Gé Ophelders | Radboud University Nijmegen (original) (raw)
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Papers by Gé Ophelders
Tijdschrift voor Medisch Onderwijs, 2006
After the biomedical sciences curriculum at Nijmegen Radboud University had been restructured by ... more After the biomedical sciences curriculum at Nijmegen Radboud University had been restructured by dividing it into a three-year bachelor phase and a two-year master phase, students were faced with more choices during the new master phase. To support the students, six coaches were appointed. This article describes the functioning of the coaches within the new educational and organisational context against the background of the literature on students 'self-directed learning, self-reflection and responsibility for their own learning. The desired qualities of coaches are also addressed. The effectiveness of the work of the coaches was explored in semi-structured one-to-one interviews and focus group interviews with the coaches. Additional information was obtained from the report of the national education audit. In general, it is concluded that the coaching is effective and that a good balance is struck between guidance and self-directedness of students. (Bos RP, Ophelders GAM. Coaching and self-directed learning during the master phase of the Nijmgen biomedical sciences curriculum.
Tijdschrift voor Medisch Onderwijs, 2006
After the biomedical sciences curriculum at Nijmegen Radboud University had been restructured by ... more After the biomedical sciences curriculum at Nijmegen Radboud University had been restructured by dividing it into a three-year bachelor phase and a two-year master phase, students were faced with more choices during the new master phase. To support the students, six coaches were appointed. This article describes the functioning of the coaches within the new educational and organisational context against the background of the literature on students 'self-directed learning, self-reflection and responsibility for their own learning. The desired qualities of coaches are also addressed. The effectiveness of the work of the coaches was explored in semi-structured one-to-one interviews and focus group interviews with the coaches. Additional information was obtained from the report of the national education audit. In general, it is concluded that the coaching is effective and that a good balance is struck between guidance and self-directedness of students. (Bos RP, Ophelders GAM. Coaching and self-directed learning during the master phase of the Nijmgen biomedical sciences curriculum.
Tijdschrift voor Medisch Onderwijs, 2006
After the biomedical sciences curriculum at Nijmegen Radboud University had been restructured by ... more After the biomedical sciences curriculum at Nijmegen Radboud University had been restructured by dividing it into a three-year bachelor phase and a two-year master phase, students were faced with more choices during the new master phase. To support the students, six coaches were appointed. This article describes the functioning of the coaches within the new educational and organisational context against the background of the literature on students 'self-directed learning, self-reflection and responsibility for their own learning. The desired qualities of coaches are also addressed. The effectiveness of the work of the coaches was explored in semi-structured one-to-one interviews and focus group interviews with the coaches. Additional information was obtained from the report of the national education audit. In general, it is concluded that the coaching is effective and that a good balance is struck between guidance and self-directedness of students. (Bos RP, Ophelders GAM. Coaching and self-directed learning during the master phase of the Nijmgen biomedical sciences curriculum.
Tijdschrift voor Medisch Onderwijs, 2006
After the biomedical sciences curriculum at Nijmegen Radboud University had been restructured by ... more After the biomedical sciences curriculum at Nijmegen Radboud University had been restructured by dividing it into a three-year bachelor phase and a two-year master phase, students were faced with more choices during the new master phase. To support the students, six coaches were appointed. This article describes the functioning of the coaches within the new educational and organisational context against the background of the literature on students 'self-directed learning, self-reflection and responsibility for their own learning. The desired qualities of coaches are also addressed. The effectiveness of the work of the coaches was explored in semi-structured one-to-one interviews and focus group interviews with the coaches. Additional information was obtained from the report of the national education audit. In general, it is concluded that the coaching is effective and that a good balance is struck between guidance and self-directedness of students. (Bos RP, Ophelders GAM. Coaching and self-directed learning during the master phase of the Nijmgen biomedical sciences curriculum.