Preconference workshops – Wednesday 4th July, 2018 –FULL–

Program Preconference Workshops     
Workshop  Max. Participants Time
Developing a Successful Educational Research Project (Kent Hecker) 25 Full day (11.00-16.00)

Incl. lunch break 13:00-14:00 

(Re)design your education with blended learning (Marijke Hoogendoorn and Paul Heijnen) 15 Full day (11.00-16.00) 

Incl. lunch break 13:00-14:00 

Promoting student well-being (Nicole Mastenbroek and Niels Bakkeren) 25 Half day (11:00-13:00)
Programmatic Assessment in Competency-based Veterinary Education: The usability and feasibility of ePortfolios (Herman Jonker, Lubberta de Jong and Harold Bok) 25 Half day (11.00-13.00) 
How to improve your focus in daily life: Experience the practical and theoretical aspects of Zen meditation (Peter van Beukelen) 20 Half day (14.00-16.00) 

Location: Zen meditation centre, Amsterdamsestraatweg 66, Utrecht

Getting acquainted with Entrustable Professional Activities (Olle ten Cate) 25 Half day (14.00-16.00) 
The skill of teaching skills (Claudia Wolschrijn) 25 Half day (14.00-16.00)

Attendees will be emailed after registration to choose their preferred PCW.


1. Developing a Successful Educational Research Project

This workshop is meant for people who are interested in planning an educational research project. It has been designed to be hands on and enable participants to build an action plan for the development and completion of a feasible educational research project.

At the end of this workshop participants will be able to:

  • Write a research question
  • Identify an appropriate research design
  • Design a research study
  • Create an action plan for your research project
Kent Hecker, PhD
2. Getting acquainted with Entrustable Professional Activities

Health professions education in many parts of the world, and in several professions in the health care domain, have embraced competency-based education. Elaborate frameworks of competencies describe what qualities we think doctors, nurses, pharmacists, and veterinarians should possess when they graduate.

The ideal competency-profile of a professional should enable him or her to cope with the daily tasks that must be done. But tasks and competencies are two different things. They do not always match.

Entrustable professional activities are the tasks in health care we would like trainees to be entrusted with as soon as they demonstrate the necessary competence. EPAs usually require several integrated competencies simultaneously. This preconference workshop focuses on this new concept. At the end of the workshop, participants should be familiar with EPAs and understand how they can be used to build education and support workplace-based assessment.

Prof. Olle ten Cate
3. How to improve your focus in daily life: Experience the practical and theoretical aspects of Zen meditation

In this workshop participants will experience how to practice meditation. Many people struggle with their concentration and focus in the present society due to

In zen training of concentration is central. When we are able to keep our attention in the present moment, we will become more efficient in our activities, which leads to a more happy life. Practicing zen is training your mental condition.

The ultimate goal is that you become more able to think what you want to think, to do what you want to do and to feel what you want to feel. Zen training supports the development of sustainable happiness.

Experience how to meditate and what happens with your thinking and feeling during meditation is the practical aspect of the workshop. Some main core concepts of zen Buddhism will be discussed, as well as the application of these concepts in daily life.

To participate in this workshop it is not necessary to have experience with meditation. Participants are expected to be open for the exercises and for new approaches to reflection.

Peter van Beukelen, DVM/PhD/Zen teacher

Location: Zen meditation centre, Amsterdamsestraatweg 66, Utrecht

4. (Re)design your education with blended learning

At Utrecht University integrating blended learning is not an objective in itself, but rather a means to improve the quality of education through which learning objectives can be met more effectively. The mixture of online and face-to-face education offers a plethora of possibilities to make education more interactive, and it allows students to take (parts of) their courses in their own time, place, and pace. This allows teacher to practice their coaching and expert roles.

This workshop is part of a short blended learning course. You will experience what a ‘blended course’ can look like. You will prepare online (about 1 ½ hours) and meet your peers online before you will get to see them face-to-face! During the workshop you will get hands-on and afterwards you can, voluntarily, finish the remainder of the course online (about 1 hour).

You will become acquainted with the concept of blended learning, its potential, and what it means for you as a teacher. You will give thought to the objective of education, and you will start (re)designing. Whilst (re)designing you will determine what will be made available face-to-face, and what you can offer online, which blended learning tools you can possibly use, and how you integrate online learning and face-to-face learning. You will receive feedback on your design, and you will receive tips on the implementation of your design.

This course is open to everyone who is interested in integrating blended learning into their educational practices, and is open to both teachers as well as managers in education.

Marijke Hoogendoorn, DVM

Paul Heijnen, DVM

5. Promoting student well-being

For decades, research reveals that veterinary medical students and professionals are at risk for depression, psychological distress and burnout. Policies and practices aimed at promoting veterinary medical students’ well-being should be part of veterinary education. The first part of this session will focus on research on positive and negative well-being during veterinary education and in the period of transition from education to work. We will actively invite students to tell about the challenges they experience.

In the second part, we will exchange and discuss experiences with and research on the prevention of negative well-being (stress, burn-out) and promotion of positive well-being (motivation, study engagement). We will ask participants in advance to share their best practices so that we can set up a program that enables us to interact and learn from each other as efficiently as possible. If you are student, teacher, educationalist, veterinary professional, researchers or otherwise interested in learning more about student well-being this workshop is yours.

Nicole Mastenbroek, DVM/PhD

Niels Bakkeren, MSc

6. Programmatic Assessment in Competency-based Veterinary Education: The usability and feasibility of ePortfolios

In competency-based education, the portfolio is a frequently used instrument to document students’ competency development. A portfolio contains longitudinal information combining different workplace-based assessment tools containing meaningful feedback. This creates a holistic overview for the student to set new learning goals and provide information for both formative and summative purposes. However, does a portfolio allows us to visualize and monitor a student’s development based on longitudinal collected workplace-based assessment data?

In this highly interactive workshop we will take a closer look at the high-stakes summative assessment of an ePortfolio: can we robustly assess students’ development for summative purposes? We first briefly share our own experiences and evidence from the current literature. Then participants will experience an assessors’ point-of-view by assessing various portfolios. By discussing the findings and experiences, participants will gain insights in best practices of portfolio assessment.

Herman Jonker,  DVM/PhD

Lubberta de Jong, DVM

Harold Bok, DVM/PhD

 7. The skill of teaching skills

Skills training and skills labs to train them are ‘hot’. In every veterinary faculty, skills labs are being developed, simulation models are being bought or even built. However, the word is students don’t seem to use it as much as we want them to. Do you recognize this?

In this workshop we want to discuss how to enhance student engagement (of which we feel intrinsically shouldn’t be necessary). The goal is to design a skills curriculum in which it is necessary for the students to train skills. Do we need to incorporate them in the teaching schedules or can we come up with other innovative ways? Perhaps, assessment is the answer? When should we start teaching skills? (Ba/undergraduate or Ma/graduate or both). What are the learning goals and what should be the follow-up? What have you tried, which you could share with your colleagues?

Since the Utrecht skills lab is dispersed over the clinical departments, we will have a virtual tour during this workshop.

 Claudia Wolschrijn, DVM/PhD

Attendees will be emailed after registration to choose their preferred PCW on a first come, first served basis.