Scheele Fedde, Teunissen Pim, Van Luijk Scheltus, Heineman Erik, Fluit Lia, Mulder Hanneke, Meininger Abe, Wijnen-Meijer Marjo, Glas Gerrit, Sluiter Henk, Hummel Thalia
Dutch Advisory Board for Postgraduate Curriculum Development and Netherlands Association for Medical Education, The Netherlands.
Med Teach. 2008;30(3):248-53. doi: 10.1080/01421590801993022.
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.
世界各地的医学委员会都面临着创建基于能力的研究生培训项目的挑战。最近的立法要求荷兰所有的研究生医学培训项目都要进行改革。在本文中，荷兰研究生课程开发咨询委员会分享了他们在基于《加拿大专家医学教育指令》（CanMEDS）指导专科培训项目设计方面的一些经验。荷兰所有二十七个医学专业协会在设计课程时采取三个步骤。首先，他们将一个专科的全部内容划分为逻辑单元，即所谓的“主题”。第二步是针对每个主题，讨论学员必须接受指导、引导和评估的任务。最后，为每个任务选择一种评估方法，以聚焦于有限数量的CanMEDS角色。这就形成了一个三步培训循环：（i）基于他们的培训期间评估和实践，学员将在档案袋中收集关于自身发展的证据；（ii）这些证据促使学员和导师定期反思学员在CanMEDS角色方面的整体发展以及在特定任务中的表现；（iii）个人发展计划规划未来的学习目标和策略。荷兰的经验与研究生医学教育的国际发展以及基于工作场所的教学与学习的文献相一致。
