Medical education model in the University Medical Center Groningen and its implications

doi:10.3760/cma.j.cn115259-20231123-00515

Chinese Journal of Medical Education ›› 2024, Vol. 44 ›› Issue (12): 957-960.DOI: 10.3760/cma.j.cn115259-20231123-00515

• Foreign and Comparative Medical Education • Previous Articles

Medical education model in the University Medical Center Groningen and its implications

Xu Xiaoming¹, Zhou Yan², Wu Hongbin³, Chen Weiying⁴

¹The Fourth Affiliated Hospital, Zhejiang University School of Medicine & Center for International Medical Education, International School of Medicine, Zhejiang University, Yiwu 322000, China;
²Educational Technology department, Faculty of Education, Zhejiang Normal University, Jinhua 321004, China;
³Institute of Medical Education, Peking University, Beijing 100191, China;
⁴The Fourth Affiliated Hospital, Zhejiang University School of Medicine & International School of Medicine, Zhejiang University, Yiwu 322000, China

Received:2023-11-23 Online:2024-12-01 Published:2024-12-03
Contact: Chen Weiying, Email: chenweiying@zju.edu.cn
Supported by:
Medical Education Research Project of the Medical Education Branch from the Chinese Medical Association and National Center for Health Professions Education Department 2023 (2023B327; 2023B329)

Abstract

Abstract: The University of Groningen in the Netherlands is one of the top 100 universities globally, renowned worldwide for its excellent teaching quality and international reputation in medical education. Through on-site investigation and text analysis, this study provides a comprehensive review of the medical talent cultivation model at the University Medical Center Groningen (UMCG), spanning from undergraduate to postgraduate levels. UMCG's medical talent training objectives are competency-based, with a curriculum system centered on the patient, achieving systematic integration. The teaching approach involves small group learning communities, and formative assessments are employed to evaluate students' competency development. UMCG's medical talent cultivation model offers valuable insights and implications for the reform of medical education in China, particularly in terms of curriculum content, teaching methods, and evaluation approaches.

Key words: Netherlands, Medical students, Training model, Curriculum, Implication

CLC Number:

Xu Xiaoming, Zhou Yan, Wu Hongbin, Chen Weiying. Medical education model in the University Medical Center Groningen and its implications[J]. Chinese Journal of Medical Education, 2024, 44(12): 957-960.

References

[1] 牛晨, 任雨寒, 荐志洁, 等. “大健康”时代背景下的中、美、德医学教育体系对比分析及启示[J].中国医学教育技术,2021,35(5):544-548. DOI: 10.13566/j.cnki.cmet.cn61-1317/g4.202105004.
[2] 廖凯举, 由由, 谢阿娜, 等. 美国一流医学院临床医学博士课程体系的比较分析[J].复旦教育论坛,2021,19(3):106-112. DOI: 10.3969/j.issn.1672-0059.2021.03.021.
[3] Anderson MB, Kanter SL. Medical education in the United States and Canada, 2010[J]. Acad Med, 2010,85(9 Suppl):S2-18. DOI: 10.1097/ACM.0b013e3181f16f52.
[4] European Parliament and the Council. Recommendation of the European parliament and of the council on the establishment of the European qualifications framework for lifelong learning [J].2008, Official Journal of the European Union, C 111/7:1-7.
[5] Sanden KVD, Smit W, Dashorst M.The referencing document of the Dutch national qualification framework to the European qualification framework [EB/OL]. [2022-11-03]. https://www.voced.edu.au/content/ngv:54070.
[6] ten Cate O. Medical education in The Netherlands[J]. Med Teach, 2007,29(8):752-757. DOI: 10.1080/01421590701724741.
[7] Frank JR, Snell L, Sherbino J. CanMEDS 2015 physician competency framework[EB/OL]. [2022-11-03]. https://canmeds.royalcollege.ca/en/framework.
[8] Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world[J]. Lancet, 2010,376(9756):1923-1958. DOI: 10.1016/S0140-6736(10)61854-5.
[9] Frenk J, Chen LC, Chandran L, et al. Challenges and opportunities for educating health professionals after the COVID-19 pandemic[J]. Lancet, 2022,400(10362):1539-1556. DOI: 10.1016/S0140-6736(22)02092-X.
[10] Zhou Y, Wieringa TH, Brouwer J, et al. Challenges to acquire similar learning outcomes across four parallel thematic learning communities in a medical undergraduate curriculum[J]. BMC Med Educ, 2023,23(1):349. DOI: 10.1186/s12909-023-04341-x.
[11] 贺培凤, 于琦, 何小峰, 等. 从知识生产到认知建构:学科交叉人才培养一体化理论探讨[J].基础医学教育,2022,24(10):806-810. DOI: 10.13754/j.issn2095-1450.2022.10.20.
[12] Hearn J, Dewji M, Stocker C, et al. Patient-centered medical education: a proposed definition[J]. Med Teach, 2019,41(8):934-938. DOI: 10.1080/0142159X.2019.1597258.

