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School of Health Professions Education

Faculty of Health, Medicine and Life SciencesAnnual Report 2013

Contents

Introduction 02

MissionandManagementofSHE 03

SHEProgrammesandCourses 06ShortandAdvancedCourses MasterofHealthProfessionsEducation ResearchinEducationProgramme 08 PhDProgramme

InternationalActivitiesandCollaboration 14

Appointments 15

DistinctiveAcademicItems 15

SHEILA:SHEInternationalLeagueofAlumni 16

IntroductionInfrontofyouistheAnnualReport2013oftheSHEGraduateSchool(SchoolofHealthProfessionsEducation)oftheFacultyofHealth,MedicineandLifeSciences.ThepursuitofexcellenceintraininghealthprofessionalsineducationandineducationalresearchcapturesthemissionofSHEinanutshell.Wehaveastronginter-nationalorientationinrealisingourmission.ThisreportprovidesashortoverviewofthemainactivitiesofSHEandisdeliberatelykeptbrief.SHE’smainactivitieswerethetrainingprogrammes,thespecialprojectsandcontractsthatSHEengagedinandthescientificinandoutputfromtheresearchthatisbeingdone.

Asyouwillnote,2013hasbeenanactiveandproductiveyear.Wearerapidlygrowingandprofessionalising.Wethankallouraffiliateswhocontributedtothesuccessfulactivitiesin2013.Weareopentoreaders’suggestionsandtoanyotherqueriesthatyoumighthaveabouttheactivitiesofSHE.Pleasesendyourresponsetoshe@maastrichtuniversity.nl

Verybestwishes,

Cees P.M. van der VleutenScientificDirectorGraduateSchoolofHealthProfessionsEducation

02Annual Report 2013 | School of Health Professions Education | Faculty of Health, Medicine and Life Sciences

[email protected]

ThemissionoftheSHEGraduateSchoolistoprovideopportu-nitiesforprofessionaldevelopmenttohealthcareworkersinvolvedinhealthprofessionaleducationallaroundtheworldandtogeneratenewknowledgeabouteducation.Throughintegratedprogrammesofexcellenceineducationandresearchweaimtocontributetoinnovationinhealthprofessionseducationandultimatelytoimprovehealthforall.ThevisionofSHEistoprofessionalisehealthprofessionseducationthroughevidence-basedknowledgeofhowlearningenvironmentscanbemadeeffectivetoproducecompetenthealthcareworkerswhoareabletoprovidethebestofhealthcare.Aseducationspecialistswevaluetheinterplaybetweenprofessionalsinthehealthcaredomainresponsibleforteachingandlearningandspecialistsintheparentaldisciplines(education,psychology,sociology,etc.),whoprovidetheknowledgetoimprovelearningenviron-ments.Weplacehighvalueonprovidingscientificeducationtotheseprofessionalstoenablethemtoimprovetheireducationpracticesbasedonevidenceandtailoredtotheneedsofthehealthcaredomain.Weaimtoeducateleadersofeducationalinnovationaroundtheglobeandregardlessofthewealthoftheirhomecountries.Weaspiretoeducatenewresearcherswhoareabletocontributetomoreevidenceineducation.Wearededicatedtoexcellenceinourownteachingandlearningprogrammesaswellasinourresearch.Weaimtopracticewhatwepreach.Wevaluepersonalrelationshipsandasupportivelearningandworkingclimateinourschoolandwithallthepeoplethatareaffiliatedwithit.

Mission and Management of SHE


Societal Impact of SHEUniversitiesintheNetherlandsattachincreasinglymorevaluetothesocietalimpactandvalorizationoftheirwork.Startingin2016,allDutchuniversitiesneedtohaveasetofindicatorsforthesocietalimpactandvalorizationoftheirwork.Inthiscontext,SHEalsostartedtodevelopitsownsetofindicators.ManyoftheseindicatorsarealreadyavailableforthedifferentprogramsofSHE.Forourresearchprogram,professionalpublications,textbooksandpolicydocumentsarealreadyincludedintheoutputreports,showingthatmanypublica-tionsfromSHEaretargetinganon-scientificaudience.

Publications for Practitioners

Inadditiontoscientificarticles,SHEregularlypublisheshow-toarticlesaimedatpractitionersinmedicaleducation.GoodexamplesaretheTwelveTipsarticlesinthejournalMedicalTeacher.In2013,threeTwelveTipsarticleswerepublished:Twelvetipsonhowtosetuppostgraduatetrainingviaremoteclinicalsupervision(bySusanWearne,TimDornan,PimTeunissenandTimothySkinner);Twelvetipsforimplementingwhole-taskcurricula:Howtomakeitwork(byDianaDolmans,InekeWolfhagenandJeroenvanMerrienboer),andTwelvetipsformakingthebestuseoffeedback(byReneevanderLeeuwandIreneSlootweg).

Newindicatorsmayrelatetointerviewsandothermediapresentationsforabroadpublicaswellasthepracticaluseofresearch-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.Theirprojectsmakedirectlyvisiblehowresearchandeducationaleffortsaretransformedintoinnovationandimplementationprojects.Newindicatorsmay,forexample,listSHEinvolvementinnationalandinternationalpolicyandadvisorycommittees.WearefullyconfidentthatthesocietalimpactofSHEishigh,andindicatorsforimpactandvalorizationarediscussedinthisreport.

