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The threat of the dyscompetent resident: A plea to make the implicit more explicit!

Walther N K A van Mook, Scheltus J van Luijk, P J Zwietering, L Southgate, Lambert W T Schuwirth, Albert J J A Scherpbier, Cees P M van der Vleuten
Although several examples of frameworks dealing with students' unprofessional behaviour are available, guidance on how to deal locally or regionally with dysfunctional residents is limited (Hickson et al. in Acad Med 82(11):1040-1048, 2007b; Leape and Fromson in Ann Intern Med 144(2):107-115, 2006). Any 'rules' are mostly unwritten, and often emerge by trial and error within the specialty training programme (Stern and Papadakis in N Engl J Med 355(17):1794-1799, 2006). It is nevertheless of utmost importance that objectives, rules and guidelines comparable to those existing in undergraduate training (Project Team Consilium Abeundi van Luijk in Professional behaviour: teaching, assessing and coaching students...
May 2015: Advances in Health Sciences Education: Theory and Practice
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