Medical education and research has changed over the years from descriptive studies to justification or program comparison studies and towards a slow introduction of more clarification studies that through quantitative and qualitative methods explains why or how educational interventions work. In addition, it is explained how incorporating research and education into workplace learning and assessment has impacted developments in educational practice. Within the medical domain, involvement of teachers in conducting and disseminating research should be cherished, because they can play a crucial role in ensuring that medical education and research is applied in educational practices.
Workplace learning is considered by medical experts to be the optimal way of learning a profession. In medical curricula, workplace learning has played a dominant role for a long time. Workplace learning is potentially a very rich learning environment offering students many possibilities to interact with patients and medical experts and to participate in clinical practice. In order to diminish the gap between theory and practice and to create a more gradual transition from school-based learning to workplace learning, workplace learning is nowadays introduced earlier in many medical curricula.
It is a known fact that direct supervision in the workplace is the key to effective student learning. Quality of supervision has been demonstrated to have a direct impact on students’ clinical competencies. Insights about these shortcomings of workplace learning have led to the development of several interventions to optimize student learning, such as in-training assessment to provide learners with more feedback, structuring of workplace learning experiences, deepening the reflective component of learning based on (rich) information from others, etcetera. In addition, there has been increased awareness of the importance of training clinical staff members and providing them with new knowledge and skills for effective teaching and learning in the workplace. We take these issues deeply and construct a curriculum and training based on these factors.
|Physician Assistant-Oncology||1.5 YEARS||CLOSED|
|Onco Nursing Certification||1 YEAR||CLOSED|