Management Team SHECees van der Vleuten, PhDRole:ScientificDirectorSHEGraduateSchoolDepartment:DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,MedicineandLifeSciences,MaastrichtUniversity

CeesvanderVleutenwastrainedasapsychologistandearnedhisPhDineducation.In1982hecametoMaastrichtUniversitytobecomeinvolvedinmedicaleducation.In1996hewasappointedProfessorofEducationattheFacultyofHealth,MedicineandLifeSciencesandChairoftheDepartmentofEducationalDevelopmentandResearch.In2005hewasappointedastheScientificDirectoroftheSHEGraduateSchool.Hisareaofexpertiseisevaluationandassessment.Hisparticularexpertiseconcernsassessmentofprofessionalcompetence,includingmodernmethodsofassessmentandstrategiesfordesigningassessmentprogrammes.Hehaspublishedwidelyonthesetopics,holdsseveralacademicawardsforthiswork,andhasmentoredmorethan60PhDstudents.Hehasfrequentlyservedasaconsultantinterna-tionally.Hehasheldhonoraryappointmentstoanumberofuniversitiesthroughouttheworld.

Geraldine van Kasteren, MD, MHPERole:ProjectManagerSHECollaboratesDepartment:DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,MedicineandLifeSciences,MaastrichtUniversity

GeraldinevanKasterenstudiedMedicineattheMedicalFacultyofMaastrichtUniversityandthustrainedasamedicalprofessionalinaninnovativeeducationalmanner(e.g.byProblemBasedLearningandEarlyClinicalExposure).Aftergraduationsheworkedafewyearsinregionalhealthcentresandhospitals,gettingexperienceinmedicalpractice.Subsequently,sheturnedtomedicaleducationinthecontextofdevelopingcountries.Sheassistsuniversitiesasaconsult-antforlongerandshorterdurationstochangeintoinnovativewaysofhealthprofessionaleducation.InhercapacityasprojectmanagershecoordinatesprojectsresultingfromthematchbetweenthedemandofauniversitytogetherwiththeexpertiseavailablewithinSHEandMaastrichtUniversityandifrequiredthe(financial)supportofother(inter)nationalorganisationsandconsultants.Attheskillslabshetaughtmedicalstudentsappliedprofessionalskillsthatarenecessaryinencounterswithpatients:physicalexaminationskills,proceduralskillsandcommunicationskills.Sheismentor,tutor,lecturerandcoordinatorinseveralinternationalcoursesattheFHML.


Renée Stalmeijer, PhDRole:ProgrammeDirectorMasterofHealthProfessionsEducationDepartment:DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,MedicineandLifeSciences,MaastrichtUniversity

RenéeStalmeijeristrainedasaneducationalscientistandholdsaPhDinmedicaleducationobtainedfromMaastrichtUniversity.Since2013sheisthedirectoroftheMasterofHealthProfessionsEducationoftheSHEGraduateSchool.Besidesthatsheisresponsiblefortheprogramme-evaluationoftheMasterphaseofthemedicalcurriculumattheFacultyofHealth,MedicineandLifeSciences.Herresearchfocusesonsupervision,learningandcollaborationintheworkplace,andqualityassuranceofcurricula.Sheco-supervisesseveralPhDprojectsbothnationallyandinternationally.SheisAssociateEditorofPerspectivesonMedicalEducation.Furthermoresheprovidestraininginqualitativeresearchmethodologyandqualityassuranceandhasgivenseveralinternationalconsultationsonthosetopics.

Jeroen J. G. van Merriënboer, PhDRole:ProgrammeDirectorResearchinEducation,SchoolofHealthProfessionsEducation.Department:DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,MedicineandLifeSciences,MaastrichtUniversity.

JeroenvanMerriënboerwastrainedasanexperimentalpsychologistattheVUUniversityAmsterdamandearnedhisPhDinEducationalSciencesattheUniversityofTwente(1990).HewasanassistantandassociateprofessorattheUniversityof

TwenteandatMaastrichtUniversitybeforemovingtotheOpenUniversityoftheNetherlandsasafullresearchprofessor.In2009hejoinedtheFacultyofHealth,MedicineandLifeSciencesofMaastrichtUniversity.HeiscurrentlyprogrammedirectorofResearchinEducation(RiE),theresearchandPhDprogrammeoftheSHEGraduateSchoolofHealthProfessionsEducation.Heisalsovice-chairoftheNetherlandsInitiativeforEducationResearch,whichisthefundingorganisationforeducationalresearchwithintheNetherlandsOrganisationforScientificResearchNWO.Hismainareaofexpertiseislearningandinstruction,inparticularinstructionaldesignandtheuseofnewmediaininnovativelearningenvironments.Hehaspublishedwidelyonfourcomponentinstructionaldesign,cognitiveloadtheory,andlifelonglearning.Heholdsseveralacademicawardsforhisresearchandhasbeenasupervisorofover35PhDstudents.

Mascha Verheggen, PhDRole:ProgrammeDirectorCompetenceDevelopmentProgrammeDepartment:DepartmentofEducationalDevelopmentandResearch,FacultyofHealth,MedicineandLifeSciences,MaastrichtUniversity

MaschaVerheggenwastrainedasamedicalbiologistandearnedaPhDinimmunology.In1997shecametoMaastrichtUniversitytobecomeinvolvedinmedicaleducationattheFacultyofHealth,MedicineandLifeSciences.In2006shewasappointedprogrammedirectoroftheCompetenceDevelopmentProgrammeoftheSHEGraduateSchoolofHealthProfessionsEducation.In2009shewasappointedprogrammedirectorofthefirstandsecondyearoftheinternationaltrackinmedicineattheFacultyofHealth,MedicineandLifeSciences.Herareasofexpertiseareassessmentandcurriculumdevelopment.Sheisinternationallyinvolvedasaconsultantinseveralprojects.


