Introducing competency-based postgraduate medical education in the Netherlands.

Full Abstract

Medical boards around the world face the challenge of creating competency-based postgraduate training programs. Recent legislation requires that all postgraduate medical training programmes in The Netherlands be reformed. In this article the Dutch Advisory Board for Postgraduate Curriculum Development shares some of their experiences with guiding the design of specialist training programs, based on the Canadian Medical Educational Directives for Specialists (CanMEDS). All twenty-seven Dutch Medical Specialty Societies take three steps in designing a curriculum. First they divide the entire content of a specialty into logical units, so-called 'themes'. The second step is discussing, for each theme, for which tasks trainees have to be instructed, guided, and assessed. Finally, for each task an assessment method is chosen to focus on a limited number of CanMEDS roles. This leads to a three step training cycle:
(i) based on their in-training assessment and practices, trainees will gather evidence on their development in a portfolio; (ii) this evidence stimulates the trainee and the supervisor to regularly reflect on a trainee's global development regarding the CanMEDS roles as well as on the performance in specific tasks; (iii) a personal development plan structures future learning goals and strategies. The experiences in the Netherlands are in line with international developments in postgraduate medical education and with the literature on workplace-based teaching and learning.

Learn Faster Today Improve your study skills

Author information

Author/s: Scheele, Fedde (F); Teunissen, Pim (P); Van Luijk, Scheltus (S); Heineman, Erik (E); Fluit, Lia (L); Mulder, Hanneke (H); Meininger, Abe (A); Wijnen-Meijer, Marjo (M); Glas, Gerrit (G); Sluiter, Henk (H); Hummel, Thalia (T);

Affiliation: Dutch Advisory Board for Postgraduate Curriculum Development and Netherlands Association for Medical Education, The Netherlands.

Journal and publication information

Publication Type: Journal Article

Journal: Medical teacher (Med Teach), published in England. (Language: eng)

Reference: 2008-; vol 30 (issue 3) : pp 248-53

Dates: Created 2008/05/19; Completed 2008/07/23; Revised 2008/08/04;

PMID: 18484450, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

External Links for this article (including full text providers, if available):

Click Electronic Full-text Provider Links to see options for finding the electronic full text links to this article. Note there may be a subscription or fee required for access to the full text. See our FAQ for information on finding FREE full text articles.

This article may also be located in paper journal collections available in many libraries. Use the Journal and Publication Information above to find the full article.

MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Advisory Committees
Competency-Based Education
Curriculum
Education, Medical, Graduate - organization & administration

Education, Medical, Graduate - organization & administration
Humans
Netherlands
Program Development - methods

These are the highest related articles currently in the database:

See 100+ related articles.