Ghent University

Workshop Curricula review

Ghent University

Workshop Tempus

Curricula Review

19-21 October 2005


2005 Conference themes

Themes include: A: Curriculum and learning outcomes;

B: Teaching and learning; C: Assessment;

D: Educational management; E: Undergraduate/basic medical education;

F: Postgraduate/specialist training/continuing professional development;G: Multiprofessional education.

AMEEA worldwide association for all interested in medical

and health care professions education

Amsterdam RAI 30 august – 2 september 2005


Development and validation of a

prospective, random sample method for

measuring study-time and learning context in Medical Education

Design13 Relevance

Reliability2

Conclusion4

J Van der Vekenjos.vanderveken@ugent

Jos Van der Veken, MD, Research Associate, Directorate Educational Affairs, Centre Educational Quality Assurance

AMEE 2005

Amsterdam


Monitoring : study guide realistic ?

Evaluation new medical curriculum

Impact of educational Innovations

Impact of BaMa reform

Monitoring ECTS-contract

Why should we ?

How should we ?Prospective

Stratified random samples of students and weeks

AMEE 2005

Amsterdam


Bologna Action Lines 1-5

1: System of easily readable & comparable degrees2: System based on two cycles (now 3)3: Establishment of a system of credits4: Promotion of mobility5: Promotion of European cooperation in quality assurance

Ad 3 ECTS – method of describing time spent on a topic – so can compare curricula





Design1 3 Relevance

Reliability2

Conclusion4


AMEE 2005

Amsterdam



DESIGN 4WS procedure

All students of a study year

10 research groups : at random

Proportional for gender / educational group

Each research group participates 4 weeks equally divided over academic year

2 ‘normal lesson’ - weeks

1 week : preparation of exams – 1 ‘exam’-week

Recall in case of non-response (proposing an alternative week)

AMEE 2005

Amsterdam


Maandag 27 november Dinsdag 28 november Woensdag 29 november

Gep

land

e activiteit wie

plaats

hu

lpm

idd

el

leeractivieit

blo

k / lijn / resp

on

s

Gep

land

e activiteit wie

plaats

hu

lpm

idd

el

leeractivieit

blo

k / lijn / resp

on

s

Gep

land

e activiteit wie

plaats

hu

lpm

idd

el

leeractivieit

blo

k / lijn / resp

on

s

0.00

0.30

1.00

1.30

2.00

2.30

3.00

3.30

4.00

4.30

5.00

5.30

6.00

6.30

7.00

7.30

8.00

8.30

9.00

9.30

10.00

10.30

AN

A

11.00

11.30

BM

C

12.00

12.30

13.00

13.30

14.00

14.30

15.00

ANA

15.30

16.00

16.30

17.00

TU

3

17.30

V-lijn

18.00

18.30

19.00

19.30

20.00

20.30

21.00

21.30

22.00

22.30

23.00

UW IDENTIFICATIE

Studielastmeting 2000-2001 2e Kan Arts Universiteit Gent

Kwaliteitscel Onderwijs Week 9 : 27 novemb – 29 novemb

CODE-TABEL

WIE ALL alleen COL met collega MER met meerdere collegae WI1-2 Andere (nr. zie preciseer) preciseer 1 : ………………………… preciseer 2 : …………………………

PLAATS BIB Bibliotheek PCZ PC-zaal KOT Thuis of op kot SKI Skill lab faculteit AD1-2 Andere (nr. zie preciseer) preciseer 1 ………………………….. preciseer 2 …………………………..

HULPMIDDELEN PC PC CUR Cursusmateriaal docent BOE Andere leerboeken CUB Cursusmateriaal + boek ART Wetenschappelijk artikel CD CD-rom INT Internet HU1-2 Andere hulpmiddel preciseer 1 : ………………………… preciseer 2 : …………………………

LEERACTIVITEIT VOO Voorbereiden college/pract VER Verwerken college/pract CUR Verwerken cursusmateriaal TOE Voorbereiden toets/examen LEC Lectuur OPD Opdracht verwerken docent OPZ Opzoeken in bibliotheek UIT Uitleg vragen LA1-2 Andere (nr. zie preciseer) preciseer 1 : ………………………… preciseer 2 : ………………………… BLOKdocent/LIJN/RESPONScolleg ANA Anatomie BMC Biomechanica EMB Embryologie HIS Histologie CVH C. Van Heeringen JDB J. De Bleecker JVK J. Vandekerckhove HT H. Thierens GV G. Vingerhoets KDH K. D'Herde KV K. Verstraete LC L. Crevits LDR L. De Ridder LL L. Leybaert ME M. Espeel PB P. Boon R1-15 Responscoll./nr zie wijzer P P-lijn TU1-5 Tutorial nr…. zie wijzer V V-lijn EOB E-lijn : observatie - context ESG E-lijn : Studium Generale Z Z-lijn CO1-2 Combinatie of andere preciseer 1 : ………………………… preciseer 2 : …………………………

23.30

Gelieve in elke vrij hokje de gepast code in te brengen. Bij de optie ‘andere’ dien je te preciseren in de code-tabel. In de kolom ‘Geplande Activiteit’ gelieve bij het bijwonen ervan het hokje aan te kruisen. Hier wordt geen code ingevuld.

