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 clinical schooling and evaluation in Maastricht. We acquired 525 abstracts for the convention, divided in thematic poster periods and platform shows. setting up the convention was once an honour and we attempted to fulfill the excessive criteria of a pleasant and secure surroundings which has characterised past Ottawa meetings. in the course of and after the convention approximately 250 papers have been submitted for ebook within the convention complaints, leaving us little time for a post-conference melancholy. regardless of the massive variety of papers, the editors have tried to check and edit the papers as care absolutely as attainable. sometimes, besides the fact that, correspondence handed average points in time, fighting cautious modifying of a small variety of the papers. even supposing we felt that our editorial job was once now not really comprehensive, we however determined to incorporate those papers. We thank the various authors for his or her enthusiastic and steered reaction to - sometimes tedious - editorial feedback and requests. we're certain that this collective attempt has led to a ebook that would make a big contribution to the sector of clinical schooling. The editors are looking to thank Jocelyn Flippo-Berger whose services with table best publishing and perseverance was once a superb help.
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The knowledge of the participating physicians was assessed by a written examination administered in the physicians' offices by a research assistant. The content of this exam was similar to the ABIM Certifying Examination. In addition, scores from the initial ABIM Certifying Examination taken five to ten years previously were also available for analysis. Measures of clinical performance were available from chart audits that were focused on the management of common diseases seen by primary care internists in the ambulatory setting and by patient surveys that were used to determine preventive care provided by the physicians who participated as subjects in this study.
In the midst of teaching, a problem or possibility attracts the attention of the teacher. Why do the students appear to be so confused? Teachers differ in their ability to use what Schon terms "reflection on action" as the basis for the ongoing examination of personal views and behaviours which is the fodder of professional improvement. 19 Teaching improvement activities have emerged in the 1990's designed to increase the reflective capacity of teachers. Killen describes the use ofreflective partnerships for purposes of improving teaching.
Discussion: What works well in Maastricht? Firstly, the staff is open to students. 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.