Upload
others
View
1
Download
1
Embed Size (px)
Citation preview
School of Health Professions Education
Faculty of Health, Medicine and Life SciencesAnnual report 2012
Contents
Introduction 02
MissionandManagementofSHE 03
ProgrammesandCourses 06CompetenceDevelopmentProgramme MasterofHealthProfessionsEducation ResearchinEducationProgramme PhDProgramme
InternationalActivitiesandCollaboration 12
Appointments 13
DistinctiveAcademicItems 13
SHEILA:SHEInternationalLeagueofAlumni 14
IntroductionInfrontofyouistheAnnualreport2012oftheSHEGraduateSchool(SchoolofHealthProfessionsEducation)oftheFacultyofHealth,MedicineandLifeSciences.ThepursuitofexcellenceintraininghealthprofessionalsineducationandineducationalresearchcapturesthemissionofSHEinanutshell.Wehaveastronginter-nationalorientationinrealisingourmission.ThisreportprovidesashortoverviewofthemainactivitiesofSHEandisdeliberatelykeptbrief.SHE’smainactivitieswerethetrainingprogrammes,thespecialprojectsandcontractsthatSHEengagedinandthescientificinandoutputfromtheresearchthatisbeingdone.
Asyouwillnote,2012hasbeenanactiveandproductiveyear.Wearerapidlygrowingandprofessionalising.Wethankallouraffiliateswhocontributedtothesuccessfulactivitiesin2012.Weareopentoread-ers’suggestionsandtoanyotherqueriesthatyoumighthaveabouttheactivitiesofSHE.Pleasesendyourresponsetoshe@maastrichtuniversity.nl
Verybestwishes,
Cees P.M. van der VleutenScientificDirectorGraduateSchoolofHealthProfessionsEducation
02Annual report 2012 | School of Health Professions Education | Faculty of Health, Medicine and Life Sciences
Societal Impact of SHEUniversitiesintheNetherlandsattachincreasinglymorevaluetothesocietalimpactandvalorizationoftheirwork.Startingin2016,allDutchuniversitiesneedtohaveasetofindicatorsforthesocietalimpactandvalorizationoftheirwork.Inthiscontext,SHEalsostartedtodevelopitsownsetofindicators.ManyoftheseindicatorsarealreadyavailableforthedifferentprogramsofSHE.Forourresearchprogram,professionalpublications,textbooksandpolicydocumentsarealreadyincludedtheoutputreports,showingthatmanypublicationsfromSHEaretargetinganon-scientificaudience.Newindicatorsmayrelatetointerviewsandothermediapresenta-tionsforabroadpublicaswellasthepracticaluseofresearch-basedsoftwareapplications(e.g.,E-Pass)andmethodologies(e.g.,4C/ID).Foroureducationalprogram(shortcourses,MHPE,PhD),contributionstoeducatingprofessionalsinthehealthprofessionsdomain(incontrasttoeducatingundergraduates)areanimportantindicationofsocietalimpact.AlleducationalprogramsofSHEserveprofessionalsinthedomain,thussocietalimpactisnotmerelyaneffectbuttheactualreasonforexistenceoftheseprograms.Newindicatorsmayrelate,forexample,tothepositionofalumni,demonstratingthattheydriveeducationalinnovationsandrenewalintheirhomeinstitutions.Finally,SHECollaboratesrunsaconsultancyprogramthatisexclusivelyconcernedwithsocietalimpactandvalorization.Theirprojectsmakedirectlyvisiblehowresearchandeduca-tionaleffortsaretransformedintoinnovationandimplemen-tationprojects.Newindicatorsmay,forexample,listSHEinvolvementinnationalandinternationalpolicyandadvisorycommittees.Concluding,wearefullyconfidentthatthesocietalimpactofSHEishigh,andfutureAnnualReportswillexplicitlydiscussmainindicatorsforimpactandvalorization.
ThemissionoftheSHEGraduateSchoolistoprovideopportu-nitiesforprofessionaldevelopmenttohealthcareworkersinvolvedinhealthprofessionaleducationallaroundtheworldandtogeneratenewknowledgeabouteducation.Throughintegratedprogrammesofexcellenceineducationandresearchweaimtocontributetoinnovationinhealthprofessionseducationandultimatelytoimprovehealthforall.ThevisionofSHEistoprofessionalisehealthprofessionseducationthroughevidence-basedknowledgeofhowlearningenvironmentscanbemadeeffectivetoproducecompetenthealthcareworkerswhoareabletoprovidethebestofhealthcare.Aseducationspecialistswevaluetheinterplaybetweenprofessionalsinthehealthcaredomainresponsibleforteachingandlearningandspecialistsintheparentaldisciplines(education,psychology,sociology,etc.),whoprovidetheknowledgetoimprovelearningenviron-ments.Weplacehighvalueonprovidingscientificeducationtotheseprofessionalstoenablethemtoimprovetheireducationpracticesbasedonevidenceandtailoredtotheneedsofthehealthcaredomain.Weaimtoeducateleadersofeducationalinnovationaroundtheglobeandregardlessofthewealthoftheirhomecountries.Weaspiretoeducatenewresearcherswhoareabletocontributetomoreevidenceineducation.Wearededicatedtoexcellenceinourownteachingandlearningprogrammesaswellasinourresearch.Weaimtopracticewhatwepreach.Wevaluepersonalrelationshipsandasupportivelearningandworkingclimateinourschoolandwithallthepeoplethatareaffiliatedwithit.
