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.

Accreditation of undergraduate medical training programs: practices in nine developing countries as compared with the United States.

Context And Objectives: Undergraduate medical training program accreditation is practiced in many countries, but information from developing countries is sparse. We compared medical training program accreditation systems in nine developing countries, and compared these with accreditation practices in the United States of America (USA).

Methods: Medical program accreditation practices in nine developing countries were systematically analyzed using all available published documents.