Presentation on how Fontys University of Applied Sciences assesses students' EBMgt attitudes & skills

1. Tim Lorenz
April 9, 2021
MSc Healthy Ageing
How we assess students' EBMgt attitudes & skills

2. Programme
Courses Credits (ECTS)
Approaches to Healthy Ageing 10
Healthcare Policy and Management 5
Interdisciplinary Collaboration 5
Implementation of Innovations 15
Evaluation of Implementation (Thesis) 25

3. Learning Outcomes / Examination
Implementation plan
• Health Innovation
Critical Reflection
• Evidence-Based Management
‘paper’ ‘oral exam’

4. (Health) Problems & Solutions
Falling in residential
care centers
Deconditioning
after hospitalization
Obesity in adult
population
Intake checklist
riskfactors
Behavioral lifestyle
intervention
Early mobilization

5. Generic Framework Implementation
Health Status
Clients / Patients
Innovation
(= Behavior Professional)
Determinants
Implementation
Implementation Strategy

6. Oral Examination / Rubric
Criteria Questions Learning outcomes EBMgt
ASK, ACQUIRE &
APPRAISE
Chapter 2, 3, 4, 6, 7, 8, 9,
10 & 11
“What biases have you
encountered and how have
you dealt with them?”
• Recognize common cognitive
biases;
• Identify ways cognitive biases
can be overcome;
AGGREGATE, APPLY
& ASSESS
Chapter 5, 12, 13 & 14
“How likely is claim x” • Aggregating evidence from
multiple sources by applying
Bayes Rule.
BUILDING THE
CAPACITY FOR
EBMgt
Chapter 1, 15 & 16
“How can you make your
colleagues work more
evidence-based?”
• Determine the best way to
build evidence-based
capacity in your organization.

7. What do we notice in students?
1. Better at understanding and use of scientific literature (EBMgt online
modules lowe the treshold > preparation thesis)
2. Distinguish between true professional expertise and opinion
3. Ask more and more critical questions (also to powerful
stakeholders)
4. More aware of (cognitive) biases (in everyday life)
5. EBMgt attitude in other projects at work (during & after MSc)
– What is exactly the problem/solution?
– What is the evidence?