Mission and Management of SHE
03Annual report 2012 | School of Health Professions Education | Faculty of Health, Medicine and Life Sciences
Management Team SHECees van der Vleuten, PhDFunction:ScientificDirectorSHEGraduateSchoolDepartment:DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,MedicineandLifeSciences,MaastrichtUniversity
CeesvanderVleutenwastrainedasapsychologistandearnedhisPhDineducation.In1982hecametoMaastrichtUniversitytobecomeinvolvedinmedicaleducation.In1996hewasappointedProfessorofEducationattheFacultyofHealth,MedicineandLifeSciencesandChairoftheDepartmentofEducationalDevelopmentandResearch.In2005hewasappointedastheScientificDirectoroftheSHEGraduateSchool.Hisareaofexpertiseisevaluationandassessment.Hisparticularexpertiseconcernsassessmentofprofessionalcompetence,includingmodernmethodsofassessmentandstrategiesfordesigningassessmentprogrammes.Hehaspublishedwidelyonthesetopics,holdsseveralacademicawardsforthiswork,andhasmentoredmorethan50PhDstudents.Hehasfrequentlyservedasaconsultantinterna-tionally.Hehasheldhonoraryappointmentstoanumberofuniversitiesthroughouttheworld.
Geraldine van Kasteren, MD, MHPEFunction:ProjectManagerSHECollaboratesDepartment:DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,MedicineandLifeSciences,MaastrichtUniversity
GeraldinevanKasterenstudiedMedicineattheMedicalFacultyofMaastrichtUniversityandthustrainedasamedicalprofessionalinaninnovativeeducationalmanner(e.g.byProblemBasedLearningandEarlyClinicalExposure).Aftergraduationsheworkedafewyearsinregionalhealthcentresandhospitals,gettingexperienceinmedicalpractice.Subsequently,sheturnedtomedicaleducationinthecontextofdevelopingcountries.Sheassistsuniversitiesasaconsult-antforlongerandshorterdurationstochangeintoinnovativewaysofhealthprofessionaleducation.Inhercapacityasprojectmanagershecoordinatesprojectsresultingfromthematchbetweenthedemandofauniversityinlowincomecountriesandthe(financial)supportof(inter)nationalorganisations(likeNuffic,EU)togetherwiththeexpertiseavailablewithinuniversitiesandschoolsforhighereducation.Attheskillslabshetaughtmedicalstudentsappliedprofes-sionalskillsthatarenecessaryinencounterswithpatients:physicalexaminationskills,proceduralskillsandcommunica-tionskills.
04Annual report 2012 | School of Health Professions Education | Faculty of Health, Medicine and Life Sciences
Jan van Dalen, PhDFunction:ProgrammeDirectorMasterofHealthProfessionsEducationDepartment:Skillslaboratory,FacultyofHealth,MedicineandLifeSciences,MaastrichtUniversity
JanvanDalenisaclinicalpsychologistwhoearnedhisPhDinmedicaleducation.AttheSkillslaboftheFacultyofHealth,MedicineandLifeSciencesofMaastrichtUniversityhehasbeenresponsibleforcommunicationskillstrainingandassessmentsince1978.Heproducesteachingmaterialsandevaluationinstruments,teachestrainersandconductsresearchintothedevelopmentofstudents’communicationskills.HecoordinatesthefacultydevelopmentprogrammeforSkillslabstaff.Since2001hehasbeenProgrammeDirectoroftheMHPEprogrammeoftheSHEGraduateSchool.AsidefromtheseresponsibilitiesheisAssociateEditorofEducationforHealthandEditorofTijdschriftvoorMedischOnderwijs(DutchJournalofMedicalEducation).
Jeroen J. G. van Merriënboer, PhDFunction:ProgrammeDirectorResearchinEducation,SchoolofHealthProfessionsEducation.Department:DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,MedicineandLifeSciences,MaastrichtUniversity.
JeroenvanMerriënboerwastrainedasanexperimentalpsychologistattheVUUniversityAmsterdamandearnedhisPhDinEducationalSciencesattheUniversityofTwente(1990).HewasanassistantandassociateprofessorattheUniversityofTwenteandatMaastrichtUniversitybeforemovingtothe
OpenUniversityoftheNetherlandsasafullresearchprofessor.In2009hejoinedtheFacultyofHealth,MedicineandLifeSciencesofMaastrichtUniversity.HeiscurrentlyprogrammedirectorofResearchinEducation(RiE),theresearchandPhDprogrammeoftheSHEGraduateSchoolofHealthProfessionsEducation.HeisalsoscientificdirectoroftheInteruniversityCentreforEduca-tionalResearch,acollaborationoftenDutchuniversitiesofferingajointcourseprogrammeforPhDstudentsineducationalsciences.Hismainareaofexpertiseislearningandinstruction,inparticularinstructionaldesignandtheuseofnewmediaininnovativelearningenvironments.Hehaspublishedwidelyonfourcomponentinstructionaldesign,cognitiveloadtheory,andlifelonglearning.Heholdsseveralacademicawardsforhisresearchandhasbeenasupervisorofover35PhDstudents.
