Ghent University

1. Ghent University • Workshop Tempus • Curricula Review • 19-21 October 2005 Workshop Curricula review

2. AMEE A worldwide association for all interested in medical and health care professions education Amsterdam RAI 30 august – 2 september 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. Workshop Curricula review

3. Relevance 3 Design 1 Conclusion 4 Reliability 2 Development and validation of a prospective, random sample method for measuring study-time and learning context in Medical Education J Van der Veken jos.vanderveken@ugent AMEE 2005 Amsterdam Workshop Curricula review Jos Van der Veken, MD, Research Associate, Directorate Educational Affairs, Centre Educational Quality Assurance

4. Monitoring : study guide realistic ? Evaluation new medical curriculum Impact of educational Innovations Impact of BaMa reform Monitoring ECTS-contract Why should we ? AMEE 2005 Amsterdam How should we ? Prospective Stratified random samples of students and weeks Workshop Curricula review

5. Bologna Action Lines 1-5 • 1: System of easily readable & comparable degrees • 2: System based on two cycles (now 3) • 3: Establishment of a system of credits • 4: Promotion of mobility • 5: Promotion of European cooperation in quality assurance Ad 3 ECTS – method of describing time spent on a topic – so can compare curricula Workshop Curricula review

6. Relevance 3 Design 1 Conclusion 4 Reliability 2 Development and validation of a prospective, random sample method for measuring study-time and learning context in Medical Education AMEE 2005 Amsterdam J Van der Veken jos.vanderveken@ugent Workshop Curricula review Jos Van der Veken, MD, Research Associate, Directorate Educational Affairs, Centre Educational Quality Assurance

7. 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 Workshop Curricula review

8. Planned acitiv Who Where Tool Study-activty Subject The form Workshop Curricula review

9. Relevance 3 Design 1 Conclusion 4 Reliability 2 Development and validation of a prospective, random sample method for measuring study-time and learning context in Medical Education AMEE 2005 Amsterdam J Van der Veken jos.vanderveken@ugent Workshop Curricula review Jos Van der Veken, MD, Research Associate, Directorate Educational Affairs, Centre Educational Quality Assurance

10. no difference between two registration periods of same curriculum year 1999-2000 2000-2001 2001-2002 2002-2003 Reliability AMEE 2005 Amsterdam 6 course units unchanged 63% of estimated study time MD1 MD1 year 1 6 course units unchanged 65% of estimated study time MD2 MD 2 year 2 6 course units unchanged 67% of estimated study time year 3 MD3 MD3 Workshop Curricula review

11. Year-totals and course unit-totals = nearly equal 0.9% 3.3% year 1 year 2 year 3 h 0.6% Participation 1 : 95% Participation 2 : 89% Participation 1 : 80% Participation 2 : 76% Participation 1 : 64% Participation 2 : 60% 800 600 400 200 coh1 coh2 11 h 7 % 33 h 7 % 26 h 9 % Workshop Curricula review

12. Relevance 3 Design 1 Conclusion 4 Reliability 2 Development and validation of a prospective, random sample method for measuring study-time and learning context in Medical Education AMEE 2005 Amsterdam J Van der Veken jos.vanderveken@ugent Workshop Curricula review Jos Van der Veken, MD, Research Associate, Directorate Educational Affairs, Centre Educational Quality Assurance

13. example 1 MD year 2 – 2001-2002 participation selected students Number of students AMEE 2005 Amsterdam week Workshop Curricula review

14. example 2 MD year 2 – 2001-2002 timing study-activities sem 1 sem 2 Number of hours / week self-study planned weeknumber Workshop Curricula review

15. Relevance Report example 3 example 3 Workshop Curricula review

16. example 4 course unit 1 AMEE 2005 Amsterdam Workshop Curricula review

17. example 5 MD year 2 – 2001-2002 Learning activities % of total of hours of selfstudy Workshop Curricula review

18. example 6 unit 1 processing preparation unit 2 unit 3 unit 4 tasks unit 5 Preparation evaluation unit 6 unit 7 unit 8 Workshop Curricula review % of total of hours of selfstudy excl. examination period

19. example 7 Evolution of learning tools 38 h 42 h year 1 year 2 45 h 27 h year 3 year 4 Workshop Curricula review % of total of hours of selfstudy

20. example 8 Evolution of study place 2% 1% 17 h 20 h 98 % Year 1 Year 2 0,3% 1% 2% 5% 17 h 4 h 98 % 94 % Year 4 Year 3 Workshop Curricula review % of total of hours of selfstudy

21. example 9 Learning partners in different curricula Medicine Clinical psychology 3 Educational Sciences 1 Educational Sciences 3 Workshop Curricula review % of total of hours of selfstudy

22. Relevance 3 Design 1 Conclusion 4 Development and validation of a prospective, random sample method for measuring study-time and learning context in Medical Education AMEE 2005 Amsterdam Reliability J Van der Veken jos.vanderveken@ugent 2 Workshop Curricula review Jos Van der Veken, MD, Research Associate, Directorate Educational Affairs, Centre Educational Quality Assurance

23. 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 ?) Conclusion AMEE 2005 Amsterdam Workshop Curricula review