Akkeren, Elaine van (2007) Inhoudsanlyse van portfolio-opdrachten van bachelorstudenten Geneeskunde aan het UMCG : Wat is het beroepsbeeld van studenten en hoe reflecteren ze daarop? thesis, Other studies (UMCG).
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Abstract
ABSTRACT Introduction In 2003, the department of Medical Sciences of the Medical Faculty at the UMC Groningen introduced the competence based curriculum G2010, which is based on seven competences: 1) communication, 2) problem solving, 3) practising science, 4) researching and acting, 5) treatment, 6) dealing with social context and 7) reflection. These were based on the conclusions of the ‚Raamplan 2001 artsopleiding‛. During the course, students keep a portfolio for the ‚professional preparation’ stream, in which they indicate to what extent they have acquired skills and how they were able to apply them in an integrated environment The portfolio also serves as an instrument stimulating students to reflect and to monitor their professional preparation. Problem setting Research focussed on whether the students’ view of their profession changed and became more realistic by making explicit use of the aforementioned competences during the course. Additionally, research dealt with the question whether the portfolio indeed stimulates students to reflect. The research questions are: According to first year students of medicine, what competences should doctors have and do these views change by the time they have reached their third year? To what extent do the competences found in the portfolio match those formulated for curriculum G2010? At what level of reflection are competences described in portfolios and does the level of first year students differ from that of third year students? Method In the course of the research, two portfolio assignments, of year 1 and 3, were analysed and compared as regards content. For both assignments, students had to indicate the standards to which the ideal doctor should adhere. The texts were screened and subsequently labelled, based on seven competence categories and a category ‚miscellaneous‛. Additionally, every fragment was referenced to one of the four distinct levels of reflection: 1) describe, 2) become aware, 3) analyze en 4) show responsibility. Assignments were analysed of 46 students in all. Results All curricular competences were mentioned by the students in their portfolios. Additionally, students indicated that a doctor should take time with patients and enjoy his work. Third year students did not appear to change their opinions. After ‚communication‛, ‚reflection‛ was cited most often in both years. Practising science was mentioned more often in year 3 than in year 1. Students reflected most on ‚communication‛, ‚reflection‛ and ‚practising science‛. Year 3 saw an increase in the number of students reflecting on the two highest levels of reflection.
| Item Type: | Thesis (Thesis) |
|---|---|
| Supervisor name: | Dekker, Drs. H. |
| Supervisor name: | Amsing, Dr. H.T.A. Onderwijskunde |
| Faculty: | Behavioural and Social Sciences |
| Keywords: | Beroepsbeeld, Geneeskunde, Studenten |
| Date Deposited: | 25 Jun 2020 10:52 |
| Last Modified: | 25 Jun 2020 10:52 |
| URI: | https://umcg.studenttheses.ub.rug.nl/id/eprint/1331 |
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