The following portfolios have been developed and are now used within the following education programmes and / or current practice:
Residents develop their competences during their work on the workplace, and are observed, supervised and assessed on a daily basis by supervisors, staff member and non-physicians in the working environment of the professional. The portfolio consist of workplace based assessments, multisource feedback, reflections, personal development plans, registrations of medical procedures and a module to request and review declarations of competence for procedures and EPAs on various (Miller) levels. The exact configuration of EPASS may differ depending on the requirements of each specialty. EPASS is used in the specialties: Anesthesiology, Cardiology, Dermatology, Gynaecology/Obstetrics, Immunology, Intensive Case, Ear Nose Throat medicine, Paediatrics, Clinical chemics, Clinical genetics, Medical microbiology, Dental Surgery, Ophtamology, Pathology, Radiotherapy, Revalidation medicine, Emergency medicine, Hospital pharmacists.
Students studying to become a doctor are supported in the portfolio in their competence development. In the bachelor (theoretical), the focus is mainly on professional behavior, skills training and reflection. In the master (clinical / clerkships), EPASS provides a platform to further develop the competences in clerkships and learning in authentic clinical environments. Currently using EPASS: Maastricht University, Erasmus Rotterdam, Leids Universitair Medisch Centrum.
During the master of the veterinary education, students participate in clerkships in a professional setting in one of three differentiations (in Dutch): “Gezelschapsdieren”, “Paard”, “Landbouwhuisdieren”. Students develop towards the competencies of a veterinarian during the master. This portfolio is used by Universiteit Utrecht.
For medical specialist EPASS has a portfolio that provides room for reflection, appraisal and receiving feedback on the performance from colleagues and patients (IFMS: individual functioning medical specialists) and residents in training (MCTQ). For more information, see Evaluation.
The growing demand for care and quality improvement requires a proper match between care and cure. This is the domain of the physician assistant. During the education, the professional develops the nursing competences to an academic level.
The master education Physical Assistant – Clinical obstetrics is an addition to the corresponding bachelor education. The clinical obstetrician is trained to give responsible care in complex situation during pregnancy and delivery.
For nurses, there is a broad spectrum of specialistic postgraduate trainings, divided in three domains. During the education, students work in a department on which they receive practical training.
Before a student may start as teacher, several teacher competences should be mastered and a professional should have knowledge and skills within the domains of, for example, didactics, pedagogics, interpersonal communication. The portfolio gives an overview of the performance of the student as a teacher. This portfolio is used by Utrecht University.
The MMed (Family Medicine) Degree programme aims to prepare doctors as Family Physicians with a high level of clinical and managerial competence, to solve problems through research and become mentors and teachers within the discipline of Family Medicine in South Africa. This portfolio is used by Stellenbosch University and Walter Sisulu University.
EPASS is used to support and monitor student in their academic writing skills. The students’ papers are assessed based on a set of academic writing competencies. Coordinators can monitor the performance and development of students. Currently using EPASS: Maastricht University
In the Biomedical Sciences department, EPASS is used to support students with reflection on their development and decision making. The digital portfolio offers more coherence in the feedback they receive, which in turn helps with utilizing the feedback. This method makes students, teachers and coordinators become more aware of the importance of feedback. By systematically reflecting on topics like occupational orientation, students get a better view on the training, their future occupation and post-graduate education. This portfolio is used by LUMC.
The research master Physician-Clinical Investigator (MSc/MD) offers the opportuntiy to combine a medical degree with a clinical investigator degree. It focuses on translational medicine: bridging the gap between research and care delevery by translating questions from patient care into research, and applying research results to care. The physician component is equivalent tot the Dutch master’s degree in medicine, whoch allows the student to apply for entry to any medical specialist programme (e.g. family medicine, paediatrics, surgery etc.). The combined degree also offers excellent prospects for a fast track towards a PhD. This four-year track is taught in Dutch, although parts of the clinical investigator component are offerd in English. It is a high-demanding programme, expecting the student spends between 40-45 hours a week to his study. One can aplly to this research master when being apointed as a high potential with a bachelor degree with a strong biomedical signature. And this combined with a passion for medical sciences and a profound empathy for medical patient care. Please visit page Academic Research for more information on Mindmap module for reflection.
The small-scale setup of the Faculty of Law’s courses (where first-year tutorials consist of no more than 14 students) makes its education intensive and individually based. The education method, Problem-Based Learning (PBL) – which Maastricht University was the first to bring to continental Europe – aims at helping students acquire knowledge through problem solving. PBL enhances your applicable knowledge and, in particular, your ability to deal with new problems, rules, complex situations and the administration of justice – all important qualities for lawyers. Skills are central to this process. The small tutorial groups are, naturally, supervised by a member of the teaching staff, but chaired by a student. Another student takes notes of the tutorial, while a third gives a presentation. You can also use the university’s electronic learning environment. In other words, the acquisition of knowledge and understanding goes hand in hand with the learning of all the necessary skills. This is not only the best way to learn, but also highly valued in professional practice and follow-up training. The small scale of the education allows for individual attention for all students, providing each student with customised education. A great deal of attention is paid to supervision in writing papers and theses and giving presentations. Moot court training is provided in the faculty’s mock court, where court cases are simulated in detail.
Students studying to become a pharmacist are supported in the portfolio in their competence development. In the master (clinical / clerkships), EPASS provides a platform to further develop the competences in clerkships and learning in authentic clinical environments. This portfolio is used by Leids Universitair Medisch Centrum.