What influences intention to become a postgraduate trainer?

OBJECTIVE

Only a small proportion of eligible dentists become dental vocational trainers. The aim of this study was to apply Social Cognitive Theory to further an understanding of beliefs underpinning intention to become a dental vocational trainer.

SUBJECTS

Primary care dentists.

DESIGN

A self-administered questionnaire was distributed at all continuing professional development courses during November 2004 regardless of course enrolment numbers, content or duration.

OUTCOME MEASURE

Intention to train. Predictive measures Attitude toward being a trainer, attitude toward attending the trainer course, and confidence in ability to train (training self-efficacy).

RESULTS

Of the 316 respondents, 47% intended never to train. Training self-efficacy accounted for the majority of variance in intention to train (15%, step 1) with attitude to training accounting for a further 4% (step 2) (Hosmer and Lemeshow test: Chi-square = 7.36, df = 8, p = 0.498; 95% CI for EXP(b): training self-efficacy = 1.38-2.06, attitude = 1.17-2.08). Attitude to the trainer course did not enter the regression model. The most influential belief relating to intention to train was confidence in teaching, and for intention never to train was evaluating a trainee's skills. Both intenders and non-intenders believed training and attending training courses would be time-consuming and financially costly, suggesting these are not primary factors in making the decision to become a trainer.

CONCLUSIONS

Using a psychological model provided a starting point for understanding intention to become a vocational trainer and a rationale for the format of future interventions. Results suggest intention to train may be influenced by targeting dentists' confidence in teaching and performing evaluative aspects of training.