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In this course we share many years of theoretical and practical experience in managing and assessing learning in student centred curricula as implemented by the Faculty of Health, Medicine and Life Sciences of Maastricht University. The programme offers an introduction and global overview of the principal components and characteristics of the Maastricht approach to student centred education and in particular, how to manage learning and assessing in a student centred curriculum.
He/she has 0-2 years of experience in student-centred curricula, such as PBL either as a teacher, mentor, lecturer etc. He/she would like to develop a deeper insight in the rationale of this learning methodology. Furthermore he/she would like to learn how to build and manage student centred learning materials, such as cases, assignments, skillslab sessions, portfolios. In addition he/she is aware of the important alignment between student centred education and (programmatic) assessment.
He/she is relatively unknown in the field of research in medical education, but would like to be informed.
The Faculty of Health, Medicine and Life Sciences of Maastricht University was, after McMaster University in Canada, the second university in the world to implement PBL as the dominant educational strategy in medical education.
In addition to its long-lasting experience with PBL, Maastricht University has always been eager to further develop this educational method. Watch the video on Maastricht University PBL
The popular SHE Summer Course has been innovated and further developed just like the Maastricht educational model did in the past 40 years. The interactive Summer Course is for many participants the first encounter with SHE and often represents a stepping stone to other SHE certificate and advanced courses, a Master of Health Professions Education or a PhD programme. It offers the perfect opportunity to become acquainted with the SHE continuum of training activities in health professions education, to specialise and to become educated towards different degrees within health professions education.
You will have ample opportunity to share your problems and questions in interactive sessions with experts in the educational field of SHE and related innovative educational approaches, and to discuss experiences of students and staff.
In order to align the entry level of participants, participants will receive a preparatory assignment upon registration (preparatory assignment). This assignment links to video material, literature and some questions to prepare that are linked to the topic of PBL.
The course will start with a general introduction of modern learning theories and its application in problem-based learning (PBL). The purpose of PBL, the underlying modern learning principles and the application of these principles in student centred curricula are discussed in day 1 and 2.
In the following days participants will elaborate on these topics in two tracks: managing learning and assessment programmes. In the track Managing Learning, participants will work on developing skills to manage educational activity and programme evaluations within PBL curricula. In the assessment track participants will work on translating the learning principles in an assessment programme.
On the last day, participants start with an introduction to research in the field of medical education and a joint session to reflect upon the learning experience.
Throughout the week, participants also have the option to choose from a selection of tailored activities, including site visits and social activities.
Summer Course participants 2018