Mascha Verheggen, PhDFunction:ProgrammeDirectorCompetenceDevelopmentProgrammeDepartment:DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,MedicineandLifeSciences,MaastrichtUniversity
MaschaVerheggenwastrainedasamedicalbiologistandearnedaPhDinimmunology.In1997shecametoMaastrichtUniversitytobecomeinvolvedinmedicaleducationattheFacultyofHealth,MedicineandLifeSciences.In2006shewasappointedprogrammedirectoroftheCompetenceDevelopmentProgrammeoftheSHEGraduateSchoolofHealthProfessionsEducation.In2009shewasappointedprogrammedirectorofthefirstandsecondyearoftheinternationaltrackinmedicineattheFacultyofHealth,MedicineandLifeSciences.Herareasofexpertiseareassessmentandcurriculumdevelopment.Sheisinternationallyinvolvedasaconsultantinseveralprojects.
05Annual report 2012 | School of Health Professions Education | Faculty of Health, Medicine and Life Sciences
TheSHEGraduateSchooloffersavarietyofcourseswithintheCompetenceDevelopmentProgramme(CDP):
•AdvancedCourses(oneweekcourseinNovember)-AssessmentinMedicalEducation-ResearchinMedicalEducation-CurriculumandCourseDesign-WritingaPhDresearchproposal
•SummerCourse(twoweekcourseinJune)•VisitorsWorkshop(two-dayprogrammeinMarchandin
September)
Competence Development Programme
Programmes and Courses
Summer Course 2012 week 1
Summer Course Advanced Course ‘Curriculum and Course Design in Medical Education’
Advanced Course ‘Curriculum and Course Design in Medical Education’Advanced Course ‘Writing a PhD Research Proposal’
Tailor-Made programme
Onderzoek van Medisch Onderwijs
Brazil,Canada,Germany,Ghana,Indonesia,Nepal,TheNetherlands,TheNetherlandsAntilles,Pakistan,Poland,SouthAfrica
Indonesia,KenyaMalaysia,SudanVietnam
Austria,Canada,Denmark,Indonesia,Japan,SaudiArabia,Singapore,UnitedKingdom,USA
Korea,Spain TheNetherlands
Total number of participants42 17 9 20 14
06Annual report 2012 | School of Health Professions Education | Faculty of Health, Medicine and Life Sciences
In2012atotalof56studentswereattendingtheMaster of Health Professions Education programmeoftheSHEGraduateSchoolinMaastricht•MHPECohort2011:1styearstudentsoftheMHPEprogramme•MHPECohort2012:2ndyearstudentsoftheMHPEprogrammeIn2012atotalof80studentswereattendingthecollaborating
Master of Health Professions Education programmes in Egypt, Brazil and CanadaTheMHPEoftheSHEGraduateSchoolinMaastrichtiscollaboratingwithvariouscountriesintheworldinofferingtheMHPEprogrammeindiversecollaborationmodels.•InEgypt:the(JMHPE)programmeisadistancelearning
programmeofMaastrichtUniversity(UM)jointlywithSuezCanalUniversity(SCU),Egypt.
•InBrazil:the(BMPHE)InternationalMasterinHealthProfessionsEducationProgramme(MHPE)inBrasilia,Brazil.
•InCanada:the(CMHPE)MasterofHealthProfessionsEducationprograminCanadadeliveredfromVancouver,BritishColumbiaandLondon,Ontario.
MHPE Cohort 2012 MHPE Cohort 2011In Maastricht 27:Brazil,Canada,Colombia,Ghana,India,Kuwait,TheNetherlands,Pakistan,SaudiArabia,Tanzania,USAIn Egypt49participantsIn Brazil19participantsIn Canada MHPE started 201212participants
In Maastricht 29:Australia,Brazil,Canada,Colombia,Denmark,Germany,India,Indonesia,Kazakhstan,TheNetherlands,SaudiArabia,Singapore,Tanzania,Thailand,Trinidad,Turkey,Uganda,VietnamIn Egypt65participantsIn Brazil19participants
Total number of participants107 113
ThetablesummarisesthenumberofparticipantsintheCDPcoursesofferedin2012andliststheircountriesoforigin.
Master of Health Professions Education/Collaborating International Master of Health Professions Education
07Annual report 2012 | School of Health Professions Education | Faculty of Health, Medicine and Life Sciences
Presenters and Graduates topics of the Master’s Theses 2012
Student Title Master Thesis
Harumi Gomi Definingcompetenciesforinfectiousdiseasesspecialistsfromnationalandinternationalperspectives
Ruud Wong Chung Interculturalcompetence:Howdointernationalstudentsperceivethetransitionintostudent-centredDutchHighereducation?
René Claassen Teachers’perspectivesonandattitudestowardstechnologyincareasneweducationalcontentinhighereducation
Rachmadya Nur Hidayah TeachingStrategiesforIntegratedCommunicationandPhysicalExaminationSkills
Peggy Lambriex-Schmitz Factorsaffectingteachers’intentionstoparticipateinprofessionaldevelopmentactivities
Imke Winkelman Theacquisitionofcompetenciesforlifelonglearningwithinaprogramforvocationaleducationandtraininginoccupationaltherapy
Hassan Shaibah ValidityofSpotterMCQinAnatomyPracticalExamasanAlternativetoTraditionalFree-Response
Kaleem Thahim PerceptionsofStudentsandFacultyatDowMedicalCollege,inKarachi,Pakistan,RegardingStudentFeedbacktoImproveTeaching
Bert Schutte TheMaastrichtA-KOMaster:Firstsignstowardsanefficientbreedingprogramfortheendangered ‘Physician-ClinicalInvestigator’species
Ayad Al Moslih Mobilehandhelddevices:Howdomedicalstudentsutilizethesedevicesinlearning?
