Table 1 Presages, processes, and products from three stakeholders’ perspectives
Perspective | Presage | Process | Product |
|---|---|---|---|
Management | Steering documents known and followed Financial educational resources allocated at hospital level and available at department level Charting of resources and costs at department level | Negotiate between course directors and heads of health care departments Visualise the educational processes Use all educational resources Establish a structure of collaborative recurrent follow-up | The managers’ collaboration to plan; perform; follow up quality, resources and costs; and improve educational outcome |
Student | Examination results Student questionnaires and opinions Student volume | Establish a curriculum that supports student learning Create constructive alignment | The students’ experiences of their reception, their views of supervision, goal achievement, and global impression of the learning environment |
Supervisor | Student schedules Scheduled time and logistics of supervision Course logistics | Establish continuity and competence among supervisors | The supervisors’ experiences of their own learning, benefits of being a supervisor, and satisfaction with management and organisation |