QUANTITATIVE | QUALITATIVE | |||
SOLO 2 | SOLO 3 | SOLO 4 | SOLO 5 | |
Ability to reflect on topical issue and one’s own work, role and options. | ”Uni-structural” | ”Multi-structural” | ”Relational” | ”Extended abstract” |
Educator | Memorise, identify, recognise, count, define, find label, match, name, quote, recall recite, order, tell, write imitate | Classify, describe, list, report, discuss, illustrate, select, narrate, compute, sequence, outline, separate | Apply, integrate analyse, explain, predict, conclude, summarise, review, argue, transfer, make a plan, characterise, compare, contrast, differentiate, organise, debate, make a case, construct, review and rewrite, examine, translate, paraphrase, solve a problem | Theorise, hypothesise, generalise, reflect, generate, create, compose, invent, originate, prove from first principles, make an original case, solve from first principles |
Considerations about prior qualifications, level, and needs in the target group | ||||
Considerations about adaptation to prior qualifications, level, and needs in the target group | ||||
Considerations about teaching method(s) | ||||
Considerations about factors enhancing and inhibiting learning | ||||
Considerations about own work, role and options in relation to teaching colleagues and staff | ||||
Global rating | ||||
Different types of patient encounters | Memorise, identify, recognise, count, define, find label, match, name, quote, recall recite, order, tell, write imitate | Classify, describe, list, report, discuss, illustrate, select, narrate, compute, sequence, outline, separate | Apply, integrate analyse, explain, predict, conclude, summarise, review, argue, transfer, make a plan, characterise, compare, contrast, differentiate, organise, debate, make a case, construct, review and rewrite, examine, translate, paraphrase, solve a problem | Theorise, hypothesise, generalise, reflect, generate, create, compose, invent, originate, prove from first principles, make an original case, solve from first principles |
Considerations about implications for patient communication in different kinds of patient encounters (consultation, phone calls, e-mail, home visits) | ||||
Considerations about own role in relation to home visits | ||||
Considerations about impact of individual, societal, cultural, and contextual circumstances in relation to patient communication and presentation of symptoms | ||||
Considerations about patient communication using an interpreter | ||||
Considerations about impact on communication in case of interruptions, need for prioritising several simultaneous tasks, communication about several topics at a time, and communication with numerous persons at a time | ||||
Global rating |