By S. M. Case (auth.), A. J. J. A. Scherpbier, C. P. M. van der Vleuten, J. J. Rethans, A. F. W. van der Steeg (eds.)
About 550 registrants from fifty one diverse nations attended the 7th Ottawa convention on scientific schooling and evaluate in Maastricht. We obtained 525 abstracts for the convention, divided in thematic poster periods and platform displays. setting up the convention used to be an honour and we attempted to fulfill the excessive criteria of a pleasant and comfy surroundings which has characterised past Ottawa meetings. in the course of and after the convention approximately 250 papers have been submitted for booklet within the convention complaints, leaving us little time for a post-conference melancholy. regardless of the big variety of papers, the editors have tried to check and edit the papers as care totally as attainable. sometimes, although, correspondence passed average points in time, fighting cautious enhancing of a small variety of the papers. even if we felt that our editorial job was once no longer particularly accomplished, we however made up our minds to incorporate those papers. We thank the various authors for his or her enthusiastic and urged reaction to - sometimes tedious - editorial feedback and requests. we're certain that this collective attempt has ended in a ebook that may make an incredible contribution to the sphere of clinical schooling. The editors are looking to thank Jocelyn Flippo-Berger whose services with table best publishing and perseverance used to be a good help.
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16 The Student as Quality Controller significant positive influence on the overall quality of the educational programme. However these evaluations are mostly very superficial. Unfortunately students seem to be afraid to be frank with each other and to be tough on each other. The Maastricht situation: an example of what students can do Comments on examinations After every exam students are invited to comment on it. Once the tests have been constructed by the staff, they are critically reviewed in special test review committees before being applied.
Issues to be addressed for new faculty members include: - discussion of the values, norms, and expectations of faculty, particularly faculty as teachers, - skills in one ore more forms of scholarship as defined at the institution, - establishing of a network of experienced and knowledgeable colleagues locally and nationally, - steps in getting promoted, including how to document accomplishments as a teacher. 45 In a two-day orientation workshop for new faculty, participants meet in small groups to generate a blueprint for the ideal medical school based on a review of community health needs before learning about the philosophy, history, organization, curriculum, and promotion criteria of the University.
We review content that may be new to some of the teachers, discuss what students should be expected to learn about his content, and use videotapes, simulations, and discussions to improve various aspects of tutorial facilitation and feedback. Leadership development Curriculum development and leadership in medical education Educational programs need effective leaders who are capable of reframing the thinking of those whom they guide and encouraging change as an essential component of institutional vitality.