Hisham Mirghani Medicalstudentslearningapproach:Two-factorstudyprocessquestionnaire
Poh-Sun Goh Useofcasepairscanpotentiallyimprovetheefficiencyandeffectivenessofradiologyresidency
Mohammad Adrian EvaluationoftheResusci-GamaresuscitationmanikinforBasicLifeSupportskillstrainingusingHasdianda measurementofstudents’andteachers’perception
MHPE Graduates
Research in Education ProgrammeResearchers within the Research in Education Programme
Reseachers HenkvanBerkel AssociateProfessorNickBroers AssistantProfessorAniquedeBruin AssistantProfessorJamiuBusari AssistantProfessorJanvanDalen AssistantProfessorJoostDijkstra ResearcherDianaDolmans ProfessorJeroenDonkers AssistantProfessorTimDornan ProfessorErikDriessen AssociateProfessorKevinEva AssociateProfessorAntondeGoeij ProfessorMarjanGovaerts AssistantProfessorWillemdeGrave SeniorLecturerAdHendrixs AssociateProfessorTjaartImbos AssociateProfessorKarenKonings ResearcherRichardKoopmans ProfessorBasdeLeng AssistantProfessorGerardMajoor AssociateProfessorJeroenvanMerrienboer ProfessorJobMetsemakers ProfessorArnoMuijtjens AssociateProfessorMiriamOudeEgbrink ProfessorPaulRam AssociateProfessorJanJoostRethans AssociateProfessorCharlotteRingsted HonoraryProfessorAlbertScherpbier ProfessorHenkSchmidt HonoraryProfessorLambertSchuwirth ProfessorDominiqueSluijsmans AssociateprofessorLucSnoeckx AssociateProfessorReneeStalmeijer AssistantProfessorFredStevens AssociateProfessorFransTan AssistantProfessorPimTeunissen AssistantProfessorMaschaVerheggen AssistantProfessorDanielleVerstegen AssistantProfessorCeesvanderVleuten ProfessorJillWittingham AssistantProfessorInekeWolfhagen AssociateProfessor
Support staffMerekeGorsira EnglisheditorStefanGroenveld AdministratorRonHoogenboom ResearchassistantLilianSwaen SecretaryNickyVerleng Secretary
Full time equivalents of Scientific Staff and PhD candidates
In201275staffmembersandPhDcandidateswereactiveintheResearchinEducationProgramme;3employeeswereactiveinadetachmentposition.OverviewofthestaffoftheResearchinEducationProgrammein2012:Scientific staff: 7.79 fte (1.84 fte externally funded)Support staff: 5.30 fte (2.43 fte externally funded)PhD candidates: 10.85 fte (3.19 fte externally funded) Total: 23.94 fte
External Funding
OverviewofexternalfundingfortheResearchinEducationProgrammein2012:2nd € 215.069,-3rd € 368.868,-Other € 86.972,-Total € 670.909,-
PhD ProgrammePhD dissertations completed in 2012 at Maastricht University11
Robbert Duvivier, R. J. TeachingandLearningClinicalSkills.MasteringtheArtofMedicineDateofdefence:December12,2012Supervisors:A.J.J.A.Scherpbier,C.P.M.vanderVleuten,J.vanDalen
Jeantine de Feijter, J.M. LearningfromerrortoimprovepatientsafetyDateofdefence:November9,2012Supervisors:R.P.Koopmans,A.J.J.A.Scherpbier,W.S.deGrave
Linda Prescott, L. EnsuringtheCompetenceofDentalPractitionersthroughtheDevelopmentofaWorkplace-BasedSystemofAssessmentDateofdefence:November9,2012Supervisors:C.P.M.vanderVleuten,L.W.T.Schuwirth
Francois Cilliers, F.J. ThePre-assessmentLearningEffectsofConsequentialAssessment:ModellinghowtheExaminationGameisPlayedDateofdefence:September5,2012Supervisors:L.W.T.Schuwirth,C.P.M.vanderVleuten
08Annual report 2012 | School of Health Professions Education | Faculty of Health, Medicine and Life Sciences
Ingrid Spanjers, I. A.E. SegmentationofAnimations:ExplainingtheEffectsontheLearningProcessandLearningOutcomesDateofdefence:July5,2012Supervisors:J.J.G.vanMerriënboer,T.vanGog
Hanan Al-Kadri, H.M.F. DoesAssessmentDriveStudents’Learning?Dateofdefence:June28,2012Supervisors:C.P.M.vanderVleuten,C.Roberts
Jimmie Leppink, J. PropositionalmanipulationforconceptualunderstandingofstatisticsDateofdefence:June6,2012Supervisors:M.P.F.Berger,C.P.M.vanderVleuten,N.J.Broers
Marjo van Zundert, M.J. ConditionsofPeerAssessmentforComplexLearningDateofdefence:May4,2012Supervisors:J.J.G.vanMerriënboer,K.D.Könings,D.M.A.Sluijsmans
Mora Claramita, M. Doctor-patientcommunicationinaculturallyhierarchicalcontextofSoutheastAsia:ApartnershipapproachDateofdefence:March30,2012Supervisors:C.P.M.vanderVleuten,HardyantoSoebono,J.vanDalen
Jan Kleijnen, J.C.B.M. InternalqualitymanagementandorganizationalvaluesinhighereducationDateofdefence:March21,2012)Supervisors:J.F.M.JvanHout,D.H.J.M.Dolmans,J.M.H.M.Willems