TheSHEGraduateSchooloffersavarietyofcourses:•AdvancedCourses(oneweekcourseinApril)

-CurriculumandCourseDesign-MasterClassinQualitativeResearchAnalysis-SimulatedandStandardizedPatient-WritingaPhDResearchProposal(inOctober)

•AdvancedCoursestaughtinDutch -AssessmentinMedicalEducation -ResearchinMedicalEducation•SummerCourse(twoweekcourseinJune)•VisitorsWorkshop(two-dayprogrammeinSeptember)

Short and Advanced Courses

SHE Programmes and Courses

Summer Course 2013 week 2

Visitors Course

Summer Course

Advanced Course ‘Curriculum and Course Design in Medical Education’

Advanced CourseMasterclass in Qualitative Research Analysis

Advanced CourseSimulated and Standardized Patients

Advanced Course ‘Writing a PhD Research Proposal’

Tailor-Made programmeOffered in Maastricht

Onderzoek van Medisch Onderwijs

Toetsing van Medische Competentie

Poland,Brazil,Scotland

Brazil,Estonia,Ethiopia,Ghana,Indonesia,Oman,Poland,RepublicofGeorgia,andSaudiArabia

Indonesia,Kenya,Malaysia,theNetherlands,Rwanda,SaudiArabia,Zambia

UK,USA,Belgium,Canada,Denmark,Ireland,Italy,theNetherlands

Belgium,Germany,Indonesia,Italy,RepublicofKazakhstan,SaudiArabia,Sweden,Switzerland,Turkey,UK

Philippines,Ireland,USA,Ghana,Thailand,Switzerland,Indonesia,Saudi-Arabia,Australia,Mexico,theNetherlands

Ethiopia,Germany,Indonesia

Belgium,theNetherlands

theNetherlands

Total number of participants5 82 15 18 19 18 24 11 8


ThetablesummarisesthenumberofparticipantsintheShortandAdvancedCoursesofferedin2013andliststheircountriesoforigin.

In2013atotalof54studentswereattendingtheMaster of Health Pro-fessions Education programmeoftheSHEGraduateSchoolinMaastricht•MHPECohort2012:2ndyearstudentsoftheMHPEprogramme•MHPECohort2013:1styearstudentsoftheMHPEprogrammeIn2013atotalof63studentswereattendingthecollaboratingMaster of Health Professions Education programmes in Egypt, Brazil and Canada

TheMHPEoftheSHEGraduateSchoolinMaastrichtiscollaboratingwithvariouscountriesintheworldinofferingtheMHPEprogrammeindiversecollaborationmodels.•InEgypt:the(JMHPE)programmeisadistancelearningprogrammeof

MaastrichtUniversity(UM)jointlywithSuezCanalUniversity(SCU),Egypt.•InBrazil:the(BMPHE)InternationalMasterinHealthProfessions

EducationProgramme(MHPE)inBrasilia,Brazil.•InCanada:the(CMHPE)MasterofHealthProfessionsEducation

programinCanadadeliveredfromVancouver,BritishColumbiaandLondon,Ontario.

MHPE Cohort 2013 MHPE Cohort 2012In Maastricht 27:Australia,Brazil,Canada,Ghana,Indonesia,Japan,Kenya,TheNetherlands,Oman,Pakistan,Peru,SaudiArabia,Singapore,SouthAfrica,Thailand,UnitedStates,Vietnam,ZambiaIn Egypt46participantsIn Brazil10participantsIn Canada MHPE7participants

In Maastricht 27:Brazil,Canada,Colombia,Kuwait,TheNetherlands,Pakistan,SaudiArabia,Tanzania,USA

In Egypt49participantsIn Brazil19participantsIn Canada MHPE started 201212participants

Total number of participants90 107

Master of Health Professions Education Collaborating International Master of Health Professions Education


Presenters and Graduates topics of the Master’s Theses 2013

Student Title Master Thesis

Andreas Herrler Perceptionsonanatomicalknowledgeandtransfer

Beatriz Manuel TrainingHealthProfessionalsonHIV/AIDSinMediumandHigherEducationInstitutionsinMozambique: NationalPoliciesrelatedtoHIV/AIDSCurriculum

Emanuelle Pessa Valente Howdoobstetricsandgynaecologyresidentsperceiveassessmentpracticesduringtheirspecialtytraining

Ivan Solarte Perceivededucationalconsequencesoftheuseofelectronicmedicalrecordsformedicalstudents

Jascha de Nooijer Thesystematicdesignandevaluationofatrainingina3D-virtuallearningenvironmentforhealthsciences students

Luke Devine EffectivenessofDirectedSelf-RegulatedMasteryLearningofAdvancedCardiacLifeSupportSkills -ARandomizedTrial

Marleen Schultz-Vugs Doesaninternationalizationprogramwithinternshipcontributestointerculturalcompetencedevelopment?

Marlies Schillings Scientificwriting:Dostudentsunderstandwrittenfeedback?

