Table 4 Coaches’ quotes concerning the LPPD: program (experiences and learning outcomes) and assessment (interview data 2020–2021)
From: How to coach student professional development during times of challenges and uncertainties
LPPD – program |
Experiences |
C1: ‘I’m also truly convinced that the professionality program—taking care of yourself, taking care of your relationship with others, taking care of your relationship with your tasks—those are very fundamental characteristics for any professional’ |
C2: ‘… vitality and maintaining motivation for studies are increasingly difficult for many students …. They have a great need for contact with the program and fellow students’ |
C3: ‘To hear students saying: it is a fine LPPD program, not stressful, you know what to do’ |
C4: ‘What an effect individual conversations can have, even they are only for half an hour every 6 weeks’ |
C5: ‘Well, I am jealous, I wish I could have studied like this! It would have helped me a lot, just to discuss like this with people, with coaches, during your study’ |
C6: ‘I noticed a lot of students getting stuck. … I was able to help most students get started again’ |
C7: ‘ Seeing students’ development and noticing that only by asking the right questions can play an important role in that development’ |
C8: ‘In my position as a coach, I am always searching to make a connection with, yes, with becoming a researcher or doctor’ |
C9: ‘Yes, I think [ …] that if you embody what you say, it is more convincing’ |
Learning outcomes |
C10: ‘In the third year, for most students in the retrospective, comes the realization of how much they have grown and how much they have had (often unnoticed) from LPPD.’ |
C11: ‘To notice that students discuss things, then go out and try them out and learn as a result. This happens regularly in the third year. The student has the necessary baggage behind them from the first two years and deals with it more and more independently.’ |
C12: ‘To see each student continue to grow in their personal area and become aware of talents and pitfalls. Students also appreciate the opportunity to grow further’ |
C13: ‘Individual conversations where students' proverbial 'penny dropped' and they had new insights about themselves, or found support for difficult situations they were experiencing’ |
C14: ‘That I see students push their boundaries by doing things differently, after we have talked about this within professionalism, such as giving feedback to each other’ |
LPPD –assessment |
C15: ‘As a teacher, I thought it (red: assessment product) was a pretty good overview. It gave me a complete image from which to judge’ |
C16: ‘However, now, sometimes I find that the assessment has so many attachments, and so many things. When I read through it all, I think that I could also have done well with less’ |
C17: ‘I find such a free assignment in which, in my opinion, students write about their development in a more authentic way that they truly have to think about, that is a very good one, that is a very valuable one’ |
C18: ‘The evaluation assignment suits then much better currently’ |
(published with permission) |