Jonker Gersten, Hoff Reinier G, Max Stefan, Kalkman Cor J, Ten Cate Olle
University Utrecht, University Medical Center Utrecht, Department of Anaesthesiology, Utrecht, The Netherlands.
University Utrecht, University Medical Center Utrecht, Center for Research and Development in Medical Education, Utrecht, The Netherlands.
GMS J Med Educ. 2017 Nov 15;34(5):Doc64. doi: 10.3205/zma001141. eCollection 2017.
A well-designed final year may ease the transition from medical school to postgraduate training, if it has enough depth to enable the acquisition of early specialty expertise, while keeping enough breadth to support the graduation as all-round physician. Aim of this article is to describe the design of a multidisciplinary dedicated transitional year (DTY) around the theme of recognition and initial treatment of vitally threatened patients. Undergraduate and postgraduate training directors from the departments of Anaesthesiology, Cardiology, Emergency Medicine, Intensive Care Medicine and Respiratory Medicine at UMC Utrecht and partnering hospitals have collaboratively developed and implemented a curriculum for a final year focusing on three entrustable professional activities (EPAs) in the domain of acute care. These EPAs represent authentic tasks of starting residents in each of the participating specialties, align student training objectives with postgraduate expectations, and are the primary focus of learning, teaching, and assessment throughout the year. Students are developmentally supported by a mentor and educationally supported by monthly academic half days. Between October 2014 and November 2016,, 47 students chose DTY Acute Care. The set-up of our DTY is inspiring other specialties to develop multidisciplinary DTYs. Attainment of clinical competence, experience of students and staff, and exploration of graduates' early careers are subjects of current research projects. This multidisciplinary dedicated transitional year aims to graduate students with profile-specific competence in acute care. It prepares for residency in a range of specialties.
设计完善的最后一年学习阶段可以缓解从医学院到研究生培训的过渡，如果它有足够的深度以获取早期专业技能，同时保持足够的广度以支持培养出全面发展的医生毕业。本文旨在描述围绕危及生命患者的识别与初始治疗这一主题设计的多学科专门过渡年（DTY）。乌得勒支大学医学中心（UMC Utrecht）及合作医院的麻醉科、心脏病科、急诊医学科、重症医学科和呼吸内科的本科及研究生培训主任共同制定并实施了一个最后一年的课程，该课程聚焦于急性护理领域的三项可托付专业活动（EPA）。这些EPA代表了各参与专业初入职住院医师的实际任务，使学生培训目标与研究生阶段的期望保持一致，并且是全年学习、教学和评估的主要重点。学生在成长过程中得到导师的支持，在学业上则通过每月半天的学术活动获得支持。在2014年10月至2016年11月期间，47名学生选择了DTY急性护理课程。我们的DTY设置正在激励其他专业开发多学科DTY。临床能力的达成、学生和工作人员的经验以及毕业生早期职业生涯的探索是当前研究项目的主题。这个多学科专门过渡年旨在培养在急性护理方面具备特定专业能力的学生。它为一系列专业的住院医师培训做好准备。