Melike Sahiner EvaluationofthemedicalprofessionaloutcomesofClinicalmedicineandprofessionalskills’program; Fromtheviewofstudentsandclinicalteachers

Mirjam oude Egbrink StudentselectionasafirststepinassessmentforLearning

Thálita Menezes Howtoimprovetheperformanceoftutorsbyunderstandingtheirperspectivesabouttutorsevaluation

Verena Wessel Themultiplemini-interviewsintheselectionprocessformedicalschooladmission:Anempiricalanalysisofitsacceptability

Viktor Riklefs Progresstestandlearningstylesinventoryasindicatorsofcurriculumefficiency

MHPE Graduates


Master Thesis topics of the MHPE students who were presenting their thesis in their home country in 2013

Student Title Master Thesis

Curt Bodkyun Self-directedlearning,intrinsicmotivationandstudentperformance

Henal Shah Empathyandpatientcenterednessinmedical&dentalpostgraduatestudents

Telma Kremer Negativeemotionstriggeredinstudentsbymedicalschoolroutinesituations

Fathiku Asmara Unie TheImplementationofMulti-SourceFeedback(MSF)AssessmenttoAssessProfessionalBehaviourofNursingStudents:AnEvaluationStudy

Robert Opika Opoka PerceptionsofpostgraduatetraineesatMakerereUniversityontheimpactofobjectivestructuredclinical examinationontheirstudybehaviourandclinicalpractice

Xandra Janssen-Brandt Itemrelevancecanmakeitdifficult;theuseofatemplateforprogressteststorateitemrelevanceand therelationofthisrelevancetoitemdifficulty

Keiko Hasegawa Theimpactoftheintroductionofmulti-layered,competence-basedstafftrainingonrespiratorymanagementworkshopforphysiciansinJapan

Rafael Batista Tutors’andstudents’perceptionsregardingtutors’deOliveiraperformanceandbehaviourinPBLtutorialgroupsofaBrazilianmedicalschool:AMixed-MethodStudy

Tereza R. de Melo Casta Theundergraduatemedicalstudents’perceptionsontheimplementationofpost-wardroundsessions intheroutineofapediatricward:afocusgroupstudy

Research in Education ProgrammeResearchers within the Research in Education Programme

Reseachers NickBroers AssistantProfessorAniquedeBruin AssistantProfessorJamiuBusari AssociateProfessorJanvanDalen AssistantProfessorJoostDijkstra ResearcherDianaDolmans ProfessorJeroenDonkers AssistantProfessorTimDornan ProfessorErikDriessen AssociateProfessorKevinEva AssociateProfessorJannekeFrambach AssistantProfessorAntondeGoeij ProfessorMarjanGovaerts AssistantProfessorWillemdeGrave SeniorLecturerIdeHeyligers AffiliatedProfessorKarenKonings ResearcherRichardKoopmans ProfessorBasdeLeng AssistantProfessorJimmieLeppink PostdocResearcherJeroenvanMerrienboer ProfessorJobMetsemakers ProfessorArnoMuijtjens AssociateProfessorMiriamOudeEgbrink ProfessorJanJoostRethans AssociateProfessorCharlotteRingsted HonoraryProfessorAlbertScherpbier ProfessorHenkSchmidt HonoraryProfessorLambertSchuwirth HonoraryProfessorDominiqueSluijsmans AssociateprofessorLucSnoeckx AssociateProfessorIngridSpanjers AssistantProfessorReneeStalmeijer AssistantProfessorFredStevens AssociateProfessorFransTan AssistantProfessorPimTeunissen AssistantProfessorMaschaVerheggen AssistantProfessorDanielleVerstegen AssistantProfessorCeesvanderVleuten ProfessorJillWittingham AssistantProfessorInekeWolfhagen AssociateProfessor

Support staffRonHoogenboom ResearchassistantRafaelLosada AdministratorLilianSwaen SecretaryNickyVerleng SecretaryDanielleVogt Communications&PR

Full time equivalents of Scientific Staff and PhD candidates

In201399staffmembersandPhDcandidateswereactiveintheResearchinEducationProgramme;threeemployeeswereactiveinadetachmentposition.OverviewofthestaffoftheResearchinEducationProgrammein2013:Scientific staff: 7.95 fte (2.33 fte externally funded)Support staff: 3.87 fte (1.87 fte externally funded)PhD candidates: 7.27 fte (3.00 fte externally funded) Total: 19.10 fte

External Funding

OverviewofexternalfundingfortheResearchinEducationProgrammein2013:2nd € 88.758,-3rd € 356.058,-Other € 218.743,-Total € 663.559,-

SHE AcademyInMarch2013,thefirstSHEAcademywasorganizedforallSHEPhDstudentsandstaff,byDr.AniquedeBruin,Dr.KarenKönings,EllenKokenNickyVerleng.ThegoaloftheSHEAcademywastwofold.ItcontributedtobuildingacommunityofSHEresearchers,andalsogaveexternalandinternalPhDstudentspossibilitiestofurtherdeveloptheirresearchskills.46PhDstudentsandstaffattendedtheconference.Mostofthempresentedtheirresearchduringthepostersession.Furthermore,participantscouldattendtwoworkshopsfromatotalofsixdifferentworkshops.Otheractivitieswereajournalclub,akeynotelecturebyKevinEva,aspeeddatesessionduringwhichparticipantscreatedresearchideastogether,andareflection-session.Duringthereflectionsession,PhDstudentswroteapersonalactionplanfortheupcomingmonths.Theseactionplansweree-mailedtothemseveralmonthsaftertheSHEAcademyasareminder,whichwasmuchappreciatedbythePhDstudents.

Ingeneral,theSHEAcademywaspositivelyevaluated.ParticipantparticularlylikedtheworkingatmosphereduringtheSHEAcademy,andtheyfeltthattheyhadampleopportu-nitytogettoknowthefellowSHEPhDstudentsaswellasthestaffmembers,whichwasoneofthemaingoalsoftheconference.ThereforethenextSHEAcademy,tobeheldinMarch2015,willbe4days,withmoreslotsforintervisionandpresentationofownresearch.


