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How we designed and implemented teaching, training, and assessment of professional behaviour at VUmc School of Medical Sciences Amsterdam

机译：我们如何设计和实施阿姆斯特丹阿姆斯特丹大学医学院的专业行为的教学，培训和评估

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Background: Training of doctors in The Netherlands seeks to develop clinical competences including professional behaviour. Behaving as a professional is not just a desirable trait but a clearly stated requirement for doctors and medical students. Results: We designed an educational theme, Professional Behaviour (PB), as a longitudinal thread throughout our six-year curriculum after defining PB as "The observable aspects of practising professionalism". This definition was translated into a set of practical skills that can be observed: "The ability to deal with tasks, to deal with others and to deal with oneself". We assess PB 29 times in the course of the medical curriculum. Students with an unsatisfactory PB do not get their degree irrespective of their medical knowledge. We train teachers to identify and report unprofessional student behaviour, and we offer these students interventions and support. Conclusions: With the educational theme "Professional Behaviour" we have defined PB for our institute and firmly embedded it in the medical curriculum. We use workplace learning and role models for teaching PB. Different teachers carry out multiple formative and summative assessments, using standardized assessment scales. With these measures we intend to promote a culture of excellence in PB in our institute.
机译：背景：荷兰的医生培训旨在发展包括专业行为在内的临床能力。成为专业人士不仅是理想的特质，而且对于医生和医学生也有明确规定的要求。结果：在将PB定义为“实践职业精神的可观察方面”之后，我们将教育主题“专业行为（PB）”设计为贯穿整个六年课程的纵向主题。这个定义被转化为一套可以观察到的实用技能：“处理任务，与他人相处和与自己相处的能力”。在医学课程中，我们对PB进行了29次评估。 PB成绩不理想的学生无论其医学知识如何都无法获得学位。我们培训教师以识别和报告非专业学生的行为，并为这些学生提供干预和支持。结论：以“专业行为”为教育主题，我们为研究所定义了PB，并将其牢固地植入医学课程中。我们使用工作场所学习和榜样来教授PB。不同的教师使用标准化的评估量表进行多种形成性和总结性评估。通过这些措施，我们打算在我们的学院中推广卓越的PB文化。

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