Transitioning to residency: a qualitative study exploring residents' perspectives on strategies for adapting to residency.

Background: The transition to residency (TTR) goes along with new opportunities for learning and development, which can also be challenging, despite the availability of preparation courses designed to ease the transition process. Although the TTR highly depends on the organization, individual combined with organizational strategies that advance adaptation are rarely investigated. This study explores residents' strategies and experiences with organizational strategies to help them adapt to residency.

Challenges to Students' Learning and Wellbeing During Placement Abroad: A Qualitative Study Using Rich Pictures.

Introduction: Undergraduate healthcare students on placement abroad can experience challenges that affect their wellbeing, personal and professional development. These challenges may result in students taking a more peripheral role in workplace activities, which negatively impacts learning. We studied .

[Disciplinary cases against psychiatrists and medical residents, 2020-2023].

Background: Recent years, there has been increasing attention to disciplinary law, both in (mental) healthcare and in society. Specific quantitative data are limitedly available.

Aim: Gaining insight into disciplinary jurisprudence, particularly the number/type of complaints, concerning psychiatrists and medical residents working in psychiatry.

Conceptualization and teaching health advocacy in undergraduate medical education: a document analysis.

Background: Health advocacy is considered to be a core competence for physicians, but it remains unclear how the health advocacy role, despite being described in overarching competency frameworks, is operationalized in undergraduate medical education (UME). This study aimed to identify how health advocacy is conceptualized and taught in undergraduate medical curricula.

Methods: We performed a qualitative analysis of curriculum documents from all eight medical schools in the Netherlands, all of which offered competency-based UME.