Marjolein Persoon, M.C. LearninginUrology;TheinfluenceofsimulatorsandhumanfactorsDateofdefence:January19,2012Supervisors:A.J.J.A.Scherpbier,J.A.Witjes,A.J.M.Hendrikx,B.M.A.Schout
PhD dissertation defended in 2012 at other university than Maastricht University 1
Michel Westerman, Vrije Universiteit AmsterdamMindthegap;thetransitiontohospitalconsultantDateofdefence:December19,2012Supervisors:A.J.J.A.Scherpbier,F.Scheele,P.W.Teunissen,C.E.H.Siegert
PhD projects started in 2012
Mohamed M. Al-Eraky, EgyptFacultyDevelopmentforLearningandTeachingMedicalProfes-sionalisminArabianContexten
Mary Jeanette Ignacio, SingaporeIntegrationofanEmotionalTrainingStrategyinaSimulation-BasedEducationProgrammetoEnhanceClinicalPerformanceduringaCrisisEvent
Makoto Kikukawa, JapanEvaluationofClinicalTeachinginJapaneseClinicalEducationalContext
Endang Lestari, IndonesiaCollaborativeKnowledgeConstructioninPBLInterprofessional
Jette Led Sorensen, DenmarkHowCanWeOptimizeLearninginObstetricEmergenciesthroughSimulation-basedTraining?
Samuel Yanofsky, USAInfluenceofRaterCharacteristicsonRaterPerformanceinWorkplace-basedAssessment
Michaela Wagner-Menghin, AustriaCanWeImproveMedicalStudents’AbilitytoIdentifyStrengthsandWeaknessesinCommunicatingwithPatientsThroughSelf-Reflection?
Publication OutputTop 5 SHE Publications
Cilliers, F. J., Schuwirth, L. W. T., & van der Vleuten, C. P. M. (2012). Modelling the pre-assessment learning effects of assessment: evi-dence in the validity chain. Medical Education, 46(11), 1087-1098.Wepreviouslydevelopedamodelofthepre-assessmentlearningeffectsofconsequentialassessment.Themodelcomprisesassessmentfactors,mechanismfactors,andlearningeffects.Thepurposeofthisstudywastocontinuethevalidationprocess.Methods:Across-sectionalsurveyof361seniormedicalstudentsatonemedicalschoolwasundertakenusingapurpose-madequestionnairebasedonagroundedtheoryandcomprisingpairsofwrittensituationaltests.Ineachpair,themanifestationofanassessmentfactorwasvaried.Thefrequenciesatwhichlearningeffectswereselectedwerecomparedforeachitempair,usinganadjustedalphatoassignsignificance.Thefrequenciesatwhichmechanismfactorswereselectedwerecalculated.Results:Thereweresignificantdifferencesinthelearningeffectselectedbetweenthetwoscenariosofanitempairfor13ofthissubsetof21uncommonassociations,evenwhenap-valueof<0.00625wasconsideredtoindicatesignificance.Threemechanismfactorswereoperationalinmostscenarios:agency;responseefficacy,andresponsevalue.
09Annual report 2012 | School of Health Professions Education | Faculty of Health, Medicine and Life Sciences
Conclusions:Resultsillustratehowfactorsnottypicallyincludedinstudiesofthelearningeffectsofassessmentcouldconfoundtheresultsofinterventionsaimedatusingassessmenttoinfluencelearning.
De Feijter, J. M., de Grave, W. S., Hopmans, E. M., Koopmans, R. P., & Scherpbier, A. J. J. A. (2012). Reflective learning in a patient safety course for final-year medical students. Medical Teacher, 34(11), 946-954. Patientsafetyhasbecomeanimportanttopicoverthelastdecadeandhasalsobeenincreasinglyimplementedintheundergraduatecurriculum.However,thebesttimingandmethodofteachingstillremainstobedecided.Aims:Todevelopandevaluateapatientsafetycourseforfinal-yearstudents.Thecourseisbasedonreflectivelearningandpersonalexperiencestoimprovethetransferoftheoryintopractice.Methods:Weperformedamixedmethodevaluationstudyofthecourse.Anevaluationquestionnaireandthenumberofcompletedincidentreportcardswereanalyzedusingdescriptivestatistics.Focusgroups,organizedtwoandfourweeksafterthecourse,wereanalyzedusingtemplateanalysis;theTheoryofPlannedBehaviour(TPB)wasusedtointerprettheresults.Results:Studentsfoundthecourseoverallinstructiveandreactedpositivelytowardsmanyelementsofthecourse.Focusgroupanalysisshowedthatanincreaseinknowledgeaboutpatientsafetytopicsresultedinachangeofattitudestowardsthesesubjectsandinanincreaseinawarenessofpatientsafety.Thisinfluencedstudents’behavioralintentionandtheirbehavior.Conclusions:Acoursebasedonstudents’personalexperiencesenablesthemtotransfertheoryonpatientsafetyissuesintotheirownpracticeandhasaneffectontheirawareness,attitudesandbehavior.
