“Guiding a group of students during small group teaching activities”

Subscribe for the training corresponding to the block you have the educational role in (e.g. block 1: course tutoring/teaching skills). This means that you follow the training, which starts 2 to 3 weeks earlier than your teaching role. Before you can register for this course, you must be registered for the "Introductional course in principles of PBL". Please, indicate the block code of your block in the box "your remarks" on the registration form.

Aim
Acquire insights and skills for teaching in small groups within a problem based learning environment, such as a tutorial, a training session and a lab-practical.

Target group
This training is a mandatory for all educational roles for small group teaching on A-level (all academic staff members who are leading students in tutorials, projects, practical or other group work activities). You can only attend when you have a teaching role in the same period. Therefore, it is important that you subscribe for the corresponding course.

Short information about the training
The course is designed to support you during your teaching role. The training is tailor made. It starts 2 weeks before the course period where you are going to perform your teaching role with introduction sessions on group dynamics, feedback, collaborative, contextual, constructive learning and continues with coaching sessions during the course.

Duration
Session 1: 3 hours
in-between assignment: observe an experienced tutor
Session 2: 3 hours
Session 3: 2 hours
in-between assignment: observe one of your peers from the course
Session 4: 2 hours

Pre-conditions for application
*Introductory course on principles of Problem Based Learning (PBL).
*Having a tutoring/teaching role in the same period as the course.

“Guiding a group of students during small group teaching activities”

Subscribe for the training corresponding to the block you have the educational role in (e.g. block 1: course tutoring/teaching skills). This means that you follow the training, which starts 2 to 3 weeks earlier than your teaching role. Before you can register for this course, you must be registered for the "Introductional course in principles of PBL". Please, indicate the block code of your block in the box "your remarks" on the registration form.

Aim
Acquire insights and skills for teaching in small groups within a problem based learning environment, such as a tutorial, a training session and a lab-practical.

Target group
This training is a mandatory for all educational roles for small group teaching on A-level (all academic staff members who are leading students in tutorials, projects, practical or other group work activities). You can only attend when you have a teaching role in the same period. Therefore, it is important that you subscribe for the corresponding course.

Short information about the training
The course is designed to support you during your teaching role. The training is tailor made. It starts 2 weeks before the course period where you are going to perform your teaching role with introduction sessions on group dynamics, feedback, collaborative, contextual, constructive learning and continues with coaching sessions during the course.

Duration
Session 1: 3 hours
in-between assignment: observe an experienced tutor
Session 2: 3 hours
Session 3: 2 hours
in-between assignment: observe one of your peers from the course
Session 4: 2 hours

Pre-conditions for application
*Introductory course on principles of Problem Based Learning (PBL).
*Having a tutoring/teaching role in the same period as the course.

“Guiding a group of students during small group teaching activities”

Subscribe for the training corresponding to the block you have the educational role in (e.g. block 1: course tutoring/teaching skills). This means that you follow the training, which starts 2 to 3 weeks earlier than your teaching role. Before you can register for this course, you must be registered for the "Introductional course in principles of PBL". Please, indicate the block code of your block in the box "your remarks" on the registration form.

Aim
Acquire insights and skills for teaching in small groups within a problem based learning environment, such as a tutorial, a training session and a lab-practical.

Target group
This training is a mandatory for all educational roles for small group teaching on A-level (all academic staff members who are leading students in tutorials, projects, practical or other group work activities). You can only attend when you have a teaching role in the same period. Therefore, it is important that you subscribe for the corresponding course.

Short information about the training
The course is designed to support you during your teaching role. The training is tailor made. It starts 2 weeks before the course period where you are going to perform your teaching role with introduction sessions on group dynamics, feedback, collaborative, contextual, constructive learning and continues with coaching sessions during the course.

Duration
Session 1: 3 hours
in-between assignment: observe an experienced tutor
Session 2: 3 hours
Session 3: 2 hours
in-between assignment: observe one of your peers from the course
Session 4: 2 hours

Pre-conditions for application
*Introductory course on principles of Problem Based Learning (PBL).
*Having a tutoring/teaching role in the same period as the course.

