Optimización del tratamiento farmacológico en pacientes con disfunción sistólica severa del ventrículo izquierdo en una unidad de insuficiencia cardiaca: implicaciones en la indicación de un desfibrilador automático implantable en prevención primaria y factores predictores de ausencia de remodelado reverso del ventrículo izquierdo

Distance education is going through a paradigm shift from the second to the third generation. In the first generation (correspondence education) teachers were craftsmen who coupled traditional learning materials to self-made personalised lessons that they mailed to their students at a distance. In the second generation new, pedagogically enhanced materials were designed and developed via an industrial model specifically for distance education, but the accent remained on a traditional learning paradigm. In the third generation personal, competence based, interactive materials for learning communities are being designed and developed. This chapter first outlines the haracteristics of the first two generations. It then presents a framework for the design, development and delivery of distance education study materials according to the industrial approach. It concludes with a look at how this will change as we go to the third generation. In another chapter (Valcke, Kirschner & Bos) an environment for this new paradigm is worked out

Psychometric evaluation of entry assessment in higher education: A case study

Entry assessment for higher education is a managerial and research topic in many European countries at this moment. Due to the increased claim for higher quality in education and the decreasing finances, universities seek for means to establish a high quality instream. Research has shown that types of entry examinations good possibilities to put ''the right man on the right place''. Not only the quality of these examinations is an important issue, also systematic differences between student groups is a main point of attention. Turkey, using a two stage assessment for several years already, is a good example of the latter. Now that several universities think about selection at the front door, it might be worth to think about evaluating selection criteria and to look at method to avoid group bias for example

Fuzzy scoring theory applied to team-peer assessment: additive vs. multiplicative scoring models on the signed or unsigned unit interval

Teamwork in educational settings for learning and assessment has a long tradition. The reasons, goals and methods for introducing teamwork in courses may vary substantially. However, in the end, teamwork must be assessed at the group level as well as on the student level. The lecturer must be able to give students credit points or formal grades for their joint output (product) as well as for their cooperation in the team (process). Schemes for such multicriteria quantitative assessments appear difficult to define in a plausible way. Over the last five decades, plenty proposals for assessing teamwork processes and products on team and student level have been given using diverse scoring schemes. There is a broad field of empirical research and practical advice about how team-based educational assessment might be set up, implemented, improved, and accepted by staff and students. However, the underlying methodological problems with respect to the merging of several independent measurements has been severely underestimated. Here, we offer an entirely new paradigm and taxonomy of teamwork-based assessment following a rigorous fuzzy-algebraic approach based on two core notions: quasi-arithmetic means, and split-join-invariance. We will show how our novel approach solves the problem of team-peer-assessment by means of appropriate software tools

Performance Management Systems and their Influence on the Governance Structures of Portuguese Universities: A Case Study

The aim of this chapter is to understand how performance is being measured and managed in universities and the way Performance Management Systems (PMS) have affected the roles and influences of key actors in the governance of universities. Results from a high performing Portuguese university show the inexistence of a fully developed PMS. In fact, even though there has been a substantial increase in the measurement of performance in most areas, there seems to be a lack of action, especially regarding individual performance. In terms of governance, the analysis of the case study through a new governance framework shows that external pressures to implement PMS (mainly coming from the state and from European policies) are the most influential ones. Moreover, results show that there has been a centralization of authority and a change in the roles of key actors. The number of external members in the main governing bodies grew and academics’ bureaucratic work increased enormously. Nevertheless, academics are still the most powerful group in terms of decision-making. The governance reforms that took place in the Portuguese higher education system enable the implementation and functioning of PMS. But other factors should also be considered, namely the level of communication and the level of stakeholder involvement. These factors help to overcome resistances and to build trust, the most difficult piece of the performance management framework.info:eu-repo/semantics/publishedVersio