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Lessons from Problem-based Learning$
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Henk van Berkel, Albert Scherpbier, Harry Hillen, and Cees van der Vleuten

Print publication date: 2010

Print ISBN-13: 9780199583447

Published to Oxford Scholarship Online: September 2010

DOI: 10.1093/acprof:oso/9780199583447.001.0001

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The institutionalization of student participation curriculum evaluation: from passionate volunteers to skilled student delegates

The institutionalization of student participation curriculum evaluation: from passionate volunteers to skilled student delegates

Chapter:
(p.177) Chapter 19 The institutionalization of student participation curriculum evaluation: from passionate volunteers to skilled student delegates
Source:
Lessons from Problem-based Learning
Author(s):

Fred Stevens

Marre Andrée Wiltens

Krista Koetsenruijter

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199583447.003.0019

This chapter focuses on student participation in the Maastricht Faculty of Health, Medicine and Life Sciences medical curriculum. At FHML, student participation has been consistently high, even after changes in the Dutch law on university decision-making about ten years ago, which substantially curbed the influence of internal advisory bodies in Dutch institutions of higher education, thereby strengthening the decision-making power of university and faculty boards. The conditions for student participation, the institutionalization of student participation, organization of student participation, and the student perspective on problem-based learning are discussed.

Keywords:   PBL, FHML, internal advisory boards, university decision-making, student involvement, medical curriculum

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