Having attended a course on learning and teaching was associated with significantly higher ratings on most items, except for 'What is the educational outcome of the educational appraisal meetings?', and trainees' ratings of receiving feedback and being supervised.
It was apparently not related to educational culture, as university hospitals were poorer in incorporating educational needs in organisation of work routines, and trainees' ratings of receiving feedback and supervision were not related to type of hospital.
Trainees' ratings (a lower score corresponds to a better integration); correlation between rating score and department size (number of trainees per department); comparison between German and Swiss departments of comparable size.
In the current intervention, trainees were identified as active (compliant with training regimens) or inactive using trainer ratings based on attendance, homework completion, and class participation.
It may be advisable for courses to collect contemporary ratings of trainee performance beyond academic and placement indicators, and to test their reliability and usefulness in monitoring trainee progress.
Exploratory factor analysis has commonly been used as part of the evaluation of validity for global ratings of trainee competences in the past.
Some procedural skills valued as important for current GIM trainees and performed frequently (example ambulatory ECG interpretation) had low preparation ratings by trainees.
Skills-lab sessions were evaluated by trainees' self-assessment, expert ratings, and qualitative analysis of semi-standardized interviews conducted with trainees and tutors.
At the level of clinical disciplines, internal medicine received significantly better ratings from trainees for Global Satisfaction with CON as well as for Clinical Competency training in CON and AM in Swiss than in German hospitals (Table 5).
We present data on trainees' acceptance and feasibility ratings of the tool as well as their pre- and post-intervention self-efficacy ratings with regard to their PBL-related knowledge and skills, as well as their ratings of attitudes towards the method.
