Jochemsen-van der Leeuw H G A Ria, van Dijk Nynke, de Jong Wilfried, Wieringa-de Waard Margreet
Department of General Practice/Family Medicine, Academic Medical Center, University of Amsterdam, PO Box 22700, 1100 DE, Amsterdam, the Netherlands.
Department of General Practice/Family Medicine, Academic Medical Center, University of Nijmegen, Nijmegen, the Netherlands.
Perspect Med Educ. 2014 Dec;3(6):455-473. doi: 10.1007/s40037-014-0142-z.
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.
本研究的目的是确定“培训培训师”课程是否首先能提高临床培训师及其学员的知识和态度，其次能否改善临床培训师的榜样行为。对来自荷兰四个培训机构的全科医生培训师和全科医生学员进行了一项对照干预研究。两个干预机构的临床培训师接受了两次为期3小时的体重管理培训课程，重点是对肥胖的知识和态度，以及作为学员的积极榜样传达正确的专业能力。这是通过关于知识、态度和榜样行为的问卷（榜样感知工具；RoMAT）来衡量的。全科医生培训师的知识有所增加，并且可以确定几个与积极榜样行为相关的特征。在RoMAT上培训师的得分与学员的态度之间发现了微弱的相关性。一个将知识、态度和榜样塑造整合在一起的培训培训师课程被证明是提高临床培训师知识的第一步，但并未为学员带来可衡量的更好的专业成果，这可能是由于评估水平更为客观。