PhD ProgrammePhD dissertations completed in 2013 at Maastricht University8

M. JippesCulturemattersinmedicalschools:HowvaluesshapeasuccessfulcurriculumchangeDateofdefence:01-02-2013Supervisors:C.P.M.vanderVleuten,E.W.DriessenenG.D.Majoor

Z. LadhaniCompetencybasededucationandprofessionalcompetencies:Astudyofinstitutionalstructures,perspectivesandpracticesinPakistan.Dateofdefence:05-07-2013Supervisors:A.J.J.A.ScherpbierenF.C.J.Stevens

M. Sibbald Isthatyourfinalanswer?HowdoctorsshouldcheckdecisionsDateofdefence:09-10-2013Supervisors:J.J.G.vanMerriënboerenA.B.H.deBruin

A. Alves de Lima Assessmentofclinicalcompetence:Reliability,Validity,FeasibilityandEducationalImpactofthemini-CEXDateofdefence:23-10-2013Supervisor:C.P.M.vanderVleuten

N. Junod Perron Towardsalearner-centeredapproachtopostgraduatecommunicationsskillsteachingDateofdefence:24-10-2013Supervisors:D.H.J.M.Dolmans,C.P.M.vanderVleutenenM.R.Nendaz,Geneva,Switzerland

A. Pratidina SusiloLearningtobethePatientAdvocateTheDevelopmentofaCommunicationSkillsCoursetoEnhanceNurses,ContributiontotheInformedConsentProcessDateofdefence:24-10-2013Supervisors:A.J.J.A.ScherpbierenJ.vanDalen

R.J.A. KampPeerFeedbacktoEnhanceLearninginProblem-BasedTutorialGroupsDateofdefence:28-11-2013Supervisors:D.H.J.M.Dolmans,H.G.SchmidtenH.J.M.vanBerkel

K. Winston RemediationTheoryandPractice:TransformingAt-RiskMedicalStudentsDateofdefence:12-12-2013Supervisors:A.J.J.A.ScherpbierenC.P.M.vanderVleuten

PhD dissertations defended in 2013 at other university than Maastricht University 5

E. Taminiau, Open University, HeerlenAdvisorymodelsforon-demandlearningDateofdefence:May24, 2013Maastrichtsupervisor:JeroenvanMerriënboer

L. W. van Meeuwen, Open University, HeerlenVisualproblemsolvingandself-regulationintrainingairtrafficcontrolDateofdefence:September6, 2013Maastrichtsupervisor:JeroenvanMerriënboer

E. Pelgrim, Radboud University, NijmegenClarifyingobservationandassessmentfeedbackinworkplace-basedlearning.Dateofdefence:September2013.Maastrichtsupervisor:CeesvanderVleuten

I. Houwink, Free University of AmsterdamTrainingingeneticsandgenomicsforprimaryhealthcareworkers.Dateofdefence:December2013.Maastrichtsupervisor:CeesvanderVleuten

T. van Roermund, Radboud University NijmegenHowdopostgraduatemedicalteachersdeveloptheirteachingskills?Dateofdefence:8January2013Maastrichtsupervisor:AlbertScherpbier

PhD projects started in 2013

Abdul Sattarkhan,Saudi ArabiaHowtofostertheeffectivenessofreceivingpeerfeedbackinsmallgroups

Rahila Yasmeen, Pakistan WorkplaceBasedLearningaLegitimateForumforFacultyDevelopment

Marjolein Oerlemans, the NetherlandProfilesinDailyPerformanceinTraineesDuringPatientEncounters

Shiphra Ginsburg, CanadaTowardsaDeeperUnderstandingofEvaluatorSubjectivity:AnIn-DepthExplorationoftheLanguageUsedinAssessments

Lucy Mc Lellan, United KingdomAstudyofExpertiseDevelopmentinPrescribing

Anthony Amalba, GhanaInfluenceofPBLwithCOBESasanIntegralPartoftheUndergraduateCurriculumonSpecialtyandRuralWorkplaceChoices


Ahmed Al Rumayyan, Saudi ArabiaProfessionalisminMedicalCurricula:FromACrossCulturalPerspective

Hiroshi Nishigori, JapanWhyDoDoctorsWorkforPatients?FromAltruismtoProsociality,withthePerspectiveofBushido

Rahila Yasmeen, Pakistan‘WorkplaceBasedLearning’;aLegitimateForumforFacultyDevelopment

Hisham Mirghani, SudanTrainingandSkillAcquisitionforBasicObstetricalUltrasoundSkills

Heba Mohtady, EgyptInformalMentorshipandhowitisPerceivedandDevelopedinPostgraduateMedicalEducation

Claudia Behrens, ChiliAnInnovateSimulatedSettingtoImproveDecisionMakingSkillsinanEmergencyDepartmentinUndergraduateMedicalStudents

Abdul Sattar Khan, Saudi ArabiaHowtoFostertheEffectivenessofReceivingPeerFeedbackinSmallGroups

Harumi Gomi, JapanArtofAdaptiveQuestioning:Quality,Factorsforimprovement,andOutcomesinLearning.

Chew Keng Shenk, MalaysiaExploringEducationalStrategiesonDebiasingSearchSatisficinginClinicalDecisionMakinginUndergraduateMedicalCurriculum.

