Category | Definition | Examples |
---|---|---|
1. Methodology of learning | training methods which might be made available for instruction | -“joint deliberation on case histories” |
-“learning from practical cases” | ||
-“practice – many cases – exotic procedures” | ||
2. Mentoring and supervision | personal and continuous guidance and supervision and the reliable availability of a personal contact | -“A personal postgraduate training commissary would be nice”, |
-“a contact such as a senior physician who looks after me and gives specific and targeted instruction” | ||
-“personal mentoring” | ||
3. Structured postgraduate training | Curricular structures, transparency and reliability in planing | -“a structured curriculum that /…/ is actually put into practice” |
-“reliability in the planning of advanced training and adherence to agreements”; | ||
-“not to be disadvantaged as a woman” | ||
4. Teaching competences | subject-specific and didactic-methodological competences of instructing physicians | -“introduction and guidance by experienced physicians so that I can learn from experience” |
-“being introduced to new activities by senior physicians and not by newly instructed assistants without experience” | ||
“conveyance of knowledge and skills” | ||
5. Dedication and readiness to teach | the implicit and dedicated readiness to teach on the part of superiors | -“not having to beg for instruction all the time”, |
-“that chief and senior physicians act as role models, give us encouragement, and are good instructors”, | ||
“dedicated superiors”, | ||
6. Work climate | culture of interaction in the working environment | -“respectful cooperation” |
-“with the option to make mistakes, discuss them and learn from them” | ||
7. Feedback/Communication | Feedback culture | -“constructive feedback” |
-“target vs. actual control” | ||
-“lack of criticism is not a substitute for praise nor for an interview on educational attainment” | ||
8. Challenge/patient safety | the right balance of challenge and overload during training | -“individual responsibility” |
-“responsibility without being left alone” | ||
-“learning by doing means much mental stress” | ||
9. Time/resources | Time pressure due to daily structural demands | -“most specialists and senior physicians have no time for thorough practical instruction, being too much involved in their areas of responsibility” |
-“time!!!… and no pressure to meet corporate targets” | ||
10. Personal security and confidence | Safety requirements | -“being acquainted or monitored well in order to gain security/confidence to meet growing demands, without being overwhelmed and therefore making mistakes” |