the-trainer course in which knowledge, attitudes, and role modelling are integrated proved to be a first step toward improving the knowledge of clinical trainers, but did not result in a measurably better professional outcome for the trainee, maybe due to a more objective level of assessment.
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Metadata
Title
Educating the clinical trainer: professional gain for the trainee? A controlled intervention study in general practice
Authors
H. G. A. Ria Jochemsen-van der Leeuw
Nynke van Dijk
Wilfried de Jong
Margreet Wieringa-de Waard
Publication date
01-12-2014
Publisher
Bohn Stafleu van Loghum
Published in
Perspectives on Medical Education / Issue 6/2014
Print ISSN: 2212-2761
Electronic ISSN: 2212-277X
DOI
https://doi.org/10.1007/s40037-014-0142-z

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