H. Mulder's research while affiliated with Utrecht University and other places
What is this page?
This page lists the scientific contributions of an author, who either does not have a ResearchGate profile, or has not yet added these contributions to their profile.
It was automatically created by ResearchGate to create a record of this author's body of work. We create such pages to advance our goal of creating and maintaining the most comprehensive scientific repository possible. In doing so, we process publicly available (personal) data relating to the author as a member of the scientific community.
If you're a ResearchGate member, you can follow this page to keep up with this author's work.
If you are this author, and you don't want us to display this page anymore, please let us know.
It was automatically created by ResearchGate to create a record of this author's body of work. We create such pages to advance our goal of creating and maintaining the most comprehensive scientific repository possible. In doing so, we process publicly available (personal) data relating to the author as a member of the scientific community.
If you're a ResearchGate member, you can follow this page to keep up with this author's work.
If you are this author, and you don't want us to display this page anymore, please let us know.
Publications (22)
Introduction: The hidden curriculum, commonly described in negative terms, is considered highly influential in medical education, especially in the clinical workplace. Structured approaches to address it are limited in number and scope.
Methods and results: This paper presents a practical, value-neutral method called REVIEW (Reflecting & Evaluating...
Background:
Worldwide, the modernisation of medical education is leading to the design and implementation of new postgraduate curricula. In this article, the Special Interest Group for postgraduate medical education of the Netherlands Association for Medical Education (NVMO) reports on the experiences in the Netherlands.
Aim:
To provide insight...
Competency-based medical education (CBME) is increasingly dominating clinical training, but also poses questions as to its practical implementation. There is a need for practical guidelines to translate CBME to the clinical work floor. This article aims to provide a practical model, based on the concept of entrustable professional activities (EPAs)...
Het opleiden van artsen in opleiding tot specialist (aios) in een medische vervolgopleiding vraagt om specifieke kennis en vaardigheden met betrekking tot leren en opleiden. Door deel te nemen aan didactische professionalisering kunnen opleiders zich deze kennis en vaardigheden eigen maken en hun verander(en)de rol goed vervullen. In het kader van...
Medical boards around the world face the challenge of creating competency-based postgraduate training programs. Recent legislation requires that all postgraduate medical training programmes in The Netherlands be reformed.
In this article the Dutch Advisory Board for Postgraduate Curriculum Development shares some of their experiences with guiding t...
Medical boards around the world face the challenge of creating competency-based postgraduate training programs. Recent legislation requires that all postgraduate medical training programmes in The Netherlands be reformed. In this article the Dutch Advisory Board for Postgraduate Curriculum Development shares some of their experiences with guiding t...
Citations
... Moreover, observance of ethical principles in providing clinical services and research by faculty members, as role models, affects students as it informally conveys them moral values through hidden curriculum (8,9). Observing professional behaviors through such role modeling, which can later have positive effects on improving patient care delivery (10), is often considered stronger than that the direct teaching in formal curriculum (11). Through role modeling, medical teachers affect medical students' attitudes, norms, and beliefs, as well as help them develop professional values (12). ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/278662378213412-1443449696863_Q64/Huiju-Chen.jpg)
![[object Object]](https://i1.rgstatic.net/ii/profile.image/684454347558913-1540198041229_Q64/Olle-Ten-Cate.jpg)
... By analyzing the only theoretical knowledge test, i.e. the annual progress test, we want to evaluate this knowledge level. We hypothesised that trainees of the Dutch postgraduate training for O& G possess a good knowledge of anatomy and would correctly answer at least 80% of questions on the previously defined essential structures in an annual progress test in order to represent safe practice (Caccia et al., 2015;Scheele et al., 2008Scheele et al., , 2014. ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/841030588956672-1577528726326_Q64/Fedde-Scheele.jpg)
![[object Object]](https://i1.rgstatic.net/ii/profile.image/281344430100481-1444089147149_Q64/Henk-Sluiter.jpg)
... assessors, study material developers) or for clinical teacher roles in postgraduate settings. Positive experiences have been reported in the Dutch context [19,37], but more research is needed to find out whether peer learning initiatives like teacher communities prove sustainable for clinical teachers who are confronted with several competing tasks, including teaching, research and patient care. ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/723322014793733-1549464815353_Q64/Lia-Fluit-3.jpg)
![[object Object]](https://i1.rgstatic.net/ii/profile.image/279095201026069-1443552889944_Q64/J-Baane.jpg)
... Dat heeft al eerder zijn waarde bewezen: open staan voor varianten van de geplande innovatie en voor out of the box denken was een van de succesfactoren in het In VIVO-project (2005- 2008). 13,14 Met ons betoog over de generatieverschillen willen wij laten zien dat medische professionals de ogen en oren wijd open moeten houden en zich niet in slaap moeten laten sussen door eenmaal gemaakte keuzes. In de praktijk is gebleken dat de werkelijkheid multidimensioneel is. ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/489542609313793-1493727461577_Q64/Antoinette-Bont.jpg)
![[object Object]](https://i1.rgstatic.net/ii/profile.image/867463730298880-1583830878027_Q64/Iris-Wallenburg.jpg)
... Dit is ook terug te vinden in de huidige opvattingen over het opleiden van medische professionals, inclusief PA's. 13 Het gaat niet alleen om kennis, maar ook om wat iemand kan en hoe iemand in de praktijk functioneert. Dit is het competentiegericht opleiden, zoals oorspronkelijk geformuleerd in Can-Meds. ...
... The early process of curriculum reform, carried out as a systematic project was well documented in 2006, producing guidelines that were used for later innovations (Mulder and ten Cate 2006). The most recent innovations involved the following steps: ...
... Trust is essential in clinical practice and is an important component of educators' assessment of clinical learners. There must be trust that the resident has the necessary knowledge, skills, and attitudes to perform professional activities safely and effectively at the appropriate supervision levels [2][3][4]. Trust enables the resident to gain increasing levels of participation and responsibility in the workplace, thereby developing competence for future practice [4][5][6]. ...
... Another motive for adopting CBME is the global trend in this direction. During the last two decades, the national medical authorities in several countries, such as Canada [24], USA [25], Netherlands [26], Saudi Arabia [27] and India [28] shifted their postgraduate and/ or undergraduate medical curricula to the competencybased paradigm. The implementation process in each country followed certain steps that shared the following steps: needs assessment, planning, obtaining official approval, implementation, evaluation and follow-up. ...
