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 nations attended the 7th Ottawa convention on scientific schooling and evaluation in Maastricht. We acquired 525 abstracts for the convention, divided in thematic poster classes and platform displays. setting up the convention used to be an honour and we attempted to fulfill the excessive criteria of a pleasant and cozy surroundings which has characterised earlier Ottawa meetings. in the course of and after the convention approximately 250 papers have been submitted for e-book within the convention court cases, 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, despite the fact that, correspondence handed moderate closing dates, combating cautious modifying of a small variety of the papers. even though we felt that our editorial job used to be no longer relatively entire, we however made up our minds 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 convinced that this collective attempt has ended in a ebook that may make a tremendous contribution to the sector of scientific schooling. The editors are looking to thank Jocelyn Flippo-Berger whose services with table most sensible publishing and perseverance used to be an excellent help.
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Extra info for Advances in Medical Education
Especially the students that are active on committees regularly exchange information in a series of formal meetings. In this way they remain well-informed. Besides this valuable exchange of information students also initiate educational policies. For instance, as a result of student initiative, a scientific programme for students has recently been proposed within the Maastricht medical school. They also organize all sorts of activities specifically for students, including lectures, panel discussions on impending faculty decisions and courses in job-appliance.
Staff members listen to student opinions carefully and take student input seriously. Secondly, many facilities are provided by the faculty for active students. Apart from the financial compensation available for some of them, students have their own office. Computers and a telephone are available. Students on the other hand are well aware of these fortunate circumstances. They are motivated and prove again and again they earn the investment. Finally, because of all the deliberation among the students and their substantial input in the committees, students actually represent a political force within the faculty.
6 Institutions provided leaves, sabbaticals, research funding, and travel to professional meetings as the sole means of faculty development. 7 Becoming skilled at teaching was simple. Once you acquired expertise, it was only a question oftransmitting it to students. If they failed to learn, it was generally their fault. Even the process of transmitting information was assumed to be facilitated by content expertise. In 1958, Case Western University Medical School took a bold step. It established a Division of Medical Education Research to assist in the evaluation of the new organ-based medical student curriculum.
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.)