“Guiding a group of students during small group teaching activities”

Subscribe for the training corresponding to the block you have the educational role in (e.g. block 1: course tutoring/teaching skills). This means that you follow the training, which starts 2 to 3 weeks earlier than your teaching role. Before you can register for this course, you must be registered for the "Introductional course in principles of PBL". Please, indicate the block code of your block in the box "your remarks" on the registration form.

Aim
Acquire insights and skills for teaching in small groups within a problem based learning environment, such as a tutorial, a training session and a lab-practical.

Target group
This training is a mandatory for all educational roles for small group teaching on A-level (all academic staff members who are leading students in tutorials, projects, practical or other group work activities). You can only attend when you have a teaching role in the same period. Therefore, it is important that you subscribe for the corresponding course.

Short information about the training
The course is designed to support you during your teaching role. The training is tailor made. It starts 2 weeks before the course period where you are going to perform your teaching role with introduction sessions on group dynamics, feedback, collaborative, contextual, constructive learning and continues with coaching sessions during the course.

Duration
Session 1: 3 hours
in-between assignment: observe an experienced tutor
Session 2: 3 hours
Session 3: 2 hours
in-between assignment: observe one of your peers from the course
Session 4: 2 hours

Pre-conditions for application
*Introductory course on principles of Problem Based Learning (PBL).
*Having a tutoring/teaching role in the same period as the course.

“Guiding a group of students during small group teaching activities”

Subscribe for the training corresponding to the block you have the educational role in (e.g. block 1: course tutoring/teaching skills). This means that you follow the training, which starts 2 to 3 weeks earlier than your teaching role. Before you can register for this course, you must be registered for the "Introductional course in principles of PBL". Please, indicate the block code of your block in the box "your remarks" on the registration form.

Aim
Acquire insights and skills for teaching in small groups within a problem based learning environment, such as a tutorial, a training session and a lab-practical.

Target group
This training is a mandatory for all educational roles for small group teaching on A-level (all academic staff members who are leading students in tutorials, projects, practical or other group work activities). You can only attend when you have a teaching role in the same period. Therefore, it is important that you subscribe for the corresponding course.

Short information about the training
The course is designed to support you during your teaching role. The training is tailor made. It starts 2 weeks before the course period where you are going to perform your teaching role with introduction sessions on group dynamics, feedback, collaborative, contextual, constructive learning and continues with coaching sessions during the course.

Duration
Session 1: 3 hours
in-between assignment: observe an experienced tutor
Session 2: 3 hours
Session 3: 2 hours
in-between assignment: observe one of your peers from the course
Session 4: 2 hours

Pre-conditions for application
*Introductory course on principles of Problem Based Learning (PBL).
*Having a tutoring/teaching role in the same period as the course.

“Guiding a group of students during small group teaching activities”

Subscribe for the training corresponding to the block you have the educational role in (e.g. block 1: course tutoring/teaching skills). This means that you follow the training, which starts 2 to 3 weeks earlier than your teaching role. Before you can register for this course, you must be registered for the "Introductional course in principles of PBL". Please, indicate the block code of your block in the box "your remarks" on the registration form.

Aim
Acquire insights and skills for teaching in small groups within a problem based learning environment, such as a tutorial, a training session and a lab-practical.

Target group
This training is a mandatory for all educational roles for small group teaching on A-level (all academic staff members who are leading students in tutorials, projects, practical or other group work activities). You can only attend when you have a teaching role in the same period. Therefore, it is important that you subscribe for the corresponding course.

Short information about the training
The course is designed to support you during your teaching role. The training is tailor made. It starts 2 weeks before the course period where you are going to perform your teaching role with introduction sessions on group dynamics, feedback, collaborative, contextual, constructive learning and continues with coaching sessions during the course.

