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… Bachelor Biomedical Sciences 1 Find another programme Major Competence Biomedical Expert Fac. Health, Medicine and Life Sciences The LEGO Bricks of Life Full course description This course focuses on the question how biomolecules impact biology as a whole, up to the level of populations and processes as complex … main organ systems. Insights from these sessions will be used in the tutorials. The tutorial groups will be planned in the first six weeks of the course. In the last two weeks of the course, students will work in small groups on the Academic project, where knowledge and understanding of normal physiology of the organ systems and regulatory mechanisms will be used to go into more depth by studying disturbances of homeostasis. The groups will propose a research question on a (selected) disturbance of … a student has one or more external supervisors besides the faculty supervisor. The thesis will be assessed by the faculty supervisor and by an independent second assessor. The internship coordinator for the Bachelor Biomedical Sciences is the first contact person for the student for questions concerning the preparation and content of an internal or external internship. The coordinator will provide information on the internship by means of a lecture: the possibilities and impossibilities, the …

… 24 8. Project Mozambique 30 9. Meta-research: the science of healthcare education science 33 Part 2 - Case studies 02 03 SH E M id-term evaluation report 2018-2020 | Case studies 2 Case study 1 Designing Education with 4C/ID | What is 4C/ID? Four-component instructional design (4C/ID) is a model for designing task-centered education, such as project-based, problem-based, and case-based learning. It helps teachers and instructional designers to develop education aimed at the training of complex … development programme for simulation facilitators, developed in collaboration with the MUMC+ Simulation Center, METS center Bilthoven, Med Tech Center Twente, and UMCG Simulation Center, and the Dutch Society for Simulation in Healthcare. - Pasemeco where medical schools integrate education on palliative care in their curriculums. See http://www.pasemeco.nl/ (with medical schools in the Netherlands) - Safepat where partners in the Euregion Maas-Rijn develop education on cross-border patient … 27, expanding building capacity, and increasing the number of enrollees in the existing schools. The main purpose of this new approach to medical education is to reform traditional curricula, following principles such as early community and clinical contact and PBL. In the past 4 years, SHE has been offering support in innovating the curricula and training local teachers on PBL. Emmaline Brouwer MSc and Dr. Herma Roebertsen are highly involved in this project as SHE researchers. See: …

… 24 8. Project Mozambique 30 9. Meta-research: the science of healthcare education science 33 Part 2 - Case studies 02 03 SH E M id-term evaluation report 2018-2020 | Case studies 2 Case study 1 Designing Education with 4C/ID | What is 4C/ID? Four-component instructional design (4C/ID) is a model for designing task-centered education, such as project-based, problem-based, and case-based learning. It helps teachers and instructional designers to develop education aimed at the training of complex … development programme for simulation facilitators, developed in collaboration with the MUMC+ Simulation Center, METS center Bilthoven, Med Tech Center Twente, and UMCG Simulation Center, and the Dutch Society for Simulation in Healthcare. - Pasemeco where medical schools integrate education on palliative care in their curriculums. See http://www.pasemeco.nl/ (with medical schools in the Netherlands) - Safepat where partners in the Euregion Maas-Rijn develop education on cross-border patient … 27, expanding building capacity, and increasing the number of enrollees in the existing schools. The main purpose of this new approach to medical education is to reform traditional curricula, following principles such as early community and clinical contact and PBL. In the past 4 years, SHE has been offering support in innovating the curricula and training local teachers on PBL. Emmaline Brouwer MSc and Dr. Herma Roebertsen are highly involved in this project as SHE researchers. See: …

… Year 1 Faculty of Psychology and Neuroscience Skills I: Learning in Groups Full course description Problem-Based Learning (PBL) is a unique feature of the education provided at Maastricht. This educational system focuses on guiding students to become independent and enterprising problem- solvers. In order to achieve this goal, teaching must extend beyond the traditional individual studying and attending lectures. Students work in small groups on concrete problems from the field. As a team, … language. PSY2134 Period 2 25 Oct 2021 17 Dec 2021 Print course description ECTS credits: 0.0 Instruction language: Dutch Coordinator: M.M. Rijkeboer Teaching methods: Assignment(s), Paper(s), Lecture(s), Work in subgroups, Skills, Patient contact Assessment methods: Attendance, Final paper Keywords: Psychological conversation techniques, (complaints/ case) history, DSM-5 diagnoses and classifcation, professional reporting Faculty of Psychology and Neuroscience Functional Neuroanatomy … the interrelated functions are structurally and functionally implemented, with what means they can be studied and what consequences damage or dysfunction have for behaviour and psychological well-being. In order to achieve this it is important to know where these structures are located within the brain, as well as how they are interconnected. To create an optimal blending of structural and functional knowledge of brain structures the course comprises, in addition to the six theoretical group …

… in Ethiopia? ..................................................................................... 29 4.4.1. Nutri3onal contribu3ons of agroforestry ..................................................................................... 29 4.4.2. Income and product diversifica3on .............................................................................................. 30 5. Discussion … Chapter 5 connects the findings and main results to the framework established in Chapter 2. The limi- taPons encountered during the research process as well as recommendaPons are provided in Chapter 6. Lastly, a conclusion is presented in Chapter 7, where the main research quesPon is addressed. 2. Literature Review and Conceptual Framework 2.1. The Theory of Food Security In order to assess the potenPal of agroforestry in contribuPng to improved food security, it is crucial to first examine the … tesPng. For reach- ing the interviewees, the snowball/network sampling method is used to interact with key ac- tors from the agroforestry field in Ethiopia, as well as through direct online search for suitable organizaPons as the starPng point of contact. The sample size includes ten experts in total, as well as the analysis of five papers. As a guideline for the interviews, the components of the Theory of Planned Behavior (willing- ness to adopt, ability to adopt, farmers engagement) as well …

… is entirely voluntary and that participants can withdraw from the study at any time without consequences. E.g. 'This letter gives information to enable you to decide on participation or not. Take your time to read it carefully and consider completely voluntary participation. You have the right to withdraw from the study at any time, without any negative consequences.' · Procedure : Explain what each of the steps or procedures involve, as far as relevant for the decision to participate. Also give the duration. If not 'here and now', then indicate when and where the study will take place. E.g. 'As a participant, you will fill in two questionnaires and do a computer task in which you respond rapidly with a button press to dots that appear on a screen. The total duration will be 50 minutes.' · Risks and … address, email, video recordings, age, gender, information on lifestyle and personality traits, EEG data, health-related data’ E.g. for Privacy Option 2: 'age, gender, information on lifestyle and personality traits, EEG data, health-related data’ · Contact details Mention the names and contact details (UM-email, telephone no.) of both the responsible researcher and contact person(s) for questions about the research and rights of research participants. 'E.g. John Doe (internship student) Email: …