Gersten Jonker

54   Chapter 3 was not, given that other students could simultaneously do final year rotations in these disciplines. Often students had identified themselves as ACTY students, sometimes rotation planning had provided this information to supervisors. A supervisor suggested that regional hospital faculty could get more involved by organizing ACTY network events, for example. Being kept up to date with developments was felt to be motivating: I envision that if, for example, data on student outcomes were known, these would be shared among supervisors. This would make the ACTY come more alive. (Su21) Medical expertise Students felt that the ACTY contributed to their competence in delivering acute care and preparedness to work as a junior doctor. They stated to have obtained integrated and deepened knowledge in a medical domain they had only been minimally exposed to prior. The ACTY-specific pre- and post-tests provided insight in their knowledge, skill, and personal growth. ACTY students considered themselves, in comparison to peers, more interested as well as more knowledgeable in acute care. Supervisors suggested that ACTY students are proactive and more motivated, more focused, ask more specific questions, and may have slightly more content knowledge than regular final year students in the same rotation. Most students indicated that the ACTY confirmed their preference for a specialty. Half of the students appreciated the transdisciplinary set-up of the ACTY allowing for a shift in preference within the spectrum of acute care. Curriculum Familiarity of the training site with the curriculum of the ACTY varied per hospital and department, students said. Rotation supervisors tended to be well informed, but consultants and trainees less so. All supervisors knew which specialties participate in the ACTY and were aware of the ACTY principle that students differentiate within acute care to gear for a residency in this domain of medicine. Most supervisors lacked information on the background, objectives and curriculum of the ACTY. The timing of the information often did not match the need for information, long preceding the arrival of a first ACTY student.