Duration
Session 1: 3 hours
in-between assignment: observe an experienced tutor
Session 2: 3 hours
Session 3: 2 hours
in-between assignment: observe one of your peers from the course
Session 4: 2 hours

Pre-conditions for application
*Introductory course on principles of Problem Based Learning (PBL).
*Having a tutoring/teaching role in the same period as the course.

Short introduction to change management models  (Knoster , Theory U).

2  Hour workshop about models and applications in real context.

Other dates possible on request. Send an email to doc-prof-fhml@maastrichtuniversity.nl

Join our faculty training session on course design, where you will gain insight into basic principles of designing education within a PBL context.

Learn the principles of constructive alignment and pay attention to: formulating learning objectives, variation in appropriate and motivating forms of work. Explore meaningful ways of assessment and Evaluation. Discover how to implement variation in learning activities to engage students effectively.

BKO/UTQ is a prerequisite for this course.

The Course Design course consists of 2 meetings, in between there is an assignment to apply some of the design steps in your own work setting.

Summary/ Quote
‘The key to learning is feedback’ – Steven D. Levitt

Why you should attend this workshop:
You will learn how to give meaningful written feedback that supports the development of academic writing competencies of learners

What you can expect during the workshop: 
In this workshop you will be introduced to a few pragmatic theoretical models that help you to provide meaningful feedback. You will also – both individually and with other participants - reflect on the way you tend to give feedback and how you might want to change that. Finally, there will be some room to practice. 

Who should attend?
This course is intended for both junior and senior staff members who are involved with providing written feedback to academic writing products (e.g. reports, essays, theses) of Bachelor and Master students at FHML. 

Anything required?
N.A.

Bring your own…

Please note that you are expected to bring a writing assignment you provided feedback on in the past. Ideally, this includes: 
-  The instructions/assessment criteria received by the students
-  The instructions/assessment criteria received by the assessors

Practicalities
CPD activity/accreditation
CPD activity

Duration of workshop
3 hours

Location (online or on-campus)
On-campus

Trainers
Boukje Compen

Interested but not available or not completely fitting your needs? We also offer this course customized to your own needs, for individuals or groups. Are you curious about the possibilities? We are happy to think along with you, please contact us: doc-prof-fhml@maastrichtuniversity.nl

Integrating generative AI models into Higher Education

“Generative Artificial Intelligence is disruptive and here to stay – are you prepared?”

Why you should attend this workshop:

“Attending this workshop will equip you with the knowledge and tools to enhance teaching methods through AI, fostering more personalized and effective learning experiences for students. Moreover, understanding LLMs will enable you to responsibly integrate emerging technologies, ensuring alignment with ethical standards and educational goals.”

What you can expect during the workshop: 

“We are offering tailored PBL-style workshops focused on the meaningful integration of GenAI tools into education and assessments. These workshops are designed to provide practical guidance on using these technologies to enrich learning experiences, promote critical thinking, and cultivate essential skills for the future workforce”

Who should attend?
“Anyone involved in creating, coordinating, and delivering teaching activities at FHML”

Anything required?
“A laptop and an account with an LLM provider such as OpenAI (chatGPT), Bing, Claude, etc”

Bring your own: 
“Plan and ideas for changing and improving the educational design of your course / tutorial / lecture etc.”

Practicalities

CPD activity/accreditation -> CPD
Duration of workshop -> 3 hours
Location (online or on-campus) -> On site
Trainers: Henry Woodruff, Herma Roebertsen

Interested but not available or not completely fitting your needs? We also offer this course customized to your own needs, for individuals or groups. Are you curious about the possibilities? We are happy to think along with you, please contact us: doc-prof-fhml@maastrichtuniversity.nl

Deze training is bestemd voor alle medewerkers binnen FHML die voor de eerste keer CORE PLUS-docent worden in de masterfase.

Deelname is voor alle nieuwe docenten verplicht.

Voor alle nieuwe CORE-docenten is er een verplicht introductieprogramma opgesteld om u vertrouwd met de rol van CORE-docent te maken. Mocht u al eerder CORE-docent zijn geweest dan is deelname facultatief.

