R.G. Hoff is professor of education and training in perioperative, intensive, and emergency care and program director, Anesthesiology Residency, Department of Anesthesiology, University Medical Center Utrecht, Utrecht, The Netherlands. J. Frenkel is professor of patient- and family-centered education and program director, Pediatrics Residency, Department of Pediatrics, University Medical Center Utrecht, Utrecht, The Netherlands. S.M. Imhof is professor of ophthalmology and program director, Ophthalmology Residency, Department of Ophthalmology, and chair, Central Residency Committee, University Medical Center Utrecht, Utrecht, The Netherlands. O. ten Cate is professor of medical education, Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands.
Acad Med. 2018 Mar;93(3S Competency-Based, Time-Variable Education in the Health Professions):S32-S36. doi: 10.1097/ACM.0000000000002078.
Postgraduate medical training in the Netherlands has become increasingly individualized. In this article, the authors describe current practices for three residency programs at the University Medical Center Utrecht: anesthesiology, pediatrics, and ophthalmology. These programs are diverse yet share characteristics allowing for individualized residency training. New residents enter each program throughout the year, avoiding a large simultaneous influx of inexperienced doctors. The usual duration of each is five years. However, the actual duration of rotations or of the program as a whole can be reduced because of residents' previous medical experience or demonstration of early mastery of relevant competencies. If necessary, the duration of training can also increase.Although working hours are already restricted by the European Working Time Directive, most residents choose to train on a part-time basis. The length of their program then is extended proportionally. The extension period added for those residents training part-time can be used to develop specific competencies, complete an elective rotation or research, or explore a focus area. If the resident meets all training objectives before the extension period is completed, the program director can choose to shorten the program length. Recently, entrustable professional activities have been introduced to strengthen workplace-based assessment. The effects on program duration have yet to be demonstrated.Flexible postgraduate training is feasible. Although improving work-life balance for residents is a necessity, attention must be paid to ensuring that they gain the necessary experience and competencies and maintain continuity of care to ensure that high-quality patient care is provided.
荷兰的研究生医学培训变得越来越个体化。本文作者描述了乌得勒支大学医学中心的三个住院医师培训计划的当前实践:麻醉学、儿科学和眼科学。这些计划虽然多样化,但具有共同的特点,允许进行个体化的住院医师培训。新的住院医师全年进入每个计划,避免了大量经验不足的医生同时涌入。每个计划的通常持续时间为五年。然而,由于住院医师以前的医学经验或早期掌握相关能力的证明,实际的轮转时间或整个计划的持续时间可以缩短。如果需要,培训时间也可以延长。
虽然工作时间已经受到欧洲工作时间指令的限制,但大多数住院医师选择兼职培训。因此,他们的培训计划会相应延长。那些兼职培训的住院医师的延长时间可以用于发展特定的能力、完成选修轮转或研究,或探索一个重点领域。如果住院医师在延长时间结束前达到所有培训目标,项目主任可以选择缩短培训计划的长度。最近,已经引入了可委托的专业活动,以加强基于工作场所的评估。其对培训计划持续时间的影响尚未得到证实。
灵活的研究生培训是可行的。尽管改善住院医师的工作-生活平衡是必要的,但必须注意确保他们获得必要的经验和能力,并保持护理的连续性,以确保提供高质量的患者护理。