[1]	Shi Peiyao, Wei Ruinan, Jia Jinzhong, Li Jingrui, Jiang Wei, Zhu Rui, Lei Xiaohua, Liang Zhisheng, Xu Ming. Mediating role of research engagement between research self-efficacy and research satisfaction among postgraduate medical students [J]. Chinese Journal of Medical Education, 2024, 44(9): 698-702.
[2]	Zhang Pei, Zhai Haihun. The 12 reports issued by the General Medical Council and the transition of medical education in the UK [J]. Chinese Journal of Medical Education, 2024, 44(9): 713-720.
[3]	Zhu Liubao, Chao Shuang, Chen Xuyan. Overview and implications of the MD program training model at Duke-NUS [J]. Chinese Journal of Medical Education, 2024, 44(6): 471-475.
[4]	Mou Baohua, Cui Lei. The experiences and enlightenment of American lifestyle medicine curriculum reform [J]. Chinese Journal of Medical Education, 2024, 44(6): 476-480.
[5]	Liu Zongyu. Investigation on the current situation of sports literacy among undergraduate students at a medical college in Beijing [J]. Chinese Journal of Medical Education, 2024, 44(5): 335-338.
[6]	Zheng Xizi, Xu Lingyi, Tang Linger, Jia Xiaoyu, Lyu Jicheng, Liu Gang, Yang Li. A mix-methods study on the satisfaction of eight-year program medical students with the urinary system clerkship in an organ-system-based integrated curriculum [J]. Chinese Journal of Medical Education, 2024, 44(5): 365-369.
[7]	Han Yunfeng, Liu Siyuan, Li Jiahe, Yang Jun. Factors influencing eight-year program clinical medical students' willingness to practice neurosurgery [J]. Chinese Journal of Medical Education, 2024, 44(3): 171-175.
[8]	Sun Jian, Li Linna, Tian Xue, Fu Yuping, Li Jun, Gao Hang. Research and practice on the construction of dermatology residency training course based on entrustable professional activities [J]. Chinese Journal of Medical Education, 2024, 44(2): 141-146.
[9]	Meng Fang, Wang Shilei, Xu Jicheng. Progress and prospect on evaluation of political and virtuous awareness in medical curricula [J]. Chinese Journal of Medical Education, 2024, 44(12): 948-952.
[10]	Song Shuang, Zhou Xingcan, Chen Dan, Ren Guofeng, Chen Junxiang. Exploration of international joint training model for eight-year medical students in Xiangya School of Medicine of Central South University [J]. Chinese Journal of Medical Education, 2024, 44(11): 801-804.
[11]	Lu Man, Wang Jingchao, Yuan Lijia, Liu Hong. Comparison and analysis of the integrated curriculum between Harvard Medical School and Peking University Health Science Center [J]. Chinese Journal of Medical Education, 2024, 44(11): 876-880.
[12]	Liu Haiyan, Chen Yuqi, Wang Muyao, Liu Wenting, Wang Yuying, Huang Fanyan, Chen Yu. The effect of an emotion management course on medical graduate students′ self-management ability [J]. Chinese Journal of Medical Education, 2024, 44(10): 781-785.
[13]	Song Fangfang, Chen Yang, Cai Wei, Shen Xiuhua. Current situation and enlightenment of clinical nutrition personnel training in South Korea [J]. Chinese Journal of Medical Education, 2024, 44(10): 796-800.
[14]	Cheng Xiao, Diao Sha, Li Jing, Liu Guanjian, Du Liang, Kang Deying, Chen Min, Zhang Chuan, Li Hailong, Yang Chunsong, Huang Liang, Liu Hongqian, Zeng Li'nan, Zhang Lingli. Design and implementation of evidence-based pharmacy courses for undergraduate students majoring in clinical pharmacy [J]. Chinese Journal of Medical Education, 2024, 44(1): 6-9.
[15]	Zhang Nan, Sun Yuxia, He Jinyan, Tian Zheng, Wang Lan. Study on the improvement path of teaching ability for medical school faculty with regards to curriculum-based political and virtuous awareness [J]. Chinese Journal of Medical Education, 2024, 44(1): 19-23.

Medical education model in the University Medical Center Groningen and its implications

PDF (PC)

Knowledge

Abstract

Cite this article

share this article

References

Related Articles 15

Recommended Articles

Metrics

Comments