Pla

nn

ed

a

citiv

Wh

o

Wh

ere

To

ol

Stu

dy

-ac

tivty

Su

bje

ct

The form





Design1

3 Relevance

Reliability2

Conclusion4


AMEE 2005

Amsterdam



no difference between two registration periods of same curriculum year

MD1

1999-2000 2000-2001 2001-2002 2002-2003

MD1

MD2

MD3 MD3

MD 2

year 1

year 2

year 3

6 course units unchanged

63% of estimated study time





Reliability

AMEE 2005

Amsterdam


0

200

400

600

800

1000

1200

1400

coh1

coh2

coh1 443 202 165 60 68 40 978 450 467 104 71 58 64 1214 133 433 143 301 77 27 1114

coh2 446 191 176 57 70 44 984 437 434 117 84 47 84 1203 149 451 168 275 76 32 1151

1 2 3 4 5 6 T 1 2 3 4 5 6 T 1 2 3 4 5 6 T

year 1 year 2 year 3

11 h

7 %

0.6%

33 h

7 %

26 h

9 %

0.9%

3.3%

Participation 1 : 95%






200

400

600

800

h

coh1

coh2

Year-totals and course unit-totals = nearly equal





Design1

3 Relevance

Reliability2

Conclusion4


AMEE 2005

Amsterdam



0

2

4

6

8

10

12

14

16

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39

STUDENT

STUDENT

Num

ber

of s

tude

nts

week

MD year 2 – 2001-2002

participation selected students

AMEE 2005

Amsterdam

example 1


0

10

20

30

40

50

60

70

80

ZELF

LES

ZELF 10 12 20 19 26 23 42 41 29 27 25 32 64 52 67 58 71 43 3 8 6 12 20 24 21 18 32 42 19 16 37 39 37 58 62 76 76 72 43

LES 17 22 19 23 13 19 11 13 19 19 22 17 0 0 0 5 0 5 0 41 40 19 20 19 14 11 0 0 15 23 11 16 16 6 0 0 0 0 0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39

Num

ber

of h

ours

/ w

e ek

weeknumber

planned

self-study

sem 1 sem 2

example 2 MD year 2 – 2001-2002

timing study-activities


ParticipationPlanned activities

Selfstudy TotalStudy time

Studyguide

Difference

Course unit 1 77 229 306 300 + 2 %

Course unit 2 66 105 171 150 + 14 %

Course unit 3 91 209 299 320 - 7 %

Course unit 4 24 59 82 105 - 22 %

Course unit 5 9 58 67 90 - 26 %

Course unit 6 20 64 84 75 + 12 %

Course unit 7 21 133 154 150 + 3 %

Course unit 8 57 313 370 210 + 76 %

Course unit 9 68 248 316 300 + 5 %

Non specified 1 3 4 -

Total 433 1420 1853 1700 + 9 %

example 3


0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

Zenuwstelsel en zintuigen - 2001-2002

ZELF

LES

ZELF 0.0 2.8 3.3 3.2 1.9 3.5 7.6 22.1 19.8 22.9 21.2 20.2 1.4 2.4 6.1 34.9 70.6 42.7

LES 1.0 2.7 6.3 8.1 2.5 4.3 4.0 11.5 16.7 19.1 15.3 15.0 0.0 0.0 0.0 0.0 0.0 4.5

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

course unit 1

AMEE 2005

Amsterdam

example 4


MD year 2 – 2001-2002Learning activities

% of total of hours of selfstudy

example 5


processing

Preparation evaluation

preparation

tasks

unit 1

unit 2

unit 3

unit 4

unit 5

unit 6

unit 7

unit 8

% of total of hours of selfstudy excl. examination period

example 6


year 1

Evolution of learning tools

year 2

year 3 year 4

42 h

45 h 27 h


38 h

example 7


Evolution of study place

98 %

2% 1%

Year 1

98 %

1% 2%

94 %

0,3% 5%

Year 2

Year 3 Year 4

17 h 20 h

17 h 4 h


example 8

Workshop Curricula review % of total of hours of selfstudy

Educational Sciences 1

Clinical psychology 3Medicine

Learning partners in different curricula

Educational Sciences 3

example 9





Design1

3 Relevance

Reliability 2

Conclusion4


AMEE 2005

Amsterdam



Conclusion

strong design

feasible for students

high participation

stable measurements

reliable results

Huge quantity of information about study time and learning context

Ideal instrument for follow-up educational interventions and monitoring study process in higher education

(and why not in secondary schools ?)

AMEE 2005

Amsterdam

Ghent University

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