Gersten Jonker

Delivery and adoption of the ACTY   53 3 Students n=19 Informed consent n=17 Focus groups n= 5+7 Interviews n=5 Graduates n=23 Informed consent n=17 Exit-interviews analysis n=11 Interviews n=6 Faculty Supervisors n=41 Mentors n=20 Informed consent Supervisors n=17 Mentors n=4 Interviews Supervisors n=5 UMC Utrecht n=12 regional hospitals Mentors n=4 FIGURE 1: Overview of students, graduates and faculty participating in the study. Supervisors were from all five specialties. Students highly appreciated the evolving sense of belonging to a peer-group of ACTY students. Virtually all felt connected to the ACTY and their peer-group. Students described their ACTYpeers asmotivated, ambitious, hardworking, like-minded students. Specifically because we’re all keenly interested we go that extra mile and delve that bit deeper. (St9) In addition, thematic focus, mentors, and the pre- and post-tests reinforced cohesion. Above all the teaching half-days fostered the origin of a learning community: It’s especially the teaching half-days on which you reunite with your group, all focused on the same domain, and discuss things you’ve experienced; that’s of surplus value as compared to the normal transitional year. (St15) In contrast, virtually no supervisor felt to be part of a ACTY community as such, but did feel connected to individual ACTY students. Supervisors tutored three to twenty students, but for some it had not always been clear who was a ACTY student and who