Publication OutputTop 5 SHE Publications

Durning, S. J., Artino, A. R., Schuwirth, L., & van der Vleuten, C. (2013). Clarifying assumptions to enhance our understanding and assessment of clinical reasoning. Academic Medicine, 88, 442-448.Decidingonadiagnosisandtreatmentisessentialtothepracticeofmedicine.Developingcompetenceintheseclinicalreasoningprocesses,commonlyreferredtoasdiagnosticandtherapeuticreasoning,respectively,isrequiredforphysiciansuccess.Clinicalreasoninghasbeenatopicofresearchforseveraldecades,andmuchhasbeenlearned.However,therestillexistsnoclearconsensusregardingwhatclinicalreasoningentails,letalonehowitmightbestbetaught,howitshouldbeassessed,andtheresearchandpracticeimplicationstherein.Inthisarticle,theauthorsfirstdiscusstwocontrastingepistemologicalviewsofclinicalreasoningandrelatedconceptualframeworks.Theythenoutlinefourdifferenttheoreticalframeworksheldbymedicaleducatorsthattheauthorsbelieveguideeducators’viewsonthetopic,knowinglyornot.Withineachtheoreticalframework,theauthorsbeginwithadefinitionofclinicalreasoning(from

thatviewpoint)andthendiscusslearning,assessment,andresearchimplications.Theauthorsbelievetheseepistemologiesandfourtheoreticalframeworksalsoapplytootherconcepts(or“competencies”)inmedicaleducation.Theauthorsconcludebyoutliningpracticalimplicationsandpotentialfutureareasforresearch.

Sibbald, M., de Bruin, A. B. H., & van Merrienboer, J. J. G. (2013). Checklists improve experts’ diagnostic decisions. Medical Education, 47, 301-308.Fifteenexpertsinterpreted18electrocardiograms(ECGs)infourdifferentconditions:undirectedinterpretation;verificationwithoutachecklist;verificationwithachecklist,andinterpretationcombinedwithverificationwithachecklist.Outcomesincludedthenumberoferrors,cognitiveload,interpretationtimeandinterpretationlength.Standardisedscoresforeachoutcomewereusedtocalculatetheefficiencyofachecklistandtoweighitsrelativebenefitagainstitsrelativecostintermsofcognitiveloadimposed,interpretationtimeandinterpretationlength.Checklistusewasfoundtoreduceerror(moreerrorswerecorrectedinverificationconditionswithchecklistsandfewerneterrorsoccurredinallconditionswithchecklists.Checklistswerenotassociatedwithincreasedcognitiveload.Checklistsresultedingreaterinterpretationtimesandlengths.However,checklistswereefficientintermsofthecognitiveloadinvested,interpretationtimeandinterpretationlength.AmongECGinterpretationexperts,checklistuseduringtheverificationstageofdiagnosticdecisionsdidnotincreasecognitiveloadorcauseexpertisereversal,butdidreducediagnosticerror.

Stalmeijer, R. E., Dolmans, D., Snellen-Balendong, H. A. M., van Santen-Hoefufft, M., Wolfhagen, I., & Scherpbier, A. (2013). Clinical teaching based on principles of cognitive apprenticeship: Views of experienced clinical teachers. Academic Medicine, 88, 861-865. Toexplore(1)whetheraninstructionalmodelbasedonprinciplesofcognitiveapprenticeshipfitswiththepracticeofexperiencedclinicalteachersand(2)whichfactorsinfluenceclinicalteachingduringclerkshipsfromanenvironmental,teacher,andstudentlevelasperceivedbytheclinicalteachersthemselves.Themodelwasdesignedtoapplydirectlytoteachingbehaviorsofclinicalteachersandconsistsofthreephases,advocatingteachingbehaviorssuchasmodeling,creatingasafelearningenvironment,coaching,knowledgearticulation,andexploration.Apurposivesampleof17experiencedclinicalteachersfromfivedifferentdisciplinesandfourdifferentteachinghospitalstookpartinsemistructuredindividualinterviews.Allparticipantsrecognizedthetheoreticalmodelasastructuredpictureofthepracticeofteachingactivitiesduringbothregularandseniorclerkships.Accordingtoparticipants,modelingandcreatingasafelearningenvironmentwerefundamentaltothelearningprocessofbothregularandseniorclerkshipstudents.Divisionofteachingresponsibilities,longerrotations,andpro-activebehaviorofteachersandstudentsensuredthatteacherswereabletoapplyallstepsinthemodel.Thetheoreticalmodelcanoffervaluableguidanceinstructuringclinicalteachingactivi-tiesandofferssuggestionsforthedesignofeffectiveclerkships.


Van Loon, M. H., Kok, E. M., Kamp, R. J. A., Carbonell, K. B., Beckers, J., Frambach, J. M., & de Bruin, A. B. H. (2013). AM last page: Avoiding five common pitfalls of experimental research in medical education. Academic Medicine, 88, 1588.Experimentalresearchisascientificmethodthataimstoprovideevidenceforcause-and-effectrelations.Oneormoreindependentvariablesaresystematicallymanipulatedtodeterminetheeffect(s)onadependentvariablewhilecontrollingotherrelevantfactors.Often,thegoalistogaininsightintounderlyingfactorsofaneducationalintervention.However,pitfallsarenumerousinmedicaleducationexperiments.Fivecommonpitfallsarepresented:(1)usinganinappropriatecontrolcondition,(2)failingtoalignyouroutcomemeasurestoyourresearchquestions,(3)ignoringpossiblereactiveeffectsofapretest,(4)nottakingtime-on-taskintoaccount,and(5)confusingecologicalandexternalvalidity.Foreachpitfall,examplesofthepitfallsandwaystoavoidthemarediscussed.