Duvivier, R. J., van Geel, K., van Dalen, J., Scherpbier, A. J. J. A., & van der Vleuten, C. P. M. (2012). Learning physical examination skills outside timetabled training sessions: what happens and why? Advances in Health Sciences Education, 17(3), 339-355.Lackofpublishedstudiesonstudents’practicebehaviorofphysicalexaminationskillsoutsidetimetabledtrainingses-sionsinspiredthisstudyintowhatactivitiesmedicalstudentsundertaketoimprovetheirskillsandfactorsinfluencingthis.Sixfocusgroupsofatotalof52studentsfromYears1-3usingapre-establishedinterviewguide.Theinterviewguidewasbasedonquestionnaireresults;overallresponserateforYears1-3was90%(n=875).Onaverage,studentsdevote20%ofself-studytimetoskilltrainingwithYear1studentspracticingsignifi-cantlymorethanYear3students.Practicepatternsshiftfromjust-in-timelearningtoalongitudinalself-directedapproach.Factorsinfluencingthischangeareassessmentmethodsandsimulated/realpatients.Practicingskillsonfellowstudentshappensatuniversityroomsorathome.Alsofamilyandfriendswerementionedtohelp.Simulated/realpatientsstimulatedstudentstopracticephysicalexaminationskills,initiallycausingconfusionandanxietyaboutskillperformancebutleadingtoincreasedfeelingsofcompetence.OSCEassessmentdoes
haveinfluence,butlearningtakesplacealsowhenthereisnoupcomingassessment.Simulatedandrealpatientsprovidestrongincentivestoworkonskills.Earlypatientcontactsmakestudentsfeelmorepreparedforclinicalpractice.
Kok, E. M., de Bruin, A. B. H., Robben, S. G. F., & van Merriënboer, J. J. G. (2012). Learning radiological appearances of diseases: Does comparison help? Learning and Instruction, 23, 90-97.Comparisonlearningisapromisingapproachforlearningcomplexreal-lifevisualtasks.Whenmedicalstudentsstudyradiologicalappearancesofdiseases,comparisonofimagesshowingdiseaseswithimagesshowingnoabnormalitiescouldhelpthemlearntodiscriminaterelevant,disease-relatedinformation.Medicalstudentsstudied12diseasesonchestx-rayimages.Theywererandomlyassignedtoagroup(n=31)thatcomparedradiographsofdiseaseswithnormalimagesandagroup(n=30)thatonlystudiedradiographsofdiseases.Onavisualdiagnosistest,studentswhocomparedwithnormalimagesduringstudywerebetterabletodiagnosefocaldiseases(i.e.,lesionsatonelocation)thanstudentswhocouldnotcompare,butforthediagnosisofdiffusediseases(i.e.,involvingbothlungs)therewasnosignificantdifferencebetweengroups.Resultsshowthatcomparisonwithnormalimagesmadeiteasiertodiscriminaterelevantinformationforfocaldiseases.
McLellan, L., Tully, M. P., & Dornan, T. (2012). How could under-graduate education prepare new graduates to be safer prescribers? British Journal of Clinical Pharmacology, 74(4), 605-613.Thisreviewexaminestheextenttowhichundergraduateprescribingeducationpreparesgraduatesforthecomplexitiesofprescribingintheworkplacecontext.Fifteenempiricalstudiesmetourinclusioncriteriaandwerereviewedindetail.Allthestudieswereconductedbetween2002and2010,sixwerecontrolledtrials,sixwerebeforeandafterstudiesandthreewereprospectiveobservationalstudies.Wefoundthatmoststudiesfocusedonimprovingandevaluatingstudents’knowledgeandskills,althoughtheyuseddifferentapproachestodoingso.Theseaspectsofprescribingonlyconstituteasmallpartofourtheoreticalmodelofprescribingexpertise.Otherimportantcomponents,suchassocialcontext,metacognitionandtrainingtransfer,wereneglected.Wesuggestthateducationalinterventionsneedtoaccountfortheintegratednatureoflearningtoprescribeandtakeamorecontextualizedapproachwhichconsidersthetaskasawhole,ratherthanisolatedconstituentparts.Indoingso,prescribingeducationcouldequipgraduateswiththenecessaryexpertisetojudgeandrespondtosituations,enablingthemtoprescribesafely,orseekthehelptodoso,intheunpredictableandcomplexcontextofworkplaces.
10Annual report 2012 | School of Health Professions Education | Faculty of Health, Medicine and Life Sciences
Overview Publications
Foranoverviewofallthepublicationsin2012,visitourwebsite:www.maastrichtuniversity.nl/she
Publication Output 2012
TheThomsonReuterslistof2009isusedtodeterminethecategoryofthearticles.
Direct funding staff: 5.95 FTE (mean 2012)Wi-1 output per FTE: 20.17
11Annual report 2012 | School of Health Professions Education | Faculty of Health, Medicine and Life Sciences
OvO 2006 2007 2008 2009 2010 2011 2012Di 4 5 2 3 0 13 11
Wi-1 55 63 63 90 90 88 120Wi-2 15 15 15 18 23 13 51
Wn 10 6 6 14 11 5 14Wb(c) 9 16 16 23 45 8 43Total 93 105 105 148 169 127 239
Publication Output Research of Education (Number of arcticles)
20082009201020112012
120
100
90
80
70
60
50
40
30
20
10
0
DiDissertations
Wi-1InternationalS(S)CI
journalarticles
Wi-2International
journalarticles
WnNational
journalarticles
Wb(c)Book
publications
International Activities and Collaboration
12Annual report 2012 | School of Health Professions Education | Faculty of Health, Medicine and Life Sciences
SHE Collaborates - a newly structured initiative by SHESHEstartedin2012withnewanewbranchofinternationalactivitiesandcollaborations.AconstantstrengthoftheSHEapproachbecame“SHECollaborates”includingthetasksandmissionsassociated.SHECollaboratesaimstoimprovehealthcareglobally,byfacilitatinghighereducationalinstitutesinrealizingeducationalinnovation.Theaimistomaintainlong-termcollaborationswithinstitutesforHigherEducationincountriesallovertheworldbywayofaDemandandDialogueapproach.
Al Rahji University, Qassim, Kingdom of Saudi Arabia Projectperiod:2008-2019.Projectmanager:DominiqueWatervalThealreadyexistingprojectsintheQassimRegionofSaudiArabiawerecontinuedin2012undertheumbrellaofSHECollaborates.ThecollegeofAlRahjiCollegefranchisestheMaastrichtmedicalcurriculum.PartofthecontractisthedeliveryoftrainingprogrammesbySHEforstafffromAlRahjiCollegeandothercollegesinSaudiArabia.TheSHEsummerCoursehasbeengivenasaWinterCourseinQassiminFebruary2012andwasagreatsuccess.
Qassim University, Qassim, Kingdom of Saudi ArabiaProjectperiod:2012-2013.Projectmanager:BillWrigley/BertSchutte,supportedbyDominiqueWatervalAnotherprojectwiththeUniversityofQassim(samecity,butdifferentuniversity)continuedin2012forthedevelopmentofprogresstestsinSaudiArabia,togetherwithafewothermedicalschoolsinthekingdomaspartners.ThisinitiativewillprovideanopportunitytofurtherdevelopFHML’sambitiontointernationalprogresstestingandbenchmarking
Examples of current SHE Collaborates projects
University for Development Studies, Tamale, Ghana‘StrengtheningthecapacityofmidwifesandnursesatuniversityleveltoimprovethequalityofhealthcareinNorthernGhana’AlsoincooperationwiththeHogeschoolZuyd(FacultyofMidwiferyEducationandStudiesandFacultyofNursing)andwithManagementforDevelopmentFoundation(MDF)Projectperiod:September2012-September2015Projectmanager:MikeRobertson
University for Development Studies, Tamale, Ghana‘StrengtheningQualityPerformancestandardsofparamedicshealthprofessions’Supportforthefurtherdevelopmentoftheproblem-basedlearningmedicalcurriculumatthemedicalschooloftheUniversityforDevelopmentStudies,Tamale,Ghana.Alsoincoopera-tionwiththeManagementforDevelopmentFoundation(MDF)Projectperiod:2012-2015.Projectmanager:GeraldinevanKasteren
Government Analytical Laboratories, Uganda‘StrengtheningForensicExpertiseandManagementofScenesofCrimeintheJustice,LawandOrderSector(JLOS)inUganda’ProjectimplementedtogetherwithCentreforInternationalLegalCooperation(CILC),theNetherlandsForensicInstituteandtheMaastrichtForensicInstitute(TMFI)Projectperiod:2010-2014.Projectmanager:GeraldinevanKasteren
Sana’a High Institute of Health Sciences, Sana’a, Yemen‘StrengtheningqualityperformancestandardsforparamedicshealthprofessionalsatSana’aHighInstituteofHealthSciences’AlsoincooperationwithHogeschoolZuydProjectperiod:2012-2014.Projectmanager:GeraldinevanKasteren
ROGANOAninitiativehasbeentakenin2010toexchangeresearchacrossafewprominentresearchgroupsinhealthprofessionseducationaroundtheworld(UniversityofToronto,UniversityofBritishColumbia,UniversityofHelsinki,PeninsulaMedicalSchool,Karolinska,UniversityofCopenhagen,UniversityofMaastricht.UnderthenameofROGANOgroupafirstactivityhasbeenheldinconjunctiontotheAMEEconferencein2012.ResearchersandPhDstudentshadanopportunitytoexchangeinformation,projectsandideas.SHEandtheDepartmentofEducationalDevelopmentandResearchalsohostedseveralforeignguests,whogavepresenta-tionsontheirresearch.In2012RoganomembersandSHEalumnijoinedtogethertheSHEILAworkshop@AMEEinLyon.
Students in a PBL Classroom in Tamale, Ghana
Summary of the Medical Education Project with the University for Development Studies, Tamale, Ghana.TheUniversityforDevelopmentStudies(UDS)wasestablishedin1992,headquarteredinTamaleintheNorthernregionofGhana.Untilrecently(May2008),traininginthemedicalprogramcouldonlybeprovidedforstudentsforthefirstthreetheoreticalyearsinbasicsciences;afterwhichstudentsweretransferredtosisteruniversitiesintheSouthfortheirclerkshipyears.Asaconsequence,veryfewdoctors(includingthosefromthecatch-mentarea)wouldreturnaftergraduationtoexecutetheirprofessioninthedeprivedNorth;notwithstandingthefactthesedeprivedareasintheNortharewherethedoctors’servicesarecriticallyneeded.ThesefourNorthernregionsofnearly5.1millioninhabitantscoverstwothirdofthecountryandhaveatotalofonly150doctorstoservethecommunities.Since2004,UDS/SMHStogetherwithMaastrichtUniversity,hasbeenworkingoncapacitybuildingtoimproveteachingandlearningatSMHSandtoimplementaPBLcurriculum.ThecurrentprojectthatiscoordinatedbySHECollaborates,focusesonthedevelopmentofastudentcentredmethodforteachingintheclinicalphaseofthemedicalcurriculum.
Appointments
Distinctive Academic Items
13Annual report 2012 | School of Health Professions Education | Faculty of Health, Medicine and Life Sciences
In2012thefollowingstaffmemberswereappointed:CarlosCollares,SHECollaboratesMohammedMeziani,SHECollaboratesEmmalineBrouwers,SHECollaboratesEvertKoldewijn,SHEStaff
C.P.M. van der Vleuten Receivedthe2012KarolinskaInstitutetPrizeforResearchinMedicalEducationforhisresearchinevaluationandassess-mentofmedicalcompetences,especiallyforimprovingthewaythatassessmentisusedinmedicaleducation.
M.J.B. GovaertsReceivedtheNVMO-prizeforbestthesis2012.HerPhDthesiscalled:‘Climbingthepyramid:towardsunderstandingperformanceassessment’receivedthepredicateCumLaude.
SHEILA: SHE International League of Alumni
14Annual report 2012 | School of Health Professions Education | Faculty of Health, Medicine and Life Sciences
TheSchoolofHealthProfessionsEducationInternationalLeagueofAlumni(SHEILA)buildsonalivelyinternationalnetworkofalumniandstudentsoftheSHEprogrammesthatincludeaPhD,Master’sandJointMaster’sProgrammeinHealthProfessionsEducation.Since2008,theAMEEandtheNetwork:TUFHconferenceshavebeenSHEILA’sinternationalmeetingpointsandSHEILAlikesthis!Why?Internationalfriendshipsandcollaborationsbetweenpeopleengagedinhealthprofessionseducationaremadeandconsolidatedofferingsupportiveopportunitiestoourchallengesathome.
SHEILA learns @ AMEE, the interactive workshop
2012wasacelebrationforSHEalumni:[email protected]’sannualworkshopattheAMEEconferenceinLyon,Francehadadistinctivelyfestivetouch:twoexpertsinmedicaleducation(ProfessorsTimDornanandFeddeScheele)wereclearlyenjoyingaleisurelyafternoonundertheirparasols.Itturnedoutthattheirchildrenwerecon-templatingacareerinhealthprofessionseducationandsoontheyengagedintoaddressingtheprofessionalfutureinthisfield.Somethirtyparticipantsquicklytookoverthediscussionandcontributedtheiropinionsandpredictions.Thefutureofmedicaleducationwasseentoholdpromiseforthosewhowillincludethecontextoflearningintotheirprogrammes.Thecurrentlearningclimateswerenotseenasverycontributingtooptimallearning,andwedon’tpreparestudentsforanumberofresponsibilitiestheybearwhengraduated,likesocialaccountabilityandcareforlearnersintheirfield.
SHEILA teamed with Rogano
ThisyearSHEILA@AMEEpre-conferenceworkshopwasteamedwiththeprecedingRogano-meeting.TheworkshopwasopenforRoganoparticipants.Theteamingofthetwoinitiatives(RoganoandSHEILA)provedsuccessfulinwideningthehorizonforallparticipants.
SHEILA rendez-vous in Lyon
TheyearlyinformalSHEILAgettogetherononeoftheeveningsattheAMEEconferencewasanoutdoorseventinaparkinLyon.KickedoffwithcongratulationsforCeesvanderVleutenonwinningtheKarolinskaAward,some60SHEILAparticipantsjoinedthewonderfulSouthernFrenchsummerevening.Manyoldfriendsfoundeachotheragainandmanynewfriendswerefound,acrosscontinentsandlanguagebarriers.
Finallynextyear’sworkshopSHEILA@AMEE2013comesupinPrague,CzechRepublicandwillinvolvearound“Workplace-BasedAssessment:strengthsandweaknessesofamodelbasedondirectobservationandeffectivefeedback”.
www.maastrichtuniversity.nl/sheBased in Europe, focused on the world. Maastricht University isa stimulating environment. Where research and teaching arecomplementary. Where innovation is our focus. Where talentcan flourish. A truly student oriented research university.
Contact informationMaastricht UniversitySchool of Health Professions EducationFacultyofHealth,MedicineandLifeSciencesP.O.Box616,6200MDMaastricht,TheNetherlandsEmail:[email protected]