Extending the use of the conceptions of learning and teaching (COLT) instrument to the postgraduate setting.

Background: Several studies have shown that conceptions of teachers on teaching and learning can influence the teaching practices and behavior in higher education. This association is also found in undergraduate medical education but not yet established in postgraduate medical setting. An instrument, Conceptions of Learning and Teaching (COLT) was developed to measure conception of teachers in undergraduate medical education.

Understanding teaching and learning conceptions among clinical faculty as a means to improve postgraduate training.

Objectives: This study aimed to determine the conceptions of teaching and learning of postgraduate medical teachers.

Methods: We invited postgraduate clinical teachers to fill out COLT (Conceptions on Learning and Teaching) questionnaire, an 18-item instrument designed to measure the conceptions of faculty in undergraduate medical education, and did a confirmatory factor analysis (CFA) to test if it was valid to be used in a postgraduate situation. Cluster analysis was done to determine different teacher profiles.

Cross-validation of a learning climate instrument in a non-western postgraduate clinical environment.

Background: In postgraduate training, there is a need to continuously assess the learning and working conditions to optimize learning. Students or trainees respond to the learning climate as they perceive it. The Dutch Residency Educational Climate Test (D-RECT) is a learning climate measurement tool with well-substantiated validity.