New AAHCI Steering Committee Chair and Membership
Steven A. Wartman MD, PhD
Thursday, July 7, 2016
I am pleased to announce the appointment of Dr. Nicholas Fisk, deputy vice chancellor (Research) at the University of New South Wales, as the new Chair of the AAHCI Steering Committee. Dr. Fisk assumed this role, replacing Dr. Martin Paul, President of Maastricht University, who served two terms as the inaugural Chair of the Steering Committee. Dr. Paul’s dedication and contribution to the development of AAHCI was extraordinary, and we look forward to continuing our work with him as the immediate past Chair and Ambassador of the AAHCI European Regional Office.
The AAHCI Steering Committee oversees AAHC’s international activities, including setting strategic direction priorities as well as reviewing member services, programs, and meeting themes and locations. The AAHCI Steering Committee Chair also serves as a member of the AAHC Board of Directors.
The composition of the committee reflects AAHCI’s diverse global membership. In addition to Dr. Fisk, several new members will help lead AAHCI this year:
- Michael Strong, MD, dean, Schulich School of Medicine & Dentistry, The University of Western Ontario (Canada)
- John Connell, MD, chair, NHS Tayside Board, Academic Health Science Partnership in Tayside (Scotland)
- Guo-Qiang Chen, MD, PhD, president, School of Medicine, and vice president, Shanghai Jiao Tong University (China)
- Mohamed Sayegh, MD, executive vice president for medicine and global strategy, Raja N. Khuri dean, Faculty of Medicine, American University of Beirut Medical Center (Lebanon)
Priorities for this year include guidance in the development of the AAHCI Aligned Institutional Mission (AIM) Program™ and the growth of AAHCI Regional Offices and region-specific programs and services.
European Meeting Explores Key Challenges of Academic Health Centers
Steven A. Wartman MD, PhD
Thursday, March 31, 2016
The AAHCI European Regional Office, hosted by Maastricht University in The Netherlands, held an informative roundtable discussion with 22 delegates on March 18, 2016. The delegates represented fifteen institutions from nine countries throughout Europe. Attendees had the opportunity to share with one another the critical issues they are facing in their countries and at their academic health centers, and, as always, I was struck by the recurring issues institutions face that resonate throughout Europe as well as worldwide.
Among topics raised were:
- The importance of measuring impact. We learned about the Maastricht Study ,an extensive phenotyping study focused on understanding the causes and consequences of type 2 diabetes;
- How to financially integrate in a manner that is appealing to all branches of the academic health center or system;
- The importance of harmonizing standards and practices among European countries so that educators and students can study or practice in different countries;
- Understanding new technologies and which to implement within an academic health center; and
- Driving change from the bottom up within an academic health center.
Overall, the meeting provided a unique, collegiate, atmosphere for academic health center leaders to learn from one another, make close connections with their peers, and to learn about AAHCI. At the conclusion of the meeting, attendees had the unique opportunity to visit The European Fine Art Fair (TEFAF). This extraordinary event served to bring the meeting to a close by further enhancing the cultural bonds of the attendees. This regional meeting was a highly successful model as the international branch of AAHC grows and develops further.
Helping Students to Learn with HELP
Dr. Mark JG Govers & Stefan van Aalst, Msc.
Tuesday, November 10, 2015 - Reposted: Wednesday, July 27, 2016
Maastricht University has been successful in applying problem-based learning (PBL) as its principal learning method throughout all faculties. Many think that PBL is teaching based on tutorial meetings. This is a misinterpretation, as PBL comes in different formats. The key is to organize learning as a constructive, collaborative and contextual process (see box 1 below). We developed such a PBL format by asking: ‘how can we develop an inter-active form of PBL without tutorial meetings?’ We found an answer in what we call HELP (Hear, Explore, Learn, and Propose).
How does the HELP program work? We begin with an eight-week master course on “organizational change in healthcare” that is divided into two blocks of four weeks. The first block focuses on gaining theoretical knowledge and insights. Each education day deals with a main theme via hear (introductory lecture), explore (working as a group of five students maximum on a related assignment), and learn (presenting and discussing assignment solutions within all groups). The following themes are discussed: (1) importance and difficulty of change; (2) organizational theory and professionalism; (3) change theory; and (4) leadership. The first block ends with an individual written test. The second block of four weeks focuses on all that was learned on an integral project (the propose phase) in which student groups of five act as “change consultants.” Their mission is to advise an executive board of two hospitals merging together with teachers and students acting as board members. At the end of the course, student groups present their advice to the executive board. The executive board selects a winner, and the winner receives an encouraging prize: a bottle of wine.
Over the past three years, the results were overwhelming. The course could be executed with fewer teachers; however, it asked more intense engagement from them. Students greatly appreciated this form of PBL. It offered an alternative way to gain and apply knowledge and competencies. On average, students evaluated the course with an eight out of ten – the highest score within this master program. It strengthens our belief that HELP benefits students as well as teachers.
Contact us at: firstname.lastname@example.org
Box 1: Theoretical foundation of PBL
Constructivism is a theory of knowledge claiming that individuals produce knowledge and give meaning by relating experiences with existing ideas (Hendry, Frommer & Walker, 1999; Dolmans, et al, 2005). It is essential that students are actively involved in the process of producing knowledge and give meaning to it. Teachers act as facilitators in these processes by encouraging and stimulating students to discover and grasp underlying theories, concepts, and models by themselves. By doing so, they actively construct knowledge. Besides learning as a constructive process, PBL is also collaborative and contextual. Collaborative learning implies that a group of students interact with each other to learn about a shared problem in order to be able to construct knowledge. Contextual learning implies that students are preferably exposed to, for them, relevant context and challenged with cases, problems, or assignments from multiple perspectives to stimulate construction and collaboration.
Dolmans, D. H., De Grave, W., Wolfhagen, I. H., & Van Der Vleuten, C. P. (2005). Problem‐based learning: Future challenges for educational practice and research. Medical education, 39(7), 732-741.
Hendry, G. D., Frommer, M., & Walker, R. A. (1999). Constructivism and problem‐based learning. Journal of further and higher education, 23(3), 369-371.