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Person–task–context: a model for designing curriculum and in-training assessment in postgraduate education

2006; Taylor & Francis; Volume: 28; Issue: 1 Linguagem: Inglês

10.1080/01421590500237721

1466-187X

Charlotte Ringsted, Anne Marie Skaarup, Andreas Henriksen, Deborah Davis,

Radiology practices and education

Structured curricula for senior house officers have often been lacking. The aim of this study was to trial a person–task–context model in designing a curriculum and in-training assessment (ITA) programme for SHOs in internal medicine. A working group designed the programme based on triangulation of information from interviews with trainees and programme directors, analysis of patient case mix and national quality assurance data. The interview data showed that the main difference currently between trainee levels was in expected degree of responsibility for patient management rather than in actual tasks. Key learning needs were how to take a structured approach to the tasks and get an overview of situations. SHOs expressed a need for explicit learning goals and standards of performance. SHOs requested formal teaching in non-medical aspects of competence such as communication, interpersonal skills and professionalism. This article points out how consideration of the type of trainees involved, the tasks they must do and learn, and the context in which they work are important in designing postgraduate curricula. The person–task–context model can be used to tailor curricula and ITA that support learning and may be especially beneficial in promoting learning in non-dominant areas of a specialty.