Teamwork of clinical teachers in postgraduate medical training

This dissertation examines the teamwork between medical specialists that train resident physicians. The way these specialists function as a team of academic trainers can be improved, certainly given the fact that they tend to be too task-oriented. The formal educator is too often seen as a super-teacher, who takes on the majority of the teaching load. There is little room for giving feedback, resolving conflicts, and working towards a collective ambition. An effective medical training group works towards structurally improving postgraduate medical education with a secondary aim of improving patient care. This dissertation recommends developing a validated digital evaluation tool that medical specialists can use to evaluate teamwork in training groups.