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 various international locations attended the 7th Ottawa convention on scientific schooling and overview in Maastricht. We got 525 abstracts for the convention, divided in thematic poster classes and platform shows. establishing the convention was once an honour and we attempted to fulfill the excessive criteria of a pleasant and secure surroundings which has characterised prior Ottawa meetings. in the course of and after the convention approximately 250 papers have been submitted for book within the convention complaints, leaving us little time for a post-conference melancholy. regardless of the massive variety of papers, the editors have tried to study and edit the papers as care absolutely as attainable. sometimes, even though, correspondence passed average closing dates, fighting cautious enhancing of a small variety of the papers. even supposing we felt that our editorial job used to be now not particularly comprehensive, we however determined to incorporate those papers. We thank the numerous authors for his or her enthusiastic and steered reaction to - sometimes tedious - editorial feedback and requests. we're convinced that this collective attempt has ended in a publication that may make a major 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 an excellent help.
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Faculty development in the United States. Innovative Higher Education 1994;18:167-76. 7. Eble KE, McKeachie WJ. Improving Undergraduate Education Through Faculty Development. San Francisco: Jossey-Bass Publishers, 1985. 8. Miller GE. Educating Medical Teachers. Cambridge, Massachusetts: Harvard University Press, 1980. 9. Centra JA. Two Studies on the Utility of Student Ratings for Improved Teaching. 2. : Educational Testing Service, 1972. 10. Centra JA. Effectiveness of student feedback in modifying college instruction.
Furthermore staff should invite students to take part in new developments such as a curriculum reorganisations, curriculum reviews and faculty development programs. For maximum achievement by the students, they must have some facilities at their disposal, like their own space for meetings, some computers and a telephone. It is our experience that the more facilities there are, the more work students get done. To stimulate students, the faculty can provide student incentives either in the form of financial compensation or in terms of accrediting educational activities as part of the formal curriculum, so that involvement directly pays off for the study of the student.
Huppatz C. The essential role of the student in curriculum planning. Medical Education 1996;30:9-13 5. Dolmans DHJM, Wolfhagen HAP, Van der Vleuten CPM, Schmidt HG. Program evaluation in preclinical year at the Maastricht Medical School. In: Majoor GD, Van der Vleuten CPM, Vluggen PMJ, Hansen PA, editors. Med-Ed-21: An account of initiatives for change in medical education in Europe for the 21st century. Amsterdam: Thesis-Publ, 1997:219-27. 6. Van der Vleuten CPM, Verwijnen GM, Wijnen WHFW. Fifteen years of experience with progress testing in a problem-based learning curriculum.
Advances in Medical Education 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.)