Ambulatory teaching: Do approaches to learning predict the site and preceptor characteristics valued by clerks and residents in the ambulatory setting?

dc.creator	Kirby John R
dc.creator	Schultz Karen W
dc.creator	Delva M Dianne
dc.creator	Godwin Marshall
dc.date	2005-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:18:00Z
dc.date.available	2015-07-20T22:18:00Z
dc.identifier	10.1186/1472-6920-5-35
dc.identifier	1472-6920
dc.identifier	https://doaj.org/article/c17efd7c7a654428a65a6af3f3a26e4d
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/19257
dc.description	<p>Abstract</p> <p>Background</p> <p>In a study to determine the site and preceptor characteristics most valued by clerks and residents in the ambulatory setting we wished to confirm whether these would support effective learning. The deep approach to learning is thought to be more effective for learning than surface approaches. In this study we determined how the approaches to learning of clerks and residents predicted the valued site and preceptor characteristics in the ambulatory setting.</p> <p>Methods</p> <p>Postal survey of all medical residents and clerks in training in Ontario determining the site and preceptor characteristics most valued in the ambulatory setting. Participants also completed the Workplace Learning questionnaire that includes 3 approaches to learning scales and 3 workplace climate scales. Multiple regression analysis was used to predict the preferred site and preceptor characteristics as the dependent variables by the average scores of the approaches to learning and perception of workplace climate scales as the independent variables.</p> <p>Results</p> <p>There were 1642 respondents, yielding a 47.3% response rate. Factor analysis revealed 7 preceptor characteristics and 6 site characteristics valued in the ambulatory setting. The <it>Deep </it>approach to learning scale predicted all of the learners' preferred preceptor characteristics (β = 0.076 to β = 0.234, p < .001). Valuing preceptor <it>Direction </it>was more strongly associated with the <it>Surface Rational </it>approach (β = .252, p < .001) and with the <it>Surface Disorganized </it>approach to learning (β = .154, p < 001) than with the <it>Deep </it>approach.</p> <p>The <it>Deep </it>approach to learning scale predicted valued site characteristics of <it>Office Management, Patient Logistics, Objectives </it>and <it>Preceptor Interaction </it>(p < .001). The <it>Surface Rational </it>approach to learning predicted valuing <it>Learning Resources </it>and <it>Clinic Set-up </it>(β = .09, p = .001; β = .197, p < .001). The <it>Surface Disorganized </it>approach to learning weakly negatively predicted <it>Patient Logistics </it>(β = -.082, p = .003) and positively the <it>Learning Resources </it>(β = .088, p = .003).</p> <p>Climate factors were not strongly predictive for any studied characteristics. <it>Role Modeling </it>and <it>Patient Logistics </it>were predicted by <it>Supportive Receptive </it>climate (β = .135, p < .001, β = .118, p < .001).</p> <p>Conclusion</p> <p>Most site and preceptor characteristics valued by clerks and residents were predicted by their <it>Deep </it>approach to learning scores. Some characteristics reflecting the need for good organization and clear direction are predicted by learners' scores on less effective approaches to learning.</p>
dc.language	English
dc.publisher	BioMed Central
dc.relation	http://www.biomedcentral.com/1472-6920/5/35
dc.relation	https://doaj.org/toc/1472-6920
dc.rights	CC BY
dc.source	BMC Medical Education, Vol 5, Iss 1, p 35 (2005)
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Ambulatory teaching: Do approaches to learning predict the site and preceptor characteristics valued by clerks and residents in the ambulatory setting?
dc.type	article