Nieuwe docenten dienen de volgende trainingen te volgen:
a. Introductional course in principles of PBL (facultatief)
b. Introductiecursus voor nieuwe Core-docenten (verplicht)
c. Groepsdynamica (facultatief)

Indien u wilt doorstromen naar het BKO dan zijn ook de trainingen a, en c verplicht. 

"Why are we using PBL in Maastricht University?"

Aim
Offer insight in general introduction to learning principles of Problem Based Learning.

Target group
This course is meant for all employees who work or start to work at FHML to become familiar with the PBL teaching system of our University.

Short information about the training
In this one morning session, the principles of Problem Based Learning (PBL) are introduced during an interactive session of 2 hours. 

Duration: 2 hours
Instruction and backgrounds of PBL

Pre-condition: None

As a course coordinator at FHML, you are responsible for many different things. Oftentimes, you might feel like a manager who makes sure everything is in place for ‘your’ course: planning, student and teacher instructions, setting deadlines, etc. You might not always be aware that being a course coordinator, also means that you are a leader!

For all course coordinators of FHML bachelor and master programs, the taskforce Faculty Development (Docentprofessionalisering/DocProf) offers the leadership for course coordinators program. The goal of this program is to support course coordinators to improve their leadership qualities, in order to
1) boost the diverse competences in their course planning group members in order to raise the overall quality of the group;
2) increase engagement of both the course coordinator and the course planning group members and by that, their wellbeing;
3) ultimately improve quality of education at FHML.

The program gives insight in your personal leadership style and how you could change the patterns in your course planning group while staying close to who you are. As such, the program strives to make you aware of your leadership views and behavior and develop unique leadership competences for building effective collaborations, using the various individual traits in your course planning group(s).

The starting point for learning are your own leadership experiences, be it in teaching or in research. During the program, ‘learning by doing’ will be the central approach through practicing in simulation, theoretical underpinning, reflection on action, and applying new insights in the daily workplace. Thus, this course is interesting for both experienced and novel course coordinators. The training has now been delivered to 80 teachers, and appeared clearly be of added value. Trainers are an educationalist from Docprof who knows how to train professionals together with an experienced FHML teacher who knows the struggles and challenges of teaching in FHML. 

Key theme and goal per session
Session 1: an educational vision and leadership mission which can be communicated.
Session 2: insight in individual members’ qualities and tools to cope with interpersonal problems.
Session 3: insight in participants’ team interactions and tools to cope with team dynamics.
Session 4: applying situational and engaging leadership to reach ultimate end goals.
Session 5: reflection and evaluation for continuous educational improvement and motivated team members.

Study load, attendance, CPD and accreditation
The complete program has an average study load of 20 hours. These hours include attending the compulsory meetings, studying some literature, applying newly acquired knowledge in practice, and reflecting.
For learning purposes, we require your attendance during the 5 meetings. If you foresee that you will be missing a meeting, please let us know. We will consider its impact on the meetings and your individual development. Attendance during the first meeting is vital. The program may account for CPD-hours. Medical specialist may receive credits, as the program is ABAN-registered.

Basic requirements 
Before you can sign up for the program, you must meet the following basic requirements:
- You are in possession of a BKO/UTQ certificate.
- You are a course coordinator at FHML.
- You undertake leadership activities while following the program. If this is not the case, consider organizing leadership activities during the program or participating in a different run of the program.

Enrolment
Based on the information on the intake form, it will be decided whether you fulfil the requirements to start the program.
If the intake form is approved, your enrolment will be made final. In case of doubt, you will be invited to discuss the suitability of the program. 

Contact
For any inquiries or questions, please contact the Faculty Development secretariat: doc-prof-fhml@maastrichtuniversity.nl

Summary/ Quote The goal of this series of three mentor skills workshops is to clarify the role of the mentor, learn mentoring skills and discuss cases you may encounter in your daily mentoring practice. The training will provide focus on skills and tools that FHML mentors use to guide students. 

