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The threat of the dyscompetent resident: A plea to make the implicit more explicit!

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Abstract

Although several examples of frameworks dealing with students’ unprofessional behaviour are available, guidance on how to deal locally or regionally with dysfunctional residents is limited (Hickson et al. in Acad Med 82(11):1040–1048, 2007b; Leape and Fromson in Ann Intern Med 144(2):107–115, 2006). Any ‘rules’ are mostly unwritten, and often emerge by trial and error within the specialty training programme (Stern and Papadakis in N Engl J Med 355(17):1794–1799, 2006). It is nevertheless of utmost importance that objectives, rules and guidelines comparable to those existing in undergraduate training (Project Team Consilium Abeundi van Luijk in Professional behaviour: teaching, assessing and coaching students. Final report and appendices. Mosae Libris, 2005; van Mook et al. in Neth J Crit Care 16(4):162–173, 2010a) are developed for postgraduate training. And that implicit rules are made explicit. This article outlines a framework based on the lessons learned from contemporary postgraduate medical training programmes.

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Abbreviations

CME:

Continuing Medical Education

IA:

Iudicium Abeundi

IFMS:

Individual Functioning of Medical Specialists

KNMG:

Royal Dutch Society for Medicine

RGS:

Registration Committee Medical Specialists

UM:

Maastricht University

US:

United States

VUSM:

Vanderbilt University School of Medicine

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Authors and Affiliations

  1. Department of Intensive Care Medicine, Maastricht University Medical Centre+, P. Debyelaan 25, 6202 AZ, Maastricht, The Netherlands

    Walther N. K. A. van Mook

  2. Department of Medical Education Development and Research, Faculty of Health, Medicine, and Life Sciences, Maastricht University, Maastricht, The Netherlands

    Walther N. K. A. van Mook

  3. Maastricht University Medical Centre+, Maastricht, The Netherlands

    Scheltus J. van Luijk

  4. Ministry of Health, Welfare and Sport, ‘s Hertogenbosch, The Netherlands

    P. J. Zwietering

  5. Maastricht, The Netherlands

    P. J. Zwietering

  6. St George’s Hospital Medical School, University of London, London, UK

    L. Southgate

  7. School of Medicine, Health Professions Education, Flinders Innovation in Clinical Education, Flinders University, Adelaide, Australia

    Lambert W. T. Schuwirth

  8. Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands

    Albert J. J. A. Scherpbier & Cees P. M. van der Vleuten

  9. Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands

    Cees P. M. van der Vleuten

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van Mook, W.N.K.A., van Luijk, S.J., Zwietering, P.J. et al. The threat of the dyscompetent resident: A plea to make the implicit more explicit!. Adv in Health Sci Educ 20, 559–574 (2015). https://doi.org/10.1007/s10459-014-9526-4

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