gms | German Medical Science

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

27.09. - 29.09.2012, Aachen

Graduates from different medical schools compared on a new performance assessment

Vortrag

  • corresponding author Marjo Wijnen-Meijer - UMC Utrecht, Center for Research and Development of Education, Utrecht, Niederlande
  • T.J. Ten Cate - UMC Utrecht, Center for Research and Development of Education, Utrecht, Niederlande
  • M. Van der Schaaf - Utrecht University, Department of Pedagogical and Educational Sciences, Utrecht, Netherlands
  • S. Harendza - University Medical Center Hamburg-Eppendorf, Department of Internal Medicine, Hamburg, Germany

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). Aachen, 27.-29.09.2012. Düsseldorf: German Medical Science GMS Publishing House; 2012. DocV508

doi: 10.3205/12gma142, urn:nbn:de:0183-12gma1428

Veröffentlicht: 18. September 2012

© 2012 Wijnen-Meijer et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.de). Er darf vervielf&aauml;ltigt, verbreitet und &oauml;ffentlich zug&aauml;nglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.


Gliederung

Text

Background and research question: Medical curricula become more and more vertically integrated (VI) to prepare graduates better for clinical practice. VI-curricula show early clinical education and focus on increasing clinical responsibility levels for trainees.

Method: To determine whether a VI-curriculum actually prepares medical graduates better for clinical practice, we designed an authentic assessment based on different facets of competence for medical near-graduates in the role of beginning residents on a very busy day. Sixty candidates participated: 30 VI (Utrecht, The Netherlands) and 30 non-VI (Hamburg, Germany). Each candidate was independently assessed by two clinicians, a nurse and standardized patients on different facets of competence. Afterwards, the clinicians indicated how much supervision they estimated each candidate would require on nine so called “Entrustable Professional Activities (EPAs)”, unrelated to the observed scenarios.

Results: There was no difference in number of solved cases between the two groups. Graduates from a VI-curriculum received significantly higher scores for the facet of competence “active professional development”, with features like ‘reflection’ and ‘asking for feedback’. Candidates and assessors experienced the assessment as highly realistic.

Conclusion: A vertically integrated curriculum at medical school prepares medical graduates better for “active professional development”, which is important for life long learning [1], [2], [3].


References

1.
Wijnen-Meijer M, Ten Cate OT, Van der Schaaf M, Borleffs JC. Vertical integration in medical school: effect on the transition to postgraduate training. Med Educ. 2010;44(3):272-279. DOI: 10.1111/j.1365-2923.2009.03571.x Externer Link
2.
Cave J, Woolf K, Jones A, Dacre J. Easing the transition from student to doctor: how can medical schools help prepare their graduates for starting work? Med Teach. 2009;13(5):1-6.
3.
Vidic B, Weilauf HM. Horizontal and vertical integration of academic disciplines in the medical school curriculum. Clin Anat. 2002;15(3):233-235. DOI: 10.1002/ca.10019 Externer Link