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 international locations attended the 7th Ottawa convention on scientific schooling and review in Maastricht. We obtained 525 abstracts for the convention, divided in thematic poster periods and platform displays. establishing the convention used to be an honour and we attempted to satisfy the excessive criteria of a pleasant and cozy 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 big variety of papers, the editors have tried to study and edit the papers as care totally as attainable. sometimes, besides the fact that, correspondence passed average closing dates, fighting cautious enhancing of a small variety of the papers. even though we felt that our editorial activity was once no longer rather accomplished, we however determined to incorporate those papers. We thank the various authors for his or her enthusiastic and instructed reaction to - sometimes tedious - editorial feedback and requests. we're definite that this collective attempt has led to 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 most sensible publishing and perseverance was once a very good help.
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Overall, approximately 100 students are actively involved in the formal educational organization. These students represent about one-tenth of the overall student population. Thirteen of these student positions are paid for by the faculty, corresponding with approximately 2 full time equivalents. The remaining students participate in the faculty committees on a voluntary basis. Student organisation Medical students in Maastricht are well organized. Especially the students that are active on committees regularly exchange information in a series of formal meetings.
19 Teaching improvement activities have emerged in the 1990's designed to increase the reflective capacity of teachers. Killen describes the use ofreflective partnerships for purposes of improving teaching. 2o The partnership involves two faculty members in observing one another's teaching and using educational, technical, and ethical criteria for analysing and discussing what they observe. Peer coaching for teaching improvement involves faculty members in collaborative arrangements with one another in the formative discussion of teaching, just as one might take a research paper or grant to a colleague for purposes of garnering new insights.
San Francisco: Jossey-Bass, 1975. 2. Stritter FT. In: McGuire CH, Foley RP, GOIT A, Richards RW, editors. Handbook of Health Professions Education. San Francisco: Jossey-Bass, 1983. 3. Bland CJ, Schmitz CC, Stritter FT, Henry RC, Aluise JJ. Successful Faculty in Academic Medicine: Essential Skills and How to Acquire them. New York: Springer Publishing, 1990. 4. Evans CH. Faculty development in a changing academic environment. Acad Med 1995;70:14-20. 5. Irby DM. What clinical teachers in medicine need to know.
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.)