Why you should attend this workshop: 

At the end of this series of workshops you are:

• Able to form a good relationship with your mentee;
• Able to assist your mentee in critically and thoroughly reflecting (STAR) on their own actions;
• Experienced in guiding mentees as they prepare specific learning objectives (SMART);
• Able to provide actionable feedback;
• Able to reflect on your own role as a mentor

What you can expect during the workshop: We engage in active group discussion about the role of the mentor, the role of the student and the relationship between them. These discussions are stimulated with video clips of student interviews, recordings of so-called 'critical incidents' and case studies. Mentors are also encouraged to discuss issues from their daily practice with fellow mentors.

Who should attend? This mandatory course is intended for new mentors of FHML's bachelor and master programs.  A separate course is organized for mentors in the master of medicine.

Anything required? 
- Completion of the introductory course “Principles of PBL”
- You can only participate if you hold an active mentoring role during the period these workshops run.  Supervising two or three students for a short period is not within the scope these workshops. (Thesis) Supervisors are advised to take the course “Thesis supervision and assessment”. Please indicate in the ‘comments’ box on the registration form for which program (e.g. medicine) you are mentoring this year.

Bring your own… examples from your interactions with mentees. 

Practicalities

CPD activity/accreditation: Accreditation yes, CPD no

Duration of workshop: 3 times 3 hours with preparation in between sessions

Location (online or on-campus): fully on-campus

Trainers: Felicitas Biwer, Lianne Loosveld, Ronit Shiri-Sverdlov, Jan Theys, Leo Köhler.

Interested but not available or not completely fitting your needs? We also offer this course customized to your own needs, for individuals or groups. Are you curious about the possibilities? We are happy to think along with you, please contact us: doc-prof-fhml@maastrichtuniversity.nl

This mandatory course is intended for almost all mentors of FHML's bachelor's and master's programs. Only for the master of medicine, a separate course is organized. 

The mentoring skills course consists of three 3-hour sessions during this academic year. These sessions focus on practical situations, peer review and also provide background information and literature needed to fulfil the mentoring role. Session topics include expectations management, setting limits, motivational interviewing, dealing with resistance, reflection and giving useful feedback.

You can take part in this course only if you have a mentoring role for at least the whole of the coming year. Supervising 2 or 3 students for a short period is not within the scope of this training and is therefore not included in this course. Such individuals are advised to take the course ‘Thesis supervision and assessment”. 

Before you can register for this course, you must be enrolled in the ‘Introductory course on the principles of PBL’.

Please indicate in the ‘comments’ box on the registration form which course (e.g. medicine) you are mentoring this year.

This mandatory course is intended for almost all mentors of FHML's bachelor's and master's programs. Only for the master of medicine, a separate course is organized. 

The mentoring skills course consists of three 3-hour sessions during this academic year. These sessions focus on practical situations, peer review and also provide background information and literature needed to fulfil the mentoring role. Session topics include expectations management, setting limits, motivational interviewing, dealing with resistance, reflection and giving useful feedback.

You can take part in this course only if you have a mentoring role for at least the whole of the coming year. Supervising 2 or 3 students for a short period is not within the scope of this training and is therefore not included in this course. Such individuals are advised to take the course ‘Thesis supervision and assessment”. 

Before you can register for this course, you must be enrolled in the ‘Introductory course on the principles of PBL’.

Please indicate in the ‘comments’ box on the registration form which course (e.g. medicine) you are mentoring this year.

Deze cursus is voor nieuwe mastermentoren G verplicht. ­­­­­­­­­­­­­­­­­­­­­­­­­­­­Je kunt deze cursus alleen volgen als je minstens het hele jaar een mastermentorrol G hebt. De mentorrol voor de Master is voor minimaal 3 jaar. ­­­­­­­­­­­­­­­­­­

De mentorvaardighedencursus bestaat uit 3 keer een sessie van anderhalf uur en tussentijdse voorbereidende opdrachten. Deze sessies richten zich op praktische situaties, intervisie en geven ook achtergrondinformatie en literatuur die nodig is om de mentorrol te vervullen. Sessieonderwerpen zijn bijvoorbeeld: verwachtingsmanagement, grenzen stellen, motiverende gespreksvoering, reflectie en het geven van bruikbare feedback.

