Abstract
IntroductionComplex medical technology is rapidly being introduced in health care, aimed at improving diagnosis and treatment. However, mistakes in the use of medical technology show that adequate expertise to apply it safely is often lacking, let alone to improve patient care through innovative technology use. We argue that a new health care professional, the Technical Physician, should be trained to have the expertise to translate medical technology use into improved patient-specific procedures.MethodAn educational design model was followed, consisting of analysis, design, construction, implementation, and formative evaluation. Analysis of technology use in health care and the required expertise was conducted to derive the professional profile and core competencies. Adaptive expertise theory and research-based design form the foundation of the professional profile. Cognitive integration, self-directed learning, and technical medical design projects were selected as leading instructional principles.EvaluationThe curriculum was implemented in 2003 in the Netherlands. Over 300 Technical Physicians have graduated since 2009. Internal evaluations showed that curriculum changes were necessary to (1) address the application of mathematical principles, (2) enhance reflection by increasing experience-based learning, (3) support development of adaptive expertise related to basic technical skills, and (4) aid faculty in translating their knowledge and skills to the Technical Medicine domain.DiscussionWe recommend a strong focus on supporting both faculty within the Technical Medicine program and the Technical Physicians in clinical practice with the translation of knowledge and skills between the technical and medical domains. Future research should systematically evaluate the design and effects of the Technical Medicine curriculum.
Highlights
Complex medical technology is rapidly being introduced in health care, aimed at improving diagnosis and treatment
Internal evaluations showed that curriculum changes were necessary to (1) address the application of mathematical principles, (2) enhance reflection by increasing experience-based learning, (3) support development of adaptive expertise related to basic technical skills, and (4) aid faculty in translating their knowledge and skills to the Technical Medicine domain
We recommend a strong focus on supporting both faculty within the Technical Medicine program and the Technical Physicians in clinical practice with the translation of knowledge and skills between the technical and medical domains
Summary
Complex medical technology is rapidly being introduced in health care, aimed at improving diagnosis and treatment. We argue that a new health care professional, the Technical Physician, should be trained to have the expertise to translate medical technology use into improved patient-specific procedures. Medical technology is prominent in the top 10 most important innovations in medicine, according to a 2001 study by Fuchs and Sox [1]. These technological advancements provide opportunities to tailor such technologies to patient-specific needs. The Dutch government recognized the pressing need for health care professionals with specific technical medical expertise early on and approved the startup of a Technical Medicine curriculum in 2003. We describe how we used its outcomes as input for the design and formative evaluation of a Technical Medicine curriculum aimed at educating a new health care professional, the Technical Physician, who can deliver complex, high-tech health care services
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