Tijdschrift Voor Medisch Onderwijs 

Abstract: In medical curricula, considerable effort is put into scientific education and research training. The output of these efforts, however, is not known. To assess the number of students who published at least one scientific paper during the course of their medical studies. Names and initials of all students who received their medical degree in 2006 or 2007 in one of the six participating university medical centers in the Netherlands were searched in the Web of Science database using a well-validated algorithm. Of the 2973 students, 14.5% had published at least one scientific paper during the last three years of their medical studies. These papers were of good quality, as the average number of citations per paper is above the average for papers published in their field. Based on the results of our survey, we conclude that medical students in the Netherlands are productively involved in research during their studies. Due to publication delay, the true number of papers is likely to be higher than we counted, but the bibliometric index chosen gives a robust estimate of the effect on the output of the scientific climate of a medical school. Using such an index on a larger scale may stimulate medical faculties to recognize and cultivate academic talent among their students. (Eyk HJ van, Hooiveld MHW, Leeuwen TN van, Wurff BLJ van der, Craen AJM de, Dekker FW. Scientific output of Dutch medical students. Netherlands Journal of Medical Education 2011;30(3):72–79.)

Abstract: The current developments in healthcare are unprecedented. The organization of health care is complex. Collaboration is essential to meet all the healthcare needs of patients and to achieve coordinated and unambiguous information. Multiprofessional education (MPE) or multidisciplinary training (MDT) seems a logical step to stimulate teamwork. However, collaboration and MPE are wrestling with the same problems: social identity and acceptance. (Roodbol PF. Multiprofessional education to stimulate collaboration: a circular argument and its consequences. Netherlands Journal of Medical Education 2010;29(1):61–65)

Abstract: Ethnic diversity has become a common reality in European societies, including those of Germany and the Netherlands. Given that ethnic minority groups and immigrants are known to be especially vulnerable to inequalities in health, access to services and quality of care, the need for cultural competency training in medical education is widely acknowledged. This paper presents four key issues in providing medical students and physicians with the knowledge, attitudes and skills to adapt medical care to ethnically diverse populations. It then describes two educational programmes delivered by the University of Amsterdam (UvA Academic Medical Centre, the Netherlands) and Giessen University Medical School (Germany), respectively, to illustrate that translating theoretical educational objectives into educational practice can lead to different teaching programmes depending on specific local conditions. In the conclusions, emphasis is placed on the need for systematic approaches that do not limit their focus to patients and groups of specific ethnic or migration backgrounds. Issues of culture, communication and research in relation to ethnically diverse populations are magnifications of general problems in medicine and healthcare. Explicit attention to ethnic diversity thus offers a view through a ‘magnifying glass’ of subjects of much broader importance and can be a means for improving health care in general.

Abstract: Dominique Sluijsmans belicht in haar proefschrift een belangrijk onderwerp, namelijk selfen peer assessment. Juist deze vormen van assessment zijn binnen studentgericht onderwijs een geschikt leermiddel om de actieve betrokkenheid van de student te vergroten en om de student voor te bereiden op het geven van feedback in de toekomstige beroepspraktijk.