Gersten Jonker

210   Appendices performance on their station on a three-point global rating scale (GRS), in answer to the question “How did the participant’s performance compare to the expected level of a junior doctor with six months of clinical experience?” (does not meet expectations – borderline – meets expectations). The study demonstrates, that students graduating from the ACTY perform better in the assessment than non-ACTY students, especially on skills and simulations. Junior doctors did better on simulations than ACTY graduates. Moreover, ACTY students have higher odds than non-ACTY students of meeting the postgraduate expectations of a junior doctor, as determined by GRS. In pursuit of a better transition to postgraduate expectations, the study finds that graduates from this program resemble junior doctors with clinical experience better than other graduates, suggesting they are better prepared for junior doctor acute care challenges. This final year dedicated to acute care enhances learning and preparedness for work in this domain. Other transitional years, offering multidisciplinary perspectives on different themes, could similarly enhance learning and preparedness to enter residency or start to work in those areas. Postgraduate anesthesiology training stems from a traditional time-and-rotation based apprenticeship model. Competency-based medical education principles may have led to evolution of this model in varying ways, but the extent of similarities and disparities is unknown. The aim of an international survey study is to compare European postgraduate anesthesiology training programs regarding assessment and certification processes (Chapter 6). National representatives of all member countries of the Union of European Medical Specialists/European Board of Anaesthesiology completed an online questionnaire with constructed response and selected response format questions, producing quantitative and qualitative data on assessment and certification processes. Not only the duration of training differs substantially (median of 5 years, range 2.75 – 7), there is also difference in the number of assessment tools used. The study categorizes European training programs according to approach to assessment and certification in a triangular model. Two main orientations were present, both stemming from the traditional apprenticeship model. One had an underlying knowledge orientation, with assessment focusing on securing an adequate level of knowledge, evaluated with an exam. The other had an underlying procedural orientation, evidencing trainee expertise with the completion of specified numbers of