Graduates from vertically integrated curricula

Marjo Wijnen-Meijer; Olle ten Cate; Marieke van der Schaaf; Sigrid Harendza

doi:10.1111/tct.12022

Graduates from vertically integrated curricula

Standard

Graduates from vertically integrated curricula. / Wijnen-Meijer, Marjo; ten Cate, Olle; van der Schaaf, Marieke; Harendza, Sigrid.

In: CLIN TEACH, Vol. 10, No. 3, 01.06.2013, p. 155-9.

Research output: SCORING: Contribution to journal › SCORING: Journal article › Research › peer-review

Harvard

Wijnen-Meijer, M, ten Cate, O, van der Schaaf, M & Harendza, S 2013, 'Graduates from vertically integrated curricula', CLIN TEACH, vol. 10, no. 3, pp. 155-9. https://doi.org/10.1111/tct.12022

APA

Wijnen-Meijer, M., ten Cate, O., van der Schaaf, M., & Harendza, S. (2013). Graduates from vertically integrated curricula. CLIN TEACH, 10(3), 155-9. https://doi.org/10.1111/tct.12022

Vancouver

Wijnen-Meijer M, ten Cate O, van der Schaaf M, Harendza S. Graduates from vertically integrated curricula. CLIN TEACH. 2013 Jun 1;10(3):155-9. https://doi.org/10.1111/tct.12022

Bibtex

@article{6417f964032d4f4394cb788359cd5696,

title = "Graduates from vertically integrated curricula",

abstract = "BACKGROUND: Vertical integration (VI) has been recommended as an undergraduate medical curriculum structure that fosters the transition to postgraduate training. Our definition of VI includes: (1) the provision of early clinical experience; (2) the integration of biomedical sciences with clinical cases; (3) long clerkships during the final year; and (4) increasing levels of clinical responsibility for students. The aim of the current study is to support the hypothesis that medical graduates from VI programmes meet the expectations of postgraduate supervisors better than those from non-VI curricula.METHODS: A questionnaire study was carried out among supervisors of postgraduate training programmes run at Utrecht (the Netherlands, VI; n = 128) and Hamburg (Germany, non-VI; n = 114). The supervisors were asked about their medical graduates' preparedness for work, knowledge and capabilities to manage some specific parts of the work as a doctor. They evaluated their performances on a five-point Likert scale.RESULTS: The two groups of supervisors did not differ in their judgment of their graduates' preparedness for work and level of knowledge. However, supervisors in Utrecht evaluated their graduates higher with respect to capability to work independently, solving medical problems, managing unfamiliar medical situations, prioritising tasks, collaborating with other people, estimating when they need to consult their supervisors and reflecting on their activities.DISCUSSION: Graduates from VI medical curricula appeared to be more capable in several facets of a doctor's job. Research into the actual performance of graduates from VI and non-VI curricula is needed to further support a firm recommendation for VI curricula.",

keywords = "Adult, Clinical Clerkship, Clinical Competence, Curriculum, Education, Medical, Graduate, Education, Medical, Undergraduate, Faculty, Medical, Female, Germany, Humans, Male, Netherlands, Schools, Medical, Students, Medical",

author = "Marjo Wijnen-Meijer and {ten Cate}, Olle and {van der Schaaf}, Marieke and Sigrid Harendza",

note = "{\textcopyright} 2013 John Wiley & Sons Ltd.",

year = "2013",

month = jun,

day = "1",

doi = "10.1111/tct.12022",

language = "English",

volume = "10",

pages = "155--9",

journal = "CLIN TEACH",

issn = "1743-4971",

publisher = "Wiley-Blackwell",

number = "3",

}

RIS

TY - JOUR

T1 - Graduates from vertically integrated curricula

AU - Wijnen-Meijer, Marjo

AU - ten Cate, Olle

AU - van der Schaaf, Marieke

AU - Harendza, Sigrid

PY - 2013/6/1

Y1 - 2013/6/1

N2 - BACKGROUND: Vertical integration (VI) has been recommended as an undergraduate medical curriculum structure that fosters the transition to postgraduate training. Our definition of VI includes: (1) the provision of early clinical experience; (2) the integration of biomedical sciences with clinical cases; (3) long clerkships during the final year; and (4) increasing levels of clinical responsibility for students. The aim of the current study is to support the hypothesis that medical graduates from VI programmes meet the expectations of postgraduate supervisors better than those from non-VI curricula.METHODS: A questionnaire study was carried out among supervisors of postgraduate training programmes run at Utrecht (the Netherlands, VI; n = 128) and Hamburg (Germany, non-VI; n = 114). The supervisors were asked about their medical graduates' preparedness for work, knowledge and capabilities to manage some specific parts of the work as a doctor. They evaluated their performances on a five-point Likert scale.RESULTS: The two groups of supervisors did not differ in their judgment of their graduates' preparedness for work and level of knowledge. However, supervisors in Utrecht evaluated their graduates higher with respect to capability to work independently, solving medical problems, managing unfamiliar medical situations, prioritising tasks, collaborating with other people, estimating when they need to consult their supervisors and reflecting on their activities.DISCUSSION: Graduates from VI medical curricula appeared to be more capable in several facets of a doctor's job. Research into the actual performance of graduates from VI and non-VI curricula is needed to further support a firm recommendation for VI curricula.

AB - BACKGROUND: Vertical integration (VI) has been recommended as an undergraduate medical curriculum structure that fosters the transition to postgraduate training. Our definition of VI includes: (1) the provision of early clinical experience; (2) the integration of biomedical sciences with clinical cases; (3) long clerkships during the final year; and (4) increasing levels of clinical responsibility for students. The aim of the current study is to support the hypothesis that medical graduates from VI programmes meet the expectations of postgraduate supervisors better than those from non-VI curricula.METHODS: A questionnaire study was carried out among supervisors of postgraduate training programmes run at Utrecht (the Netherlands, VI; n = 128) and Hamburg (Germany, non-VI; n = 114). The supervisors were asked about their medical graduates' preparedness for work, knowledge and capabilities to manage some specific parts of the work as a doctor. They evaluated their performances on a five-point Likert scale.RESULTS: The two groups of supervisors did not differ in their judgment of their graduates' preparedness for work and level of knowledge. However, supervisors in Utrecht evaluated their graduates higher with respect to capability to work independently, solving medical problems, managing unfamiliar medical situations, prioritising tasks, collaborating with other people, estimating when they need to consult their supervisors and reflecting on their activities.DISCUSSION: Graduates from VI medical curricula appeared to be more capable in several facets of a doctor's job. Research into the actual performance of graduates from VI and non-VI curricula is needed to further support a firm recommendation for VI curricula.

KW - Adult

KW - Clinical Clerkship

KW - Clinical Competence

KW - Curriculum

KW - Education, Medical, Graduate

KW - Education, Medical, Undergraduate

KW - Faculty, Medical

KW - Female

KW - Germany

KW - Humans

KW - Male

KW - Netherlands

KW - Schools, Medical

KW - Students, Medical

U2 - 10.1111/tct.12022

DO - 10.1111/tct.12022

M3 - SCORING: Journal article

C2 - 23656676

VL - 10

SP - 155

EP - 159

JO - CLIN TEACH

JF - CLIN TEACH

SN - 1743-4971

IS - 3

ER -