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Zoekresultaten (13)

HBO/WO

MBO

31 mei 2022

The VALIDATE handbook: An approach on the integration of values in doing assessments of health technologies

Health Technology Assessment (HTA) is defined as a multidisciplinary process that uses explicit methods to determine the value of a health technology at different points in its lifecycle. The purpose is to inform decision-making in order to promote an equitable, efficient, and high-quality health system. The definition reflects that facts and values are intertwined in HTA. This means that HTA should be considered as a type of policy analysis, wherein the assessment of safety, clinical and cost implications of health technologies, as well as their wider ethical, legal, social, organizational, environmental and other implications is conducted from the view that these aspects are closely interrelated, and wherein stakeholders are involved in a more productive way throughout the process of HTA. Acknowledging this holds the potential of conducting assessments of health technologies in a way that supports deliberative democratic decision making. In the 2018-2021 EU Erasmus+ strategic partnerships project “VALues In Doing Assessments of healthcare TEchnologies” (VALIDATE), a consortium of seven academic and HTA organizations have developed an approach to HTA that allows for the integration of empirical analysis and normative inquiry. The VALIDATE handbook: an approach on the integration of values in doing assessments of health technologies offers the reader an opportunity to get acquainted with the theoretical considerations and apprehend the associated practical and organizational implications of this approach. It offers those interested in HTA to integrate empirical analysis and normative inquiry in a transparent way.

Open (Access) Tekst Boek

Wija Oortwijn

2023

Critical Thinking in Legal Education (article & toolkit) - by Bart van Klink

Critical thinking is generally considered to be one of the central goals – if not the ultimate goal – of education. Critical thinking, as part of liberal learning, is done primarily for its own sake, for the sheer pleasure of thinking against the grain, exploring new ideas and thereby contributing to the development of scientific knowledge. The liberal conception of critical thinking is under threat, since education is nowadays turned into some form of social engagement. Increasingly, academic education is conceived in instrumental terms as a means to achieve some non-academic end: to create responsible ‘academic citizens’, who are committed to the values of diversity and inclusion and who are engaged in solving contemporary social problems. Against this tendency, this article defends a liberal conception of critical thinking in academic legal education and addresses three questions: (i) what is critical thinking? (ii) why do we need critical thinking? and (iii) how can we, as teachers, promote critical thinking in our students? Finally, it raises the question of whether a liberal conception of critical thinking rules out any kind of social engagement as pursued by universities in the present day.

Document

B.M.J. van Klink

13 augustus 2025

Faces of Open Science workshop

Drawing on Utrecht University's Faces