Watling, C., Driessen, E., van der Vleuten, C. P. M., Vanstone, M., & Lingard, L. (2013). Music lessons: Revealing medicine’s learning culture through a comparison with that of music. Medical Education, 47, 842-850.Inthisstudy,weundertookacomparativeexaminationoftwolearningcultures-thoseofmusicandmedicine-inordertounearthassumptionsaboutlearningthataretakenforgrantedwithinthemedicalculture.Weusedaconstructivistgroundedtheoryapproachtoexploreexperiencesoflearningwithinthetwocultures.Weconductedninefocusgroups(twowithmedicalstudents,threewithresidents,fourwithmusicstudents)andfourindividualinterviews(withoneclinician-educator,onemusiceducatorandtwodoctor-musicians),foratotalof37participants.Culturalperspectivesdivergedintermsofwherelearningshouldoccur,whatlearningoutcomesaredesired,andhowlearningisbestfacilitated.Whereasmedicinevaluedlearningbydoing,musicvaluedlearningbylesson.Whereasmedicallearnersaimedforcompetence,musicstudentsaimedinsteadforever-betterperformance.Whereasmedicallearnersvaluedtheirteachersfortheirclinicalskillsmorethanfortheirteachingabilities,theoppositewastrueinmusic,inwhichteachers’instructionalskillswereparamount.Self-assessmentchallengedlearnersinbothcultures,butmedicallearnersviewedself-assessmentasaskilltheycoulddevelop,whereasmusicstudentsrecognisedthatexternalfeedbackwouldalwaysberequired.


Overview Publications

Foranoverviewofallthepublicationsin2013,visitourwebsite:www.maastrichtuniversity.nl/she

Publication Output 2013

TheThomsonReuterslistof2009isusedtodeterminethecategoryofthearticles.


Publication category 2005 2006 2007 2008 2009 2010 2011 2012 2013Dissertations 5 4 5 2 3 0 13 11 8

InternationalS(S)CIjournalarticles 50 55 63 79 90 90 88 125 114Internationaljournalarticles 9 15 15 9 18 23 13 35 12

Nationaljournalarticles 12 10 6 5 14 11 5 8 1Bookpublications 6 9 16 12 23 45 8 10 10

Total 82 93 105 107 148 169 127 189 145

Direct funding staff: 5.62 FTE (mean 2013)Wi-1 output per FTE: 20.28

Publication Output Research of Education (Number of publications)

2009 2010 2011 2012 2013

120

110

100

90

80

70

60

50

40

30

20

10

0Di

DissertationsWi-1

InternationalS(S)CIjournalarticles

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 SHE

SHEstartedin2012withanewbranchofinternationalactivitiesandcollaborations.AconstantstrengthoftheSHEapproachbecame“SHECollaborates”includingthetasksandmissionsassociated.SHECollaboratesaimstoimprovehealthcareglobally,byfacilitatinghighereducationalinstitutesinrealizingeducationalinnovation.Theaimistomaintainlong-termcollaborationswithinstitutesforHigherEducationincountriesallovertheworldbywayofaDemandandDialogueapproach.

Examples of current SHE Collaborates projects

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:CarlosCollares,supportedbyDominiqueWatervalAnotherprojectwiththeUniversityofQassimwasstartedintheQassimregionofSaudiArabiaandcontinuedin2012forthedevelopmentofprogresstestsinSaudiArabia,togetherwithafewothermedicalschoolsinthekingdomaspartners.ThisinitiativewillprovideanopportunitytofurtherdevelopFHML’sambitiontointernationalprogresstestingandbenchmarking

University for Development Studies, Tamale, Ghana‘StrengtheningthecapacityofmidwifesandnursesatuniversityleveltoimprovethequalityofhealthcareinNorthernGhana’AlsoincooperationwiththeHogeschoolZuyd(FacultyofMidwiferyEducationandStudiesandFacultyofNursing)andwithManagementforDevelopmentFoundation(MDF)Projectperiod:September2012-September2015Projectmanager:MikeRobertsonUniversity for Development Studies, Tamale, Ghana‘StrengtheningQualityPerformancestandardsofparamedicshealthprofessions.Supportforthefurtherdevelopmentoftheproblem-basedlearningmedicalcurriculumatthemedicalschooloftheUniversityforDevelopmentStudies,Tamale,Ghana.Alsoincoope-rationwiththeManagementforDevelopmentFoundation(MDF)’Projectperiod:2012-2015.Projectmanager:GeraldinevanKasteren

Sana’a High Institute of Health Sciences, Sana’a, Yemen‘StrengtheningqualityperformancestandardsforparamedicshealthprofessionalsatSana’aHighInstituteofHealthSciences’AlsoincooperationwithHogeschoolZuydProjectperiod:2012-2014.Projectmanager:GeraldinevanKasteren

New projects in 2013

InEthiopiaweconducted4TailorMadeTrainingprojectsgrantedbyNufficindifferentareas:InterventionMapping(SamaraUniversity),EffectiveTeachingmethods(SamaraHealthCollege)RegionalHealthManagement(AfarRegionalStateBureauofHealth)andInnovativeMedicalEducation(AksumUniversity,HealthScienceCollege).ThefirstthreeprojectsweimplementedwithstafffromSHEandHealthPromotion,inamixoftailor-madecoursesinEthiopiaandcoursesinMaastricht,thelatterweexecutedincollaborationwithErasmusUniversity,Rotterdam.

WeareinthefinalizationofthecollaborationwithOmanMedicalSpecialtyBoardtostartearly2014CertificateCoursesLeadingtoMHPEandFacultyDevelopmentWorkshopsinMuscat.

WeareequallyproudofourcollaborationwithJazanUniversityinthemostSouthernpartofTheKingdomofSaudiArabia.Thisstartedasastudentexchangeinthefieldofclinicalnutrition,buthasextendedtotheareasofcapacitybuildingofstaffinJazaninphysicaltherapy,medicineandhealthpromotion.

