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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

[email protected]

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


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.


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.


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


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


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


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.


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.


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


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

http://www.maastrichtuniversity.nl/she

International Activities and Collaboration


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


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


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]

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