Source of guidance of the learning process | |||
---|---|---|---|
Learning process component | Full external guidance (from the teacher only) | Shared guidance (from students and teacher both) | Full internal guidance (from the student only) |
Cognitive level | |||
Learner: what to learn? | Learning with and about others in classroom situation - Shared learning early in training - Role clarity | Learning from others (roles and responsibilities) - Getting acquainted | Learning from other students and patients - Follow up training - Stimulating teamwork training - Learning in authentic context |
Teacher: what to present to the student? | Using examples of complex patient problems - Learning in authentic context (simulation) Assessment - Assessment of IPE and specific learning goals | Facilitating students to think and plan a collaborative approach - Teacher facilitating reflection Assessment - Assessment of IPE and specific learning goals | Facilitating team work - Immersion in collaboration Assessment - Assessment of integrated IPE and specific learning goals |
Affective level | |||
Learner: why learn? | Shared learning about patients’ problems - Inform others about one’s roles & responsibilities | Learning with others to solve patients’ problems | Reflect on quality of care and patient safety - Patient problems clear? - Team communication |
Teacher: how to motivate the student? | Expose stereotyped views - Discuss perception of characteristics, e.g. professional competence, academic ability | Give active, patient centred assignments - Case, simulation - Teacher facilitating reflection | Learning in authentic context - Integration of specific and IPE learning goals - Stimulating teamwork training |
Metacognitive level | |||
Learner: how to learn? | Learning goals are assesseda | Integrating profession specific + IPE goalsb | Peer coaching |
Teacher: how to instruct the student? | - Assessment at cognitive level and reflection for affective level | - Follow up of teamwork skills as formative assessment by peers | - (Self-)Assessment with reflection and portfolio |