InMozambiqueweweresupportingtheTrainingoftrainersinFamilyandCommunityTherapyalsoinaNufficTMTproject,withinputfromconsultantsinPortugalandGermany.

CourseParticipantsinEduardoMondlaneUniversityinMaputo,Mozambique

NewbuildingJazanUniversity,Jazan,KSA

Appointments

Distinctive Academic Items


In2013thefollowingstaffmemberswereappointed:Carlos Collares, SHE CollaboratesJanneke Frambach, SHE Staff Jimmie Leppink, SHE Staff Ingrid Spanjers, SHE Staff

Jan-Joost Rethans ReceivedthefirstHowardS.BarrowsInvitedPresenteraward;installedin2013bytheAssociationofSimulatedPatientsinEducation(ASPE)inmemoryofthelateProfessorHowardBarrows.

Kitty Cleutjens, Hetty Snellen and Mirjam Oude EgbrinkReceivedthebestpaperawardduringtheNVMOconference2013fortheircontribution:DecentralizedSelectionBachelorMedicineMaastrichtUniversity:FirstExperiencesandEffects.

Pim TeunissenWontheMedicalEducation’sCriticsChoiceAward2013oftheJournalofMedicalEducation,honoringexceptionalcontributionsbypeerreviewers.

SHEILA: SHE International League of Alumni


TheSchoolofHealthProfessionsEducationInternationalLeagueofAlumni(SHEILA)buildsonalivelyinternationalnetworkofalumniandstudentsoftheSHEprogrammesthatincludeaPhD,Master’sandJointMaster’sProgrammeinHealthProfessionsEducation.Since2008,theAMEEandtheNetwork:TUFHconferenceshavebeenSHEILA’sinternationalmeetingpointsandSHEILAlikesthis!Why?Internationalfriendshipsandcollaborationsbetweenpeopleengagedinhealthprofessionseducationaremadeandconsolidatedofferingsupportiveopportunitiestoourchallengesathome.

SHEILA learns @ AMEE, the interactive workshop

2013heraldedthetransferalofthesceptreofSHEILAchair.Afterfiveyearsofbreakingground,buildingthenetworkandorganizinginnovativeworkshopsasthefirstSHEILAchair,JolienvandenHouten(MHPEalum2005-2007)wassucceededbyRuudWongChung(MHPEalum2010-2012).AndhedidagreatjobbyorganizingtheyearlySHEILA@AMEEworkshop,thistimeinPrague,CzechRepublic.ThreeMHPE/PhDalumnifromArgentina(AlbertoAlvesdeLima,EduardoDurante,MarceloGarciaDieguez)puttheparticipantstoworkondefiningcriteriaforminiclinicalevaluationexercises(mini-cex).Thiscreatedalivelydiscussiononthestrengthsandlimitationsoftheinstrumentandthedifficultyofgainingconsensuswithinmultidisciplinaryteams.Afterthatroleplaywasusedtopracticeourfeedbackskillswhichledtothediscussionaroundprinciplesofconstructivefeedback(eveninsituationswhenitseemsimpossible).Participantsvaluedtheworkshopforhelpingthemformulatesuggestionsforimprovementfortheirownassessmentpractices.

SHEILA teamed with Rogano

ThisyearSHEILA@AMEEpre-conferenceworkshopwasteamedwiththeprecedingRogano-meeting.TheworkshopwasopenforRoganoparticipants.Theteamingofthetwoinitiatives(RoganoandSHEILA)provedsuccessfulinwideningthehorizonforallparticipants.

Rogano

Aninitiativehasbeentakenin2010toexchangeresearchacrossafewprominentresearchgroupsinhealthprofessionseducationaroundtheworld(UniversityofToronto,UniversityofBritishColumbia,UniversityofHelsinki,PeninsulaMedicalSchool,Karolinska,UniversityofCopenhagen,MaastrichtUniversity).UnderthenameofROGANO,afirstsuccessfulactivityhasbeenheldinconjunctiontotheAMEEconferencein2011.Afterasuccessfulcontinuationin2012,2013sawRoganobeingstrengthenedevenfurtherbytheadditionofseveralnew,leadingresearchgroupsinhealthprofessionseducation.Themeetingwasagaincharacterizedbytheexchangeofinformation,projectsandideasbybothPostdocsandPhDstudentswithinastimulatingandconstructivelearningenvironment.RoganoalsostimulatestheexchangeofresearchersandSHEandtheDepartmentofEducationalDevelopmentandResearchhostedseveralforeignguests,whogavepresentationsontheirresearch.In2013RoganomembersandSHEalumnijoinedtogethertheSHEILAworkshop@AMEEinPrague.

SHEILA rendez-vous in Prague

TheyearlyinformalSHEILAgettogetherontheMondayeveningattheAMEEconferencebroughtustothestepsofahistoricalfort,calledVyšehrad,inthehistoricallyrichcityofPrague.Over70SHEILAparticipantsandSHErelationsandfriendsjoinedus.Manyoldfriendsfoundeachotheragainandmanynewfriendswerefound,acrosscontinentsandlanguagebarriers.AsaspecialtreattheSHEILArendez-vousbecamethevenueofthegraduationofAyadAl-Moslih,oneofourMHPEstudents.

Finallynextyear’sworkshopSHEILA@AMEE2014comesupinMilan,ItalyandwillbeorganizedbyseveralSHEILAmembersfromJapan.Theworkshopwillfocuson“Changemanagementinhealthprofessionseducation.“LessonsfromJapan”.

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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