Paperbijdrage conferentie EARLI SIG 14, 11-14 september 2018, Genève Universities of Applied Sciences (UAS) that offer Professional Studies (PS) are required to educate students to become starting professionals with research competence, that enable them to deal with challenging tasks that professionals face in a dynamic knowledge society (e.g. Heggen, Karseth, & Kyvik, 2010). To assess professional and research competence, students at UAS in the Netherlands mostly develop a professional product for an external bidder as their graduation project. The professional product is an artefact that is ideally representative for students’ future professions within a specific domain, e.g. a strategic advice within the economic domain (e.g. Losse, 2016). Due to the integrative and complex character of this task, supervision is essential and we thus need to understand what expertise supervisors need and which are good pedagogic strategies. However, little is known about graduation project supervision at UAS. This literature review aims at providing knowledge about graduation project supervision and at revealing what further inquiry on graduation project supervision should aim at, by answering the following questions: 1. What expertise do supervisors need and what is known about pedagogic strategies in graduation project supervision at UAS? 2. What should further inquiry after graduation project supervision at UAS aim at?
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Aim: The aim of this study was to investigate how the prescribing knowledge and skills of junior doctors in the Netherlands and Belgium develop in the year after graduation. We also analysed differences in knowledge and skills between surgical and nonsurgical junior doctors. Methods: This international, multicentre (n = 11), longitudinal study analysed the learning curves of junior doctors working in various specialties via three validated assessments at about the time of graduation, and 6 months and 1 year after graduation. Each assessment contained 35 multiple choice questions (MCQs) on medication safety (passing grade ≥85%) and three clinical scenarios. Results: In total, 556 junior doctors participated, 326 (58.6%) of whom completed the MCQs and 325 (58.5%) the clinical case scenarios of all three assessments. Mean prescribing knowledge was stable in the year after graduation, with 69% (SD 13) correctly answering questions at assessment 1 and 71% (SD 14) at assessment 3, whereas prescribing skills decreased: 63% of treatment plans were considered adequate at assessment 1 but only 40% at assessment 3 (P < .001). While nonsurgical doctors had similar learning curves for knowledge and skills as surgical doctors (P = .53 and P = .56 respectively), their overall level was higher at all three assessments (all P < .05). Conclusion: These results show that junior doctors' prescribing knowledge and skills did not improve while they were working in clinical practice. Moreover, their level was under the predefined passing grade. As this might adversely affect patient safety, educational interventions should be introduced to improve the prescribing competence of junior doctors.
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Supervision meetings give teachers and students opportunities to interact with each other and to co-regulate students’ learning processes. Co-regulation refers to the transitional process of a student who is becoming a self-regulated learner by interacting with a more capable other such as a teacher. During a task, teachers are expected to pull back their support and give opportunities to students to take responsibility. This study aims to explore the shifting patterns of co-regulation, feedback perception, and motivation during a 5-month research project. Participants were 20 students conducting research in pairs and six teachers who supervised these students. Two videotaped supervision meetings at the beginning and end of the research process and questionnaires on feedback perception and motivation were analysed. Results on co-regulation showed a constant and comparable level of regulation at the start and at the end of students’ research projects. Feedback perception did not change, but motivation decreased significantly.
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