Deze training wordt aangeboden door de taakgroep Docentprofessionalisering en de Master Beoordelingscommissie.

Het afronden van deze mentortraining leidt tot een certificaat dat kan worden gebruikt voor het volgen van de training Basiskwalificatie Onderwijs (BKO). Door de KNMG/GAIA zijn 9 accreditatiepunten verleend. 

Vermeld bij je aanmelding in het vak "opmerkingen" dat je mastermentor G wordt/bent.

TWO BIRDS AND ONE STONE

Translating the principles of constructive alignment into motivating learning and assessment activities can be hard. In this workshop, we are going to explore what drives future professionals in their learning, and how these insights can help to design constructively aligned and motivating education.
Target group:  FHML staff interested in educational design, especially course coordinators, planning group members.
Duration: 3 hours
Location: on campus
Preparation: no preparation is needed

University Teaching Qualification (UTQ) / Basiskwalificatie Onderwijs (BKO)

Summary/Quote
Do you have the ambition to take on teaching roles with more responsibility at FHML (so-called “B” or “C” roles)? Is at least 10% of your appointment dedicated to teaching? Then this training is for you. The training covers three basic teaching competencies: (1) educational development and assessment, (2) educational delivery, and (3) professional conduct.

Why you should attend this workshop
If you successfully complete this training, you receive the University Teaching Qualification (UTQ/BKO), which allows you to apply for B and C teaching roles. The UTQ/BKO is also valid at other Dutch universities.

What you can expect during the workshop
This training provides you with the basic educational principles (e.g., constructive alignment) that enable you to develop your own courses. Activities include a personal intake, interactive sessions in a fixed group of participants, exercises, assignments, discussions, presentations, “microteaching” sessions (in which you practice your teaching delivery), bringing in, and working on, your own teaching cases, self-reflection, application of educational theory, compiling a teaching portfolio, and working on an educational project ([re]design of a course).

Target group
Experienced teachers in general, and future course coordinators and planning group members in particular.

Anything required?
PBL Principles and at least one role-specific training (e.g., small-group teaching or mentoring). See detailed information below.

Bring your own…
Ideas for changing and improving the educational design of any course, workshop, lecture, etc. that you are involved in.

Duration
Five full working days (one per month). The total duration, from the start of the course until the final assessment and acquisition of the UTQ/BKO, is typically between six and ten months.

Location
On campus.

Trainers
Pascal van Gerven, Boukje Compen, Felicitas Biwer, Kirsten Kleijkers-Peetoom. 

Further information about the UTQ/BKO
To improve the quality of university education and professional development of their teaching staff, FHML has recognized the – nationally mandatory – University Teaching Qualification (UTQ) and supports teachers in the (further) development of their teaching competences by offering a UTQ programme. Completion of the UTQ programme is mandatory for all teachers with B and C roles at FHML and is recommended for teachers with A roles, researchers, and PhD candidates.

The UTQ can be attained in various ways, depending on the extent to which the UTQ competencies and underlying skills have already been developed and demonstrated. There are three ways to attain a UTQ, of which the UTQ programme is the most common choice:

1. Regular UTQ/BKO programme

2. Previously Acquired Competencies (PAC) / Eerder Verworven Competenties (EVC) trajectory

3. UTQ exemption

1. Regular UTQ programme
Study load UTQ programme, teaching hours compensation, and accreditation
Study load varies per participant and includes attending the five compulsory meetings (40 hours), studying literature, applying newly acquired knowledge in practice, coaching (if needed), reflection, and composing the UTQ portfolio.

The department receives 40 teaching hours to compensate for participation in the UTQ meetings. These hours will be granted once the UTQ certificate has been obtained. For PhDs, the UTQ programme is part of their standard training programme and, therefore, the compensation does not apply.

After full participation in the UTQ programme, medical specialists receive 30 credits for general training according to the ABAN registration. The hospital pharmacists (ZA) receive 20 credits through the ZA registration.

Basic requirements
Before you can sign up for the UTQ programme, you must meet the following basic requirements:

• You have an appointment at the Faculty of Health, Medicine and Life Sciences with at least 0.1 fte of teaching.
• Your head of department has agreed upon your participation.
• You have successfully completed the PBL introductory training (Principles of PBL), even if you have studied at Maastricht University.
• You have successfully completed one or more of the following role-specific trainings:
• Small-Group Teacher Training* (SGTT), the former tutor ​training
• Mentoring Skills* training
• CORE training (the CORE training should consist of one introductory training for new CORE teachers and CORE group dynamics)
• Klinisch Opleiden: Basisvaardigheden and Klinisch Opleiden voor Gevorderden: Kwaliteit van Opleiden (formerly known as Basic Clinical Teaching [BCT] and Advanced Clinical Teaching [ACT])
• You have ample teaching experience. The minimum requirement is that you perform the role of tutor, mentor, CORE trainer, or any other role involving small-group teaching for the second time during the UTQ programme. However, a broader educational experience is preferred for compiling the UTQ portfolio.
• You undertake some teaching activities for practice and reflection while following the UTQ programme. If this is not the case, your head of department should ensure that you can undertake the required educational activities.

Enrolment
If you meet the basic requirements, you can sign up for the UTQ programme by filling out the registration form. After registration, you will receive an intake form. Based on the information on the intake form, it will be decided whether the amount of educational activities you perform is sufficient to start the UTQ programme. If the intake form is approved, your enrolment will be made final. In case of doubt, you will be invited to discuss the feasibility of the UTQ programme.

Contact
For any inquiries or questions, please contact the UTQ secretariat: doc-prof-fhml@maastrichtuniversity.nl.

2. Previously Acquired Competencies (PAC) / Eerder Verworven Competenties (EVC) trajectory

Based on their previously acquired competences (PACs), teachers with ample teaching experience and/or a teaching qualification other than the UTQ (in combination with a teaching appointment that is equivalent to 0.1 fte) may be eligible for the so-called PAC trajectory. In this trajectory, candidates independently compose their teaching portfolio. Ample teaching experience is considered to be at least 5-10 years of significant teaching activities at higher education institutions.

Basic requirements of the PAC/EVC trajectory
Before you can make a request for a PAC trajectory, you must meet the following basic requirements:

• You have an appointment at the Faculty of Health, Medicine and Life Sciences with at least 0.1 fte of teaching.
• Your head of department has agreed upon your participation.
• You have successfully completed the PBL introductory training (Principles of PBL), even if you have studied at Maastricht University.
• You have successfully completed one or more of the following role-specific trainings:
• Small-Group Teacher Training* (SGTT), the former tutor ​training
• Mentoring Skills* training
• CORE training (the CORE training should consist of one introductory training for new CORE teachers and CORE group dynamics)
• Klinisch Opleiden: Basisvaardigheden and Klinisch Opleiden voor Gevorderden: Kwaliteit van Opleiden (formerly known as Basic Clinical Teaching [BCT] and Advanced Clinical Teaching [ACT])

Enrolment
If you meet the basic requirements, you can sign up for the UTQ programme by filling out the register form. After registration, you will receive an intake form for composing a portfolio.

The PAC/EVC trajectory
You can start the PAC trajectory at any time. During the PAC trajectory, you will independently compose a portfolio with thorough reflections on the development of your core teaching competences and underlying skills, based on your experiences in educational practice. Your reflections are supported by evidence and educational literature. The PAC trajectory ends with an assessment of your portfolio during a meeting in which you have the opportunity to explain the content of your portfolio.

The duration of the PAC trajectory depends on the amount of time you want to put in composing your UTQ portfolio. As soon as you decide your portfolio is complete and ready for assessment, you can submit the portfolio via doc-prof-fhml@maastrichtuniversity.nl.

Teaching hours compensation
The department receives no teaching hours to compensate for participation in the PAC/EVC trajectory because it is assumed that you can compose a portfolio with relatively limited effort based on your teaching experiences.

Contact
For any inquiries or questions, please contact doc-prof-fhml@maastrichtuniversity.nl.

3. UTQ exemption

As of January 1, 2022, no exemptions for the UTQ are granted anymore. If you have sufficient teaching competencies or a teaching qualification other than the UTQ, you can apply for the PAC/EVC trajectory (see above). Please note that acquiring the UTQ is more beneficial than an exemption because the UTQ is valid at every Dutch university, whereas an exemption is not.

*If you have ample experience with small-group teaching or mentoring at Maastricht University but did not complete the corresponding training, you may be eligible for a “recognition of achieved competencies” procedure in these domains. For more information, please send an e-mail to doc-prof-fhml@maastrichtuniversity.nl. 

Training coachen en superviseren van coassistenten tijdens coschappen in het ziekenhuis voor werkplekbegeleiders 

Samenvatting training

Deze training is gericht op hoe je het leerklimaat kunt stimuleren door het verkrijgen van kennis en vaardigheden rondom het geven van betekenisvolle feedback. Ook ga je aan de slag met het opstellen van een plan van aanpak om het leerklimaat verder vorm te geven binnen je afdeling. 

Waarom deze cursus?

Betekenisvolle feedback speelt een belangrijke rol in de longitudinale competentieontwikkeling van de coschapstudent. Deze feedback is onder andere afkomstig van werkplekbegeleiders. De training heeft als doel om werkplekbegeleiders (specialisten, AIOS) te ondersteunen in het stimuleren van een goed en veilig leerklimaat voor coassistenten, door het verkrijgen van kennis en vaardigheden rondom het geven van betekenisvolle feedback. 

Wat kun je verwachten?

Een interactieve bijeenkomst waarin theorie naar de praktijk vertaald wordt door praktijkvoorbeelden en reflectie. 

Voor wie?

De training is voor werkplekbegeleiders (specialisten, AIOS) van master studenten geneeskunde binnen de coschappen Beschouwend, Neurowetenschappen, Snijdend, Vrouw, moeder en kind

Wat neem je mee?
Je hoeft niks mee te nemen

Praktische zaken
Trainingsdata en locatie

Donderdag 19 december 14-17 MUMC/UM
Donderdag 23 januari 14-17 Catharina ziekenhuis, EHV auditorium

Donderdag 27 maart 14-17 Catharina ziekenhuis, EHV auditorium
Donderdag 10 april 14-17 MUMC/UM 

Donderdag 24 april 14-17 MUMC/UM 
Mei/juni Catharina ziekenhuis, EHV auditorium
 

Trainers
Herma Roebertsen
Kirsten Kleijkers-Peetoom

Accreditatie voor clinici
In aanvraag

Deze training kan ook als maatwerk worden aangeboden aan bijvoorbeeld een vakgroep.
Daarnaast kunnen de trainers advies geven aan een individu of groep over vragen en dilemma's gekoppeld aan thema's van deze training.
 

This interactive workshop is for people who are currently supervising and/or assessing student theses (bachelor’s or master’s), or are looking to do so in the future. The Boards of Examiners wants all new thesis supervisors to attend this workshop. Then they can be formally appointed as examiner.

During the workshop, we will focus on the different roles of a thesis supervisor, how to assess theses (provide intermediate and final feedback as well as mark these written products), factors influencing thesis supervision and assessment as well as how to optimize these processes, and how to deal with (suspected) plagiarism.

This workshop is provided in addition to the UTQ (BKO) course, but is open to everyone. The session can also be followed as part of CPD.