Publications by authors named "Eveline Booij"

Background: Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal learning opportunities. A large part of clinical teaching however, encompasses ad-hoc, informal and interprofessional workplace-based learning whereby individuals learn as part of everyday work activities. To fully harness the educational potential embedded in daily healthcare practices, prioritizing interprofessional faculty development for workplace-based learning is crucial.

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Article Synopsis
  • Medical schools in the Netherlands have a special final year called the transitional year to help students prepare for their future jobs as doctors.
  • UMC Utrecht created an optional program called the Acute Care Transitional Year (ACTY) to specifically focus on emergency medical care skills.
  • Graduates from the ACTY did better in practice tests than those who didn't participate, showing they were more ready for the challenges of being a doctor in training.
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Purpose: The transition from undergraduate to postgraduate training can be facilitated by offering electives that focus on increased patient care responsibilities. This transitional year model in the Netherlands has recently been expanded to offer packages of electives geared to specific residencies and was called "dedicated transitional year" (DTY). At University Medical Center Utrecht, an entrustable professional activity (EPA)-based multidisciplinary DTY in acute care (DTY-AC), rooted in self-determination theory (SDT), has been implemented.

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