The Nature of Study Programmes in Vocational Education: Evaluation of the Model for Comprehensive Competence-Based Vocational Education in the Netherlands

In a previous series of studies, a model of comprehensive competence-based vocational education (CCBE model) was developed, consisting of eight principles of competence-based vocational education (CBE) that were elaborated for four implementation levels (Wesselink et al. European journal of vocational training 40:38–51 2007a). The model thus consisted of 32 cells, all defined by text. It was developed to provide study programme teams working in vocational education with an instrument to assess the actual and desired “competentiveness” of their study programmes. “Competentiveness” refers to the extent to which study programmes are based on the principles of CBE that we formulated. The model is an instrument for analysing the alignment of study programmes with the defining principles of CBE and clarifying programme teams’ intentions, i.e. the extent to which they wish to achieve higher levels of implementation of the different principles. This article presents the results of two studies, the aim of which was to identify adjustments the teachers felt were necessary to make the CCBE model a valid instrument for assessing the actual and desired “competentiveness” of their study programmes. In study A, 57 teachers evaluated the model during focus group discussions, resulting in a revised CCBE model consisting of ten principles for five levels of implementation. In study B, 151 teachers completed a questionnaire to evaluate the comprehensibility of the revised model. The study showed that teachers understood and interpreted the revised model as intended, were able to position their study programmes by using the revised model and that the content validity of the revised model was good

Oral dosage forms of a therapeutically active acid-labile salt and methods and uses related thereto.

The invention relates to the field of oral drug delivery and more in particular, to oral dosage forms for delivery of a high dose of a therapeutically active acid-labile salt, such as sodium thiosulfate (STS). Provided is a pharmaceutical oral dosage form for controlled delivery of an acid-labile salt, the dosage form comprising a core comprising the acid-labile salt in a polymer matrix comprising a combination of (i) a pH- sensitive hydrophilic methacrylic acid— methyl methacrylate copolymer and (ii) a carbomer, wherein the acid-labile salt makes up at least 50wt% of the core; and wherein the outer surface of the core is provided with an enteric coating layer

Oral dosage forms of a therapeutically active acid-labile salt and methods and uses related thereto.

The invention relates to the field of oral drug delivery and more in particular, to oral dosage forms for delivery of a high dose of a therapeutically active acid-labile salt, such as sodium thiosulfate (STS). Provided is a pharmaceutical oral dosage form for controlled delivery of an acid-labile salt, the dosage form comprising a core comprising the acid-labile salt in a polymer matrix comprising a combination of (i) a pH- sensitive hydrophilic methacrylic acid— methyl methacrylate copolymer and (ii) a carbomer, wherein the acid-labile salt makes up at least 50wt% of the core; and wherein the outer surface of the core is provided with an enteric coating layer

Oral dosage forms of a therapeutically active acid-labile salt and methods and uses related thereto.

The invention relates to the field of oral drug delivery and more in particular, to oral dosage forms for delivery of a high dose of a therapeutically active acid-labile salt, such as sodium thiosulfate (STS). Provided is a pharmaceutical oral dosage form for controlled delivery of an acid-labile salt, the dosage form comprising a core comprising the acid-labile salt in a polymer matrix comprising a combination of (i) a pH- sensitive hydrophilic methacrylic acid— methyl methacrylate copolymer and (ii) a carbomer, wherein the acid-labile salt makes up at least 50wt% of the core; and wherein the outer surface of the core is provided with an enteric coating layer

Oral dosage forms of a therapeutically active acid-labile salt and methods and uses related thereto.

The invention relates to the field of oral drug delivery and more in particular, to oral dosage forms for delivery of a high dose of a therapeutically active acid-labile salt, such as sodium thiosulfate (STS). Provided is a pharmaceutical oral dosage form for controlled delivery of an acid-labile salt, the dosage form comprising a core comprising the acid-labile salt in a polymer matrix comprising a combination of (i) a pH- sensitive hydrophilic methacrylic acid— methyl methacrylate copolymer and (ii) a carbomer, wherein the acid-labile salt makes up at least 50wt% of the core; and wherein the outer surface of the core is provided with an enteric coating layer

Oral dosage forms of a therapeutically active acid-labile salt and methods and uses related thereto.

The invention relates to the field of oral drug delivery and more in particular, to oral dosage forms for delivery of a high dose of a therapeutically active acid-labile salt, such as sodium thiosulfate (STS). Provided is a pharmaceutical oral dosage form for controlled delivery of an acid-labile salt, the dosage form comprising a core comprising the acid-labile salt in a polymer matrix comprising a combination of (i) a pH- sensitive hydrophilic methacrylic acid— methyl methacrylate copolymer and (ii) a carbomer, wherein the acid-labile salt makes up at least 50wt% of the core; and wherein the outer surface of the core is provided with an enteric coating layer

Fostering oral presentation competence through a virtual reality-based task for delivering feedback

While previous studies have stressed the importance of feedback delivered by experts, it is unclear whether students’ oral presentation competence can be fostered through innovative technology for delivering feedback. This experimental study examined the effectiveness of a virtual reality-based task, in which first-year undergraduate students practiced their presentation in a virtual environment and received feedback produced by the system, on their presentation competence components (i.e. cognition, behaviour and attitudes towards presenting). The effects were compared with a control condition, which was a face-to-face presentation task with expert feedback. The students’ performance was measured using pre- and post-test multiple-choice tests, validated rubrics, and self-evaluation instruments. Results revealed significant improvements from pre-test to post-test in all three presentation competence components, without a difference between the conditions. Furthermore, the self-evaluation tests showed that students who presented in virtual reality were appreciative of the detailed and analytical feedback they received. Because of sample size limitations, the effects found could not be generalised. Therefore, future research on a larger sample is needed to examine population effects. Follow-up studies should focus on the extent to which virtual reality-based tasks can encourage self-regulation skills for the effective and efficient integration of these tasks in presentation courses.</p