|- candidate number||8523|
|- NTR Number||NTR2550|
|- ISRCTN||ISRCTN wordt niet meer aangevraagd.|
|- Date ISRCTN created|
|- date ISRCTN requested|
|- Date Registered NTR||2-okt-2010|
|- Secondary IDs||10-N-83 METC Atrium Medisch Centrum|
|- Public Title||Care Management in Postgraduate Medical Education in the Netherlands: Assessing needs, developing strategies, evaluating outcomes.|
|- Scientific Title||Care Management in Postgraduate Medical Education in the Netherlands: Assessing needs, developing strategies, evaluating outcomes.|
|- ACRONYM||CaMPMEN_2 |
|- hypothesis||PHASE 2:|
1. Evaluate medical specialists' perceptions of the concept of care management (in medical education);
2. Based on our findings from the phase 1 study, develop an educational intervention to promote and improve the implementation of care management in the curriculum of postgraduate medical education;
2. Evaluate the impact of the designed intervention through:
A. Trainees' perceived satisfaction of the intervention;
B. Observable changes in trainees behaviors and attitudes.
|- Healt Condition(s) or Problem(s) studied||Manager, Competency, Care management, Specialist registrars|
|- Inclusion criteria||Medical specialists in teaching hospitals.|
|- Exclusion criteria||Medical students.|
|- mec approval received||yes|
|- multicenter trial||yes|
|- Type||Single arm|
|- planned startdate ||1-sep-2010|
|- planned closingdate||1-okt-2012|
|- Target number of participants||200|
|- Interventions||Phase 1:|
1. Questionnaire survey.
1. Workshop on care management;
2. Self evaluation;
3. Evaluation attitude or behaviour change.
|- Primary outcome||Based on the findings of the first Phase of this study (NTR1925):|
1. Design and develop a feasible and suitable intervention to address the perceived needs of trainees in care management;
2. Assess the impact of the intervention on trainees:
A. Peceived satisfaction of the intervention;
B. Behaviour and attitudes in care management.
|- Secondary outcome||Develop a curriculum on care management for the national postgraduate training programme.|
|- Timepoints||End of Phase 2: 01 October, 2012.|
|- Trial web site||N/A|
|- CONTACT FOR PUBLIC QUERIES||MD, MHPE, PhD Jamiu O. Busari|
|- CONTACT for SCIENTIFIC QUERIES||MD, MHPE, PhD Jamiu O. Busari|
|- Sponsor/Initiator ||Atrium Medical Center, Heerlen|
(Source(s) of Monetary or Material Support)
|Atrium Medical Center, Heerlen|
|- Publications||1. Physicians as managers of health care delivery and the implications for postgraduate medical training: a literature review. J.O. Busari, L. Berkenbosch, J.W.M. Brouns. (Accepted) Teaching and Learning in Medicine, 2010.|
2. How Dutch medical residents perceive their competency as manager in the revised postgraduate medical curriculum. L. Berkenbosch, J.W.M. Brouns, J.O. Busari. Submitted.
3. Dutch medical residents perceptions of the need for management education in the revised competency based postgraduate curriculum. J.W.M. Brouns, L. Berkenbosch, J.O. Busari. Submitted.
|- Brief summary||Background:|
Postgraduate medical training programs are expected to prepare trainee physicians to practice adequately in the current health care environment. This mandate is reflected in the seven CANMEDs competencies namely: medical expert, collaborator, communicator, scholar, professional, manager and health advocate. Unfortunately, the background of these competency descriptions is based on the premise that health care is provided within a managed (or controlled) care environment. Recently, it has become evident that the part of the reason why the implementation of the reformed Dutch postgraduate medical curricula of pediatrics and obstetrics and gynecology experienced some hindrance is related to (the complexity of) several unpredictable factors within the clinical learning environment. The hospital setting where clinical learning takes place is systematically subjected to continual change and situations that are difficult to predict and/or control. Besides the basic clinical knowledge and (problem-solving) skills that residents have to acquire during their training, the reformed postgraduate curricula for medical specialists spans other areas of medicine that are considered to be essential for their professional development. Some of these areas include health care systems, organization, population health, patient-physician communication, ethics, quality assurance and improvement and practice management. In a recent synthesis by Halpern et al., 10 medical domains regarded as important for the practice of medicine were identified, and were classified under the term 'care management'. This concept of care management provides an operational description of how physicians' managerial skills are translated into clinical responsibilities and at the same time, how they relate to the six other professional responsibilities. Hence, care management as described here incorporated the elements of the CANMEDS competency 'manager' as represented in the curriculum of the Dutch postgraduate medical training. In the current postgraduate medical training, the implementation and further development of the competency as manager has not received a lot of attention as compared to the attention devoted to the competencies 'medical expert' and 'professional'. This is remarkable bearing in mind that good managerial skills are equally important as are the other competencies for good clinical practice.
|- Main changes (audit trail)|
|- RECORD||2-okt-2010 - 15-okt-2010|