During the last week of the curriculum, students can prove their acquired knowledge and understanding of gerontology, geriatrics and healthcare structures by providing their personal input in an interactive exercise of ‘hospital simulation’.
Students will apply their understanding of health care structures related to patient care in multidisciplinary settings in a simulated multidisciplinary care cycle.
The knowledge and understanding of the three core scientific skills ‘academic development’, ‘clinical research’ and thorough understanding of ‘management and leadership’ provide the students with tools to put their theoretical knowledge into practice. In this respect, students are able to show their understanding of models of care, structure and finance of healthcare and gover- nance and at the same time prove their acquired abilities in management and leadership, and evidence-based decision making.
The learning targets for this assignment are:
The student is familiar with state-of-the art knowledge in gerontology, geriatrics and health care structure and is able to weigh this knowledge and apply it in a multidisciplinary way in appropriate contexts.
The student knows his/her own leadership and team role preferences and can use this knowledge to effectively work in teams.
The student is able to professionally communicate, give feedback to others and reflect upon his/her own performance while making suggestions and actions for changes if applicable.
The student knows basic principles of healthcare structure (including structure and financing, models of care, governance) and related skills (management, entrepreneurship and accountancy) and can apply these in real-life like situations.
The student can communicate to a wide variety of audiences in writing and orally.
The student can deal with and anticipate challenges and is able to work efficiently and logically under situations of limited knowledge and time pressure.
The student can assess and use their acquired knowledge to come to novel ideas and innovations in a changing and challenging context.
The student is able to integrate multidisciplinary knowledge and diverse perspectives.
The student knows how to find additional substantiated information when necessary and can exploit these skills in appropriate situations.
During this exercise, students will practice certain roles in a simulated multidisciplinary care cycle. Students must employ a variety of communication and critical thinking skills to apply a policy or strategy in managing a hospital. These skills include public speaking, group communication en debating, research, evidence based policy making, active listening, negotiating, conflict resolution, consensus building, note taking, and writing. This exercise is derived from the Model United Nations which is an authentic simulation of the U.N. General Assembly and other multilateral bodies. Students in other settings have benefited from this interactive learning experience (so-called game simulation,
for an example see the United Nations interactive portal (http://cyberschoolbus.un.org/modelun/index.asp).
The students will divide roles and during the exercise they will receive different challenges and barriers that require them to mobilize the acquired skills and know- ledge of the past year. The coaches will evaluate the different students on the basis of:
ability to mobilize and integrate acquired skills and knowledge
ability to cooperate and work together
creativity and originality
ability to anticipate challenges and barriers
Note that since this concerns a group exercise, the assessment will be made on the basis of the group, unless the coaches observe severe inconsistencies in participation or other important facets of the exercise. The coaches can then inform the academic coordinator who can then take further action. If need be the Board of Examiners can be involved in the latter process.
Please see the study guide and/or the Blackboard for a more detailed review form on which the coaches will assess this assignment.
Dr. D. van Bodegom
Dr. J. Lindenberg
Mr. F. Groen
Dr. L. van Delden