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… 6 KANSEN EN BELEMMERINGEN BIJ DE IMPLEMENTATIE VAN HET PC CMR 43 6.1 Bevorderende en belemmerende factoren volgens de literatuur 43 6.2 Bevorderende en belemmerende factoren volgens de interviews 44 6.3 Bevorderende en belemmerende factoren volgens de online enquête 44 6.4 Conclusie 45 7 DISCUSSIE 47 7.1 Effectiviteit en kosteneffectiviteit van het PC CMR 47 7.2 Kansen en belemmeringen bij de implementatie van het PC CMR 48 7.3 Hoe nu verder? 48 7.4 Conclusie 49 LITERATUUR 51 Bijlage 1: Samenvatting rapport ’Verkenning als opstap naar de implementatie en evaluatie van het PreventieConsult Cardiometabool Risico’ 61 Bijlage 2: Zoekstrategie systematisch literatuuronderzoek kos- teneffectiviteit 63 Bijlage 3: Drummond Checklist voor trial-based economische evaluaties 67 Bijlage 4: Philips Checklist voor model-based economische evaluaties 69 Bijlage 5: Deelnemers expertmeeting bijeenkomst 73 Bijlage 6: Overzicht initiatieven gerelateerd aan het PC CMR 75 Bijlage 7: Overzicht studies opgenomen in het trial-based systematisch …

… or travel restrictions, have led to the application of hybrid learning. Hybrid learning is the situation in which a part of a group of students if following education live inside a classroom, and another part of the group participates remotely via an online connection. However, hybrid learning requires well-developed teacher skills, high quality teaching and learning spaces with high-end technology setups, well-provided educational and technological support, and the educational design (e.g. how to … used should be easy to operate and user-friendly. - There should be tools available that improve interactivity between face-to-face students and remote students. Support - Pedagogical: • During sessions: moderator for the session, assistant (e.g., to check on online students). • Support desk: an experienced and expert tutor who can provide practical support and be a reference to go to for issues and questions on how to set up and teach in a hybrid education context (e.g., how to organically … (Open). 4. How long have you been teaching for? a. 0-5 years b. 6-10 years c. 11-15 years d. 15+ years 5. How many hours per week do you teach? a. 0-4 hours b. 5-9 hours c. 10+ hours 6. What courses are you teaching? Are they for example one-shot workshops or lectures, or entire courses? Are they online or face-to-face? Or both? (open) Page 2: Experiences with hybrid learning Introduction This survey is about your needs and experiences with hybrid learning. Hybrid learning is an educational model …

… fraud or a suspicion of fraud to the Board of Examiners. 8. The Board of Examiners can revoke the appointment of an examiner at any time. ARTICLE 1.6 ASSESSMENT COMMITTEE The Assessment Committee provides examiners with expert advice on assessment, checks the quality of exams and assessments and checks constructive alignment of courses/components and their assessment. The Assessment Committee reports to the Board of Examiners in all matters regarding quality of assessment. ARTICLE 1.7 ASSESSMENT PLAN The assessment of each course is described … in the exam. The Board of Examiners will be informed after the exam of any irregularities and violations that took place before, during or after the exam. The Board of Examiners may decide to take further sanctions and/or measures. 18. In the case of online proctored exams, it is the responsibility of the student to make the exam in the way it is instructed. Failure to do so is an irregularity and means the exam will be invalid. If it is not possible to adequately supervise the student during (part …

… could require. In the past, career profiles were set up with a restrictive number of criteria which had to be met. This manner has proven to give structure, but also restrictions. In many cases, the assessor and applicant handled this in a way of ‘checking boxes’ instead of a dialogue focused on development. The way in which these profiles are to be used is in line with the view of Recognition & Rewards: colleagues work together on development, engaging in dialogue. The employee takes ownership … of external stakeholders; etc. 2. Personal/professional leadership Examples of evidence: demonstrate self-reflection and personal development (feedback results); regularly request feedback from students, colleagues and others; effective communication (online and offline); academic integrity; demonstrate solid organisational skills; identify the necessary tasks and prioritise them in order to develop an individual schedule and perform the work in an autonomous way, ensuring that the requirements are … teams; educational talent acquisition and development; preparing and participating in accreditations and audits; etc. 4. Disseminating educational practices Examples of evidence: public dissemination of educational practices, findings and data; workshops; conferences; valorisation; outreach; exchange of knowledge with (international) educational experts, community engagement; coaches fellow teachers; serve as a mentor to students and/or colleagues; etc. Contract agreements Teaching Experts (D1) …