Publications by authors named "J C C Borleffs"
Article Synopsis
- This study evaluates the impact of an educational engagement toolkit on increasing participation rates and data completeness among heart failure (HF) nurse practitioners in the NHR-HF registry.
- The Engage-HF study involves a 24-week program using a gamified smartphone app called BrightBirds, along with interactive materials to enhance learning and engagement.
- The research aims to address the challenges faced by healthcare professionals in participating in registries by providing efficient and innovative methods for education on the latest heart failure guidelines.
Objectives: High-quality feedback on different dimensions of competence is important for resident learning. Supervisors may need additional training and information to fulfil this demanding task. This study aimed to evaluate whether a short and simple training improves the quality of feedback residents receive from their clinical supervisors in daily practice.
View Article and Find Full Text PDFAim: The aim of this report, written for the 40th anniversary issue of Medical Teacher, is to document 20 years of development of the Utrecht undergraduate medical curriculum, as both to exhibit accountability and to inform the community of the process and choices that can be made in long-term curriculum development.
Methods: We used the SPICES model, created by Medical Teacher's Editor Ronald Harden and colleagues in 1984.
Results: The Utrecht six-year program, now called "CRU+", has many distinct features that were introduced, most of which are well documented.
Background: Job satisfaction is essential for physicians' well-being and patient care. The work ethic of long days and hard work that has been advocated for decades is acknowledged as a threat for physicians' job satisfaction, well-being, and patient safety. Our aim was to determine the actual and preferred job size of physicians and to investigate how these and the differences between them influence physicians' job satisfaction.
View Article and Find Full Text PDFContext: Learning outcomes for residency training are defined in competency frameworks such as the CanMEDS framework, which ultimately aim to better prepare residents for their future tasks. Although residents' training relies heavily on learning through participation in the workplace under the supervision of a specialist, it remains unclear how the CanMEDS framework informs practice-based learning and daily interactions between residents and supervisors.
Objectives: This study aimed to explore how the CanMEDS framework informs residents' practice-based training and interactions with supervisors.