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Measuring informal workplace learning outcomes in residency training: a validation study.

Markus Heim1, Christian M Schulz1, Frederick Schneider1

  • 1Technical University of Munich, TUM School of Medicine, Department of Anesthesiology and Intensive Care Medicine, Ismaninger Straße 22, Munich, 81675, Germany.

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|August 3, 2023
PubMed
Summary

This study validates a new questionnaire to assess informal workplace learning (WPL) outcomes in medical residents. The findings show that medical expertise impacts all four identified learning outcomes, supporting the tool's use in residency training.

Keywords:
Informal workplace learning outcomesResidency trainingSelf-report measureValidation

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Area of Science:

  • Medical Education
  • Psychometrics
  • Workplace Learning

Background:

  • Informal workplace learning (WPL) is crucial in medical education but difficult to assess due to a lack of defined objectives and supervision.
  • Existing assessment methods are inadequate for informal WPL in residency training, an under-researched area.
  • This study adapted and validated a questionnaire to measure informal WPL outcomes specifically for medical residents.

Purpose of the Study:

  • To adapt and validate an existing informal WPL questionnaire for use in medical residency training.
  • To assess the learning outcomes derived from informal WPL among residents.
  • To establish the psychometric properties and construct validity of the adapted instrument.

Main Methods:

  • A total of 528 residents completed an adapted informal WPL questionnaire and the Freiburg Questionnaire for Competencies in Medicine.
  • Exploratory factor analysis identified the underlying factor structure of informal WPL outcomes.
  • Structural equation modeling examined the relationships between medical competencies and informal learning outcomes, with reliability assessed using McDonald's omega.

Main Results:

  • Exploratory factor analysis revealed a robust four-factor structure for informal WPL outcomes: generic learning outcomes-competence development (GLO-CD), generic learning outcomes-reflection (GLO-R), job-specific learning outcomes (JSLO), and organizational learning outcomes (OLLO).
  • All four factors demonstrated good internal consistency (Ω ≥ .69).
  • Medical expertise significantly impacted all four informal learning outcome factors, while scholarship predicted GLO-CD and GLO-R.

Conclusions:

  • The study established a validated four-factor model for assessing informal WPL in residency training.
  • This instrument represents a significant advancement in measuring informal WPL within medical education.
  • The findings support the construct validity of the adapted questionnaire for evaluating informal learning in residents.