Competency-based (CanMEDS) residency training programme in radiology: systematic design procedure, curriculum and success factors.
OBJECTIVE
Based on the CanMEDS framework and the European Training Charter for Clinical Radiology a new radiology curriculum was designed in the Netherlands. Both the development process and the resulting new curriculum are presented in this paper.


METHODS
The new curriculum was developed according to four systematic design principles: discursiveness, hierarchical decomposition, systematic variation and satisficing (satisficing is different from satisfying; in this context, satisficing means searching for an acceptable solution instead of searching for an optimal solution).


RESULTS
The new curriculum is organ based with integration of radiological diagnostic techniques, comprises a uniform national common trunk followed by a 2-year subspecialisation, is competency outcome based with appropriate assessment tools and techniques, and is based on regional collaboration among radiology departments.


CONCLUSIONS
The application of the systematic design principles proved successful in producing a new curriculum approved by all authorities. The principles led to a structured, yet flexible, development process in which creative solutions could be generated and adopters (programme directors, supervisors and residents) were highly involved. Further research is needed to empirically test the components of the new curriculum.
Jippes
Erik
E
Postgraduate School of Medicine, Wenckebach Institute, University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands. e.jippes@wenckebach.umcg.nl
van Engelen
Jo M L
JM
Brand
Paul L P
PL
Oudkerk
Matthijs
M
D003479:Curriculum; D004521:Educational Measurement / Q000379:methods*; D007396:Internship and Residency / Q000379:methods* / Q000458:organization & administration*; D009426:Netherlands; D011361:Professional Competence; D011871:Radiology / Q000193:education*; D013663:Teaching / Q000379:methods*