Connecting undergraduate and postgraduate medical education through an elective EPA-based transitional year in acute care: an early project report

Jonker, Gersten; Hoff, Reinier G.; Max, Stefan; Kalkman, Cor J.; Cate, Olle ten

doi:10.3205/zma001141

Cited by 7 publications

(1 citation statement)

References 15 publications

(40 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, regular curriculum reviews and mapping give the chance to utilize the new advancements in the medical education field, such as Entrustable Professional Activities (EPAs), simulation, and E-learning. 31,32 Curriculum alignment/mapping could be looked at as a process to review or refine an existing curriculum in addition to its utility at the curriculum design level. Overall, many benefits could be achieved from curriculum alignment and mapping, this includes the ability to clarify and review the learning outcomes at different levels, ensure and improve program coherence, eliminate redundancies while rectifying gaps, as well as align instructional and assessment methods properly to learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

Practical Guide to Undergraduate Medical Curriculum Alignment and Mapping

Mahzari,

AlNahedh,

Ahmed

et al. 2023

AMEP

View full text Add to dashboard Cite

Curriculum development and reviews are of paramount importance for academic programs curriculum management. Medical curricula need proper construction and frequent updates to suits learning outcomes considering their integrative nature and rapid scientific advancement. Curriculum alignment and mapping are fundamental for proper integration and planning of medical curriculum. This process is beneficial in detecting gaps and redundancies, and ensuring proper instruction, integration, and transparency. However, there is a paucity in the literature of a practical guidance to such process. Hence, this manuscript provides a practical guidance that was adopted in our institutes. Methods: A detailed description of twelve step-by-step guidance to curriculum alignment and mapping was provided. The process needed for each step and the flow chart of work was detailed. Results: This guide was developed and implemented successfully. Among many benefits encountered, many gaps in the contents, learning outcomes and assessment methods were detected and rectified. Additionally, better curriculum integration has been achieved. The current mapping will make any future curriculum reviews easier. Conclusion: This guide could be utilized by newly developed and existing programs for curriculum alignment and mapping. It fills a gap in academic literature through stepwise workflow which has been tested and implemented.

show abstract

Section: Discussionmentioning

confidence: 99%

Practical Guide to Undergraduate Medical Curriculum Alignment and Mapping

Mahzari,

AlNahedh,

Ahmed

et al. 2023

AMEP

View full text Add to dashboard Cite

show abstract

The Significance of Experiencing Clinical Responsibilities for Specialty Career Choice

et al. 2019

Self Cite

View full text Add to dashboard Cite

Aim Medical trainees make career choices in the final year of medical school or after graduation, if they do not continue with residency directly. Most Dutch medical students are trained in vertically integrated (VI) curricula, with early clinical experience and a gradual increase in clinical responsibilities. Students in such curricula have been reported to make career choices at an earlier stage than graduates from more traditionally designed curricula. Many Dutch graduates build further clinical experience after graduation as physicians-not-in-training (PNITs) before beginning residency. We explored how students make career choices and whether pre-residency clinical responsibilities influence this choice. Method A qualitative study with a phenomenology approach was used. The authors conducted a longitudinal interview study of medical students with two intervals over a 2-year period. The interview questions covered how trainees establish career preferences and which factors affect preference and choice over time. Results Experiencing clinical responsibility was a key factor for career preference during all interview rounds. Being a PNIT who makes diagnostic and therapeutic decisions, have their own patients and have significant patient care responsibilities creates opportunities to build an image of a future context of employment. Some participants mentioned that their experience of having full responsibility as a PNIT was pivotal in a career preference change. Conclusion Clinical responsibility as a student or a PNIT appears to be important for career preference and choice. The experience of responsibility as a medical doctor forces trainees to reflect on personal needs and to consider which career preference fits best.

show abstract

Final-year medical students’ competence profiles according to the modified requirement tracking questionnaire

2021

View full text Add to dashboard Cite

Background Undergraduate medical education is supposed to equip medical students with basic competences to select any specialty of their choice for postgraduate training. Medical specialties are characterized by a great diversity of their daily work routines and require different sets of competence facets. This study examines the self-assessed competence profiles of final-year undergraduate medical students and their specialty choice for postgraduate training. Students’ profiles, who wish to choose anaesthesiology, internal medicine, or paediatrics, are compared with the physicians’ competence profiles from these three disciplines. Methods In this study, 148 volunteer final-year undergraduate medical students completed the modified requirement-tracking (R-Track) questionnaire for self-assessment of their competence profiles. The R-Track questionnaire contains 63 competence facets assigned to six areas of competence: “Mental abilities”, “Sensory abilities”, “Psychomotor & multitasking abilities”, “Social interactive competences”, “Motivation”, and “Personality traits”. The expression of the different competence facets had to be assessed on a 5-point Likert scale (1: “very low” to 5: “very high”). Additionally, socio-demographic data and the participants’ first choice of a medical speciality for postgraduate education were collected. We used analysis of variance (ANOVA) for mean score comparison of subgroups and least significant difference (LSD) tests for post hoc analysis. Results The competence area with the highest rating was “Motivation” (3.70 ± 0.47) while “Psychomotor & multitasking abilities” received the lowest rating (3.34 ± 0.68). Individual facets of competence ranked from “In need of harmony” (4.36 ± 0.72), followed by “Tactfulness” (4.26 ± 0.64), and “Cooperation/Agreeableness” (4.24 ± 0.53) to “Risk orientation” (2.90 ± 0.92), “Mathematical reasoning” (2.87 ± 1.25), and “Sanctioning” (2.26 ± 0.93). The students’ competence profiles showed 100 % congruence with physicians’ competence profiles of the postgraduate specialty of their choice for internal medicine, 33.3 % for paediatrics, and 0 % for anaesthesiology. Conclusions Undergraduate medical students could define their competence profiles with the modified R-Track questionnaire and compare them with the profile of their desired specialty for postgraduate training to discover possible learning gaps or to detect good specialty matches. A combination of students’ competence self-assessment with an external assessment of students’ facets of competence could provide curricular planners with useful information how to design learning opportunities for specific facets of competence.

show abstract

Connecting undergraduate and postgraduate medical education through an elective EPA-based transitional year in acute care: an early project report

Cited by 7 publications

References 15 publications

Practical Guide to Undergraduate Medical Curriculum Alignment and Mapping

Practical Guide to Undergraduate Medical Curriculum Alignment and Mapping

The Significance of Experiencing Clinical Responsibilities for Specialty Career Choice

Final-year medical students’ competence profiles according to the modified requirement tracking questionnaire

Contact Info

Product

Resources

About