TY - JOUR
T1 - The threat of the dyscompetent resident
T2 - a plea to make the implicit more explicit!
AU - Mook, Walther
AU - Van Luijk, Scheltus
AU - Zwietering, P
AU - Southgate, L
AU - Schuwirth, Lambertus
AU - Scherpbier, Albert
AU - Van der Vleuten, Cees
PY - 2015/4/14
Y1 - 2015/4/14
N2 - Although several examples of frameworks dealing with students’ unprofessional behaviour are available, guidance on how to deal locally or regionally with dysfunctional residents is limited (Hickson et al. in Acad Med 82(11):1040–1048, 2007b; Leape and Fromson in Ann Intern Med 144(2):107–115, 2006). Any ‘rules’ are mostly unwritten, and often emerge by trial and error within the specialty training programme (Stern and Papadakis in N Engl J Med 355(17):1794–1799, 2006). It is nevertheless of utmost importance that objectives, rules and guidelines comparable to those existing in undergraduate training (Project Team Consilium Abeundi van Luijk in Professional behaviour: teaching, assessing and coaching students. Final report and appendices. Mosae Libris, 2005; van Mook et al. in Neth J Crit Care 16(4):162–173, 2010a) are developed for postgraduate training. And that implicit rules are made explicit. This article outlines a framework based on the lessons learned from contemporary postgraduate medical training programmes.
AB - Although several examples of frameworks dealing with students’ unprofessional behaviour are available, guidance on how to deal locally or regionally with dysfunctional residents is limited (Hickson et al. in Acad Med 82(11):1040–1048, 2007b; Leape and Fromson in Ann Intern Med 144(2):107–115, 2006). Any ‘rules’ are mostly unwritten, and often emerge by trial and error within the specialty training programme (Stern and Papadakis in N Engl J Med 355(17):1794–1799, 2006). It is nevertheless of utmost importance that objectives, rules and guidelines comparable to those existing in undergraduate training (Project Team Consilium Abeundi van Luijk in Professional behaviour: teaching, assessing and coaching students. Final report and appendices. Mosae Libris, 2005; van Mook et al. in Neth J Crit Care 16(4):162–173, 2010a) are developed for postgraduate training. And that implicit rules are made explicit. This article outlines a framework based on the lessons learned from contemporary postgraduate medical training programmes.
KW - Dyscompetent
KW - Postgraduate
KW - Residency programme
KW - Specialty training programme
KW - Unprofessional behaviour
UR - http://www.scopus.com/inward/record.url?scp=84939889292&partnerID=8YFLogxK
U2 - 10.1007/s10459-014-9526-4
DO - 10.1007/s10459-014-9526-4
M3 - Article
C2 - 24927810
VL - 20
SP - 559
EP - 574
JO - Advances in Health Sciences Education
JF - Advances in Health Sciences Education
SN - 1382-4996
IS - 2
ER -