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The 2009 framework for undergraduate medical education in the Netherlands.

Laan RF, Leunissen RR, van Herwaarden CL - GMS Z Med Ausbild (2010)

Bottom Line: The 2009 Framework defines the joint Dutch national learning outcomes to be attained by medical students after completing their three-year master programme in medicine.The Framework thus helps to guarantee to society at large and to patients in particular that medical graduates who are starting out as practitioners have attained a certain professional level.In addition, the Framework also defines the profile of the bachelor and the learning outcomes of the bachelor programme in medicine.

View Article: PubMed Central - HTML - PubMed

Affiliation: Radboud University Nijmegen, Medical Centre, Institut for Medical Education, Nijmegen, Netherland.

ABSTRACT
The 2009 Framework defines the joint Dutch national learning outcomes to be attained by medical students after completing their three-year master programme in medicine. The Framework thus helps to guarantee to society at large and to patients in particular that medical graduates who are starting out as practitioners have attained a certain professional level. This level is the aggregate of the physicians' target profile, physicians' (sub-) competencies to be achieved and the list of issues relating to illness and health. In addition, the Framework also defines the profile of the bachelor and the learning outcomes of the bachelor programme in medicine.

No MeSH data available.


Examples of (sub)competencies and levels assigned per physician’s role.
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T3: Examples of (sub)competencies and levels assigned per physician’s role.

Mentions: The 2009 Framework states that graduates in medicine must have mastered all issues related to illness and health that are included in the list at least at level II. Some of the issues, depending on the specifics of individual training programmes, will be included in additional competency testing at higher levels. The formulations of sub-competencies specify the levels (III, IV, or V) that have to be attained. To illustrate the assignment of levels some examples are given in Table 3 (Tab. 3).


The 2009 framework for undergraduate medical education in the Netherlands.

Laan RF, Leunissen RR, van Herwaarden CL - GMS Z Med Ausbild (2010)

Examples of (sub)competencies and levels assigned per physician’s role.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC3140367&req=5

T3: Examples of (sub)competencies and levels assigned per physician’s role.
Mentions: The 2009 Framework states that graduates in medicine must have mastered all issues related to illness and health that are included in the list at least at level II. Some of the issues, depending on the specifics of individual training programmes, will be included in additional competency testing at higher levels. The formulations of sub-competencies specify the levels (III, IV, or V) that have to be attained. To illustrate the assignment of levels some examples are given in Table 3 (Tab. 3).

Bottom Line: The 2009 Framework defines the joint Dutch national learning outcomes to be attained by medical students after completing their three-year master programme in medicine.The Framework thus helps to guarantee to society at large and to patients in particular that medical graduates who are starting out as practitioners have attained a certain professional level.In addition, the Framework also defines the profile of the bachelor and the learning outcomes of the bachelor programme in medicine.

View Article: PubMed Central - HTML - PubMed

Affiliation: Radboud University Nijmegen, Medical Centre, Institut for Medical Education, Nijmegen, Netherland.

ABSTRACT
The 2009 Framework defines the joint Dutch national learning outcomes to be attained by medical students after completing their three-year master programme in medicine. The Framework thus helps to guarantee to society at large and to patients in particular that medical graduates who are starting out as practitioners have attained a certain professional level. This level is the aggregate of the physicians' target profile, physicians' (sub-) competencies to be achieved and the list of issues relating to illness and health. In addition, the Framework also defines the profile of the bachelor and the learning outcomes of the bachelor programme in medicine.

No MeSH data available.