Best practices in the use of learning outcomes in chemistry education

Learning outcomes driven chemistry education is increasingly practiced, providing new opportunities for international comparisons. The interest in intended learning outcomes and constructive alignment has grown in many parts of the world due to both research in higher education (Biggs & Tang, 2011) and political decisions (e. g. the Bologna process in Europe). We will describe our steps towards a method for benchmarking (i.e. learning by sharing and comparing best practice) these outcomes, to enhance learner-centered chemistry education both in the developed and developing world. The project builds on and extends task group members’ experiences from national and international projects and draws on the international framework and multicultural competence of IUPAC’s Committee on Chemistry Education. Guiding chemistry education for the future requires the exchange of perspectives on core knowledge, skills and competencies. This project evaluates how learning outcomes for courses and modules are linked to each other and to learning outcomes for educational programs and how the expected learning outcomes can be aligned with learning activities and assessment. The comparison informs guidelines for self-evaluation, which focus on local learning outcomes for chemistry education including courses/modules, compared with national and/or international descriptors and with attention to alignment with learning activities and assessment. A full electronic report and manual for the benchmarking procedure will be produced at the conclusion of the project, including a collection of examples of good/best practice for dissemination. REFERENCES Biggs, J. B. & Tang, C. S. (2011). Teaching for quality learning at university: what the student does. Buckingham: Open University Press/Mc Graw-Hill Education

Context and Chemistry Going Dutch?: The Development of a Context-Based Curriculum in the Netherlands

In the Netherlands a new context-based curriculum has been designed to cope with the problem of the diminishing attention for chemistry as a subject. The curriculum consists of a number of modules in which a context is introduced. Based on scientific questions related to the context chemical concepts are discussed with the students. An experiment preliminary to implementation is being carried out in 20 schools. The design of the curriculum and the first results of this experiment are presented in this paper. A number of problems have been encountered. It seems possible to attain the ultimate goal of nationwide implementation in 2012

Reliability and validity of the Netherlands Triage Standard in emergency care settings: a case scenario study

BACKGROUND: The Netherlands Triage Standard (NTS) is a triage system that can be used by different types of emergency care organisations. Our objective was to determine the interrater reliability and construct validity of the NTS when applied to self-presenting patients. METHODS: We performed a cross-sectional case scenario study consisting of two parts: (1) paediatric triage in January-February 2019 and (2) adult triage in October-November 2020. In each part, we invited nurse triagists from three general practitioner cooperatives, three ambulance dispatching centres and three hospital emergency departments in the Netherlands to participate. We used 40 case scenarios involving paediatric patients and 41 involving adult patients who could self-present to any emergency care organisation. In advance, an expert panel determined the urgency (six levels) of the case scenarios (reference standard). The main outcome for reliability was the intraclass correlation coefficient (ICC) for urgency level. The main outcomes for validity were degree of agreement with the reference standard, for urgency level, and sensitivity and specificity for high versus low urgency. We used descriptive statistics and logistic multilevel modelling with both case and triagist as random effects. RESULTS: 218 out of 240 invited triagists participated. The ICC among all triagists was 0.73 for paediatric cases and 0.88 for adult cases and was highest in general practitioner cooperatives. For paediatric cases, there was 62.3% agreement with the reference standard about urgency, 17.4% underestimation and 20.2% overestimation. The sensitivity of the NTS for identifying highly urgent paediatric cases was 85.2%; the specificity was 89.7%. For adult cases, there was 68.3% agreement, 13.7% underestimation and 18.0% overestimation. The sensitivity of triage for high urgency in adults was 94.5% and the specificity 83.3%. CONCLUSION: NTS appears to have good reliability and construct validity for estimating the urgency of health complaints of non-referred patients presenting themselves in emergency care