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首页> 外文期刊>Medical teacher >Promoting professional behaviour in undergraduate medical, dental and veterinary curricula in the Netherlands: evaluation of a joint effort.
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Promoting professional behaviour in undergraduate medical, dental and veterinary curricula in the Netherlands: evaluation of a joint effort.

机译：在荷兰促进医学，牙科和兽医课程的专业行为：共同努力的评估。

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摘要

BACKGROUND: From 2002 onwards, a nationwide working group of representatives from all medical (8), dental (3) and veterinary medicine (1) schools collaborated in order to develop and implement recommendations for teaching and assessing professional behaviour. AIM: The aim of this article is to describe the outcomes of this process, including hurdles encountered and challenges to be met. METHOD: By a qualitative survey, information was requested on teaching professional behaviour, assessment, instruments used, consequences of unprofessional behaviour and faculty training. RESULTS: All schools have adopted at least parts of the 2002 recommendations. Differences exist mainly in the organisational structure of teaching and assessment as well as in the assessment instruments used. In all schools a longitudinal assessment of professional behaviour was accomplished. CONCLUSION: All schools involved have made progress since 2002 with regard to teaching and assessment of professional behaviour, resulting in a shift from an instrumental to a cultural change for some schools. A stimulating factor was society's call to focus on patient safety and therefore on assessment of unprofessional behaviour. Hurdles yet to be taken are the involvement of students in the assessment process, teacher confidence in personal assessment capacities, remediation programmes and logistic and administrative support.
机译：背景：从2002年起，由所有医学院（8），牙科（3）和兽医（1）的代表组成的全国性工作组合作，以制定和实施有关教学和评估职业行为的建议。目的：本文的目的是描述此过程的结果，包括遇到的障碍和需要克服的挑战。方法：通过定性调查，要求提供有关以下方面的信息：教授专业行为，评估，所使用的工具，不专业行为的后果和教师培训。结果：所有学校都采纳了2002年建议的至少一部分。差异主要存在于教学和评估的组织结构以及所使用的评估工具中。在所有学校中，都对职业行为进行了纵向评估。结论：自2002年以来，所有参与的学校在教学和职业行为评估方面均取得了进展，导致一些学校的教学方式从工具性转变为文化性转变。一个令人振奋的因素是社会呼吁将重点放在患者安全上，因此要关注对非专业行为的评估。尚待克服的障碍是学生参与评估过程，教师对个人评估能力的信心，补救计划以及后勤和行政支持。

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