Ugeskrift for laeger
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Ugeskrift for laeger · Oct 2008
[Implementation of a national training assessment programme in anaesthesiology].
In 2004, outcome-based education and in-training assessment was introduced by a reform of postgraduate medical education in Denmark. An assessment programme covering the introductory year of anaesthesiology was constructed. The purpose of this study was to explore to which degree this programme was implemented in daily practice in the clinical departments and whether the recommended assessment protocol was followed. ⋯ In conclusion, the in-training assessment programme of the introductory year of anaesthesia has been implemented to a high degree and the assessment protocol is used according to recommendations.
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In 2007 the Faculty of Health Sciences, Aarhus University, took a first step towards outcome-based education. During an educational development process, all courses developed clear, consistent descriptions of learning outcomes and extensive, template-based course descriptions. ⋯ Furthermore, the process created the basis for alignment of outcomes, assessment and teaching. In this paper, we share results, problems encountered and lessons learned.
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Ugeskrift for laeger · Oct 2008
[Why do we need mandatory communication courses for pre-registration house officers?].
This study reports the rationale for the composition of a 3-day mandatory communication skills course for pre-registration house officers (PRHOs). In addition to communication skills, the course addresses aspects of competence related to professional performance within areas covered by the legal framework, the ability to analyse ethical problems, and health advocacy. Standard evaluation forms were collected from 274 PRHOs. The course was highly rated by participants with respect to content, form and outcome.
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Ugeskrift for laeger · Oct 2008
[The 3-hour meeting concept: an organisational approach for involvement of junior doctors in education].
In an 850-bed Danish University hospital, "3-hour meetings" provide junior doctors with three hours within normal working hours for discussing training with an innovative purpose. The meetings are followed-up by dialogue and action throughout the organisation. ⋯ The Head of Department obtains information, which is used for prioritisation of educational initiatives. At hospital level, an overview of education as well as sharing of knowledge and educational vision is achieved.
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Career counselling is meant to support and ensure an early and relevant choice of specialty. Self-awareness regarding personality, life goals, wishes for family life, and lifestyle is of help in narrowing down the number of specialties to those that fit personal attitudes and preferences. The counsellor must be aware that the trainees' subjective opinions about the specialties may not be in line with the actual conditions. Hence, career counselling should provide factual knowledge about the specialties including information on the working conditions and defining characteristics of the specialties.