(mean ± sd)
|Factor 1. Teacher – Centeredness
||Residents should first master general medical principles before they can formulate their own learning goals.
||4.21 ± 0.91
||Residents learn best when the learning process is guided by an expert who has an overview of the field of interest
||4.67 ± 0.60
||When residents discuss a topic without an expert being present, they do not know at the end of the session if the questions have been answered correctly.
||3.99 ± 0.88
||As a teacher I have to indicate clearly what is important and what is less important for the residents to know.
||4.2 ± 0.77
|Factor 2. Appreciation of Active Learning
||Residents learn a great deal by explaining the subject matter to each other.
||4.16 ± 0.64
||Learning materials and teaching should invite residents to come up with examples to illustrate the subject matter.
||4.37 ± 0.54
I think it is more important for residents to be able to analyze and critically appraise
the subject matter than to memorize facts
||4.7 ± 0.57
||I think it is important that residents advise each other about the best ways to study.
||3.95 ± 0.73
|Factor 3. Orientation to Professional Practice
||Being introduced to the day-to-day practice of their future profession motivates residents to learn.
||4.39 ± 0.57
||It is a good learning outcome when residents demonstrate that they can apply their knowledge during their activities in situations in professional practice.
||4.59 ± 0.50
||I think that interactions between the residents and me are an important aspect of my teaching
||4.66 ± 0.50
||Discussing topics with each other helps residents learn how to deal with different points of view, so as to gain a deeper understanding.
||4.62 ± 0.51
Int J Med Educ. 2020; 11:175-185; doi: 10.5116/ijme.5f2a.76eb