BACKGROUND: Recently, many medical curricula have been changed into vertically integrated programmes. One of the aims of vertical integration is to facilitate the transition from theoretical to clinical education and from medical school to postgraduate training. AIMS: The aim of this study was to determine whether a vertically integrated curriculum affects the transition from medical school to postgraduate training. METHOD: We carried out a survey study among graduates of two cohorts of the Utrecht Medical School, who followed either the traditional or the innovative, vertically integrated, curriculum. Topics of the questionnaire were: (a) activities since medical school, (b) required amount of time and number of applications to get admitted to residency, (c) the process of making career choices. RESULTS: Graduates from the vertically integrated curriculum had made their definite career choice earlier compared to those who followed a traditional programme. Graduates of the new curriculum also needed less time and fewer applications to obtain a residency position. CONCLUSIONS: A vertically integrated curriculum at medical school positively affects the transition to postgraduate training. Additional research, among a larger population, is required to determine which components of the curriculum cause this effect and to specify under which conditions these effect occurs.
BACKGROUND: Recently, many medical curricula have been changed into vertically integrated programmes. One of the aims of vertical integration is to facilitate the transition from theoretical to clinical education and from medical school to postgraduate training. AIMS: The aim of this study was to determine whether a vertically integrated curriculum affects the transition from medical school to postgraduate training. METHOD: We carried out a survey study among graduates of two cohorts of the Utrecht Medical School, who followed either the traditional or the innovative, vertically integrated, curriculum. Topics of the questionnaire were: (a) activities since medical school, (b) required amount of time and number of applications to get admitted to residency, (c) the process of making career choices. RESULTS: Graduates from the vertically integrated curriculum had made their definite career choice earlier compared to those who followed a traditional programme. Graduates of the new curriculum also needed less time and fewer applications to obtain a residency position. CONCLUSIONS: A vertically integrated curriculum at medical school positively affects the transition to postgraduate training. Additional research, among a larger population, is required to determine which components of the curriculum cause this effect and to specify under which conditions these effect occurs.
Authors: Marjo Wijnen-Meijer; Olle Ten Cate; Marieke van der Schaaf; Chantalle Burgers; Jan Borleffs; Sigrid Harendza Journal: BMC Med Educ Date: 2015-12-21 Impact factor: 2.463
Authors: Ana Yoe-Cheng Chang Chan; Coen P M Stapper; Ronald L A W Bleys; Maarten van Leeuwen; Olle Ten Cate Journal: Adv Med Educ Pract Date: 2022-10-01
Authors: Sophie Fürstenberg; Kristina Schick; Jana Deppermann; Sarah Prediger; Pascal O Berberat; Martina Kadmon; Sigrid Harendza Journal: BMC Med Educ Date: 2017-09-07 Impact factor: 2.463