The paradigm shift to competency-based medical education (CBME) is under way, but incomplete implementation is blunting the potential impact on learning and patient outcomes. We encourage residency programs to consider offering residents neutral coaching when processing multisource feedback. They appeared to struggle with the dual role of the program director (coaching and judging) and appreciated the expertise of a dedicated coach to navigate this confrontation. Most residents preferred discussing multisource feedback results with a coach before their meeting with a program director, particularly if the results were negative. Reasons for discussing the report with a coach included her neutral and objective position, her expertise, and the open and safe context during the discussion. In the final stage of training residents more often preferred the coach (82.6%, n=19) than in the first stages (65%, n=13). Seventy-four percent (n= 32) preferred sharing the MFS report always with a coach, 21% (n= 9) if either the feedback or the relationship with the program director was less favorable, and 5% (n=2) saw no difference between discussing with a coach or with the program director. Qualitative and quantitative data were gathered using field notes. Semi-structured interviews were conducted following individual coaching sessions. All 43 residents opting to discuss their MSF report with a psychologist-coach before discussing results with the program director were included. Residents employed for at least half a year in the study hospital were eligible to participate.
The present study aimed to investigate residents' preferences in dealing with personal multi-source feedback (MSF) reports with or without the support of a coach. Efforts to constrain, restructure, and individualize training time and licensing tracks to optimize training for safe care, both in the United States and Europe, are needed. Considering the high costs of health care today and the increasing demand for patient safety and educational efficiency, continuing historic models of nonstandardized practices will no longer be feasible. This resulted in large variability in training time and acquired competencies between residency programs, which were often judged on the basis of opaque or questionable criteria. Though uniform criteria gradually developed for undergraduate medical education, postgraduate specialty training remained, before accreditation organizations set regulations, at the discretion of individual institutions and medical societies. This overview is necessarily limited and based largely on post hoc interpretation, as historic data on time frames are not well documented and the issue of competence has only recently been addressed.During times when there were few, if any, formal regulations, physicians were primarily "learned gentlemen" in command of few effective practical skills, and the duration of education and the competencies acquired by the end of a course simply did not appear to be issues of any interest to universities or state authorities. In this article, the authors present a historic overview of the development of medical education in the United States and Europe (in particular the Netherlands), as it relates to the issues of time (duration of the course) and proficiency (performance requirements and examinations). Conclusion: The students are able to be independent if we, as teachers, maximized our role as facilitators and mentors, and give the students bigger autonomy in their study. However, at the end of the block, all of the students had a change of perspective and agreed that this block was interesting and useful for them. Each student was assigned to 1 mentor to guide him/her throughout the course.Results: More than half of the students (52,24%) claimed that they were ‘forced’ to take the course because they didn’t get into their first choice elective block. The student was also asked to do a self evaluation using reflective writing assignment, and each of the student also received 360 degree.
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The assessment activities were done by using a combination of assessment method to assess the student’s cognitive, skills, and professional behavior. Therefore, we developed a learning module that not only use adult learning approach but also maximizing the teachers’ role in the teaching and learning process by using a programmatic assessment model.Method: The learning activities mostly used SCL approach (62,7%), and were comprised of 8 different learning method. However, health education institutions are responsible to make sure their graduates are able to do so by developing their self regulated learning (SRL) skills. Background: To keep up with current development in medicine, every doctor is demanded to be able to do continuing medical education (CME) after finishing their medical degree.
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