Eur Radiol (2010) 20: 967–977
DOI 10.1007/s00330-009-1623-z
RADIOLOGICAL EDUCATION
Erik Jippes
Jo M. L. van Engelen
Paul L. P. Brand
Matthijs Oudkerk
Received: 5 June 2009
Accepted: 17 August 2009
Published online: 3 October 2009
# The Author(s) 2009.
This article is published with open access at
Springerlink.com
Competency-based (CanMEDS) residency
training programme in radiology: systematic
design procedure, curriculum and success
factors
Abstract 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 decompo-
sition, systematic variation and satisfi-
cing (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. Discussion:
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 empiri-
cally test the components of the new
curriculum.
Keywords Radiology education
.
Medical education
.
Curriculum
development
.
Systematic design
procedures
.
Diffusion of innovation
.
The Netherlands
Introduction
Based on the Canadian Medical Education Directions
for Specialists (CanMEDS) [1] framework of key
competencies for medical specialists the Royal Dutch
Medical Association (RDMA) decided in 2004 that
postgraduate training and education for all medical
specialists in the Netherlands should be reformed. In
the same year, the national Board of Health Care
Professions and Education (BHCPE) in the Netherlands
was instituted, in which decisions on structure,
innovation, quality (monitoring) and finances of all
medical specialty training programmes were integrated
[2]. The Netherlands was divided up into eight regions
E. Jippes (*)
Postgraduate School of Medicine,
Wenckebach Institute, University
Medical Centre Groningen, University
of Groningen,
Hanzeplein 1,
Postbus 30.001, 9700 RB
Groningen, the Netherlands
e-mail: e.jippes@wenckebach.umcg.nl
Tel.: +31-50-3619702
Fax: +31-50-3613606
J. M. L. van Engelen
Product Development and Strategy,
Faculty Economics and Business,
University of Groningen,
Nettelbosje 2,
9747 AE Groningen, the Netherlands
e-mail: jovanengelen@mac.com
P. L. P. Brand
UMCG Postgraduate School
of Medicine,
University Medical Centre Groningen,
Hanzeplein 1,
Postbus 30.001, 9700 RB
Groningen, the Netherlands
e-mail: p.l.p.brand@isala.nl
P. L. P. Brand
Amalia Children’s Clinic, Isala
Klinieken Zwolle,
Dokter van Heesweg 2,
8025 AB Zwolle, the Netherlands
M. Oudkerk
Department of Radiology,
University Medical Centre Groningen,
University of Groningen,
Hanzeplein 1,
Postbus 30.001, 9700 RB
Groningen, the Netherlands
e-mail: m.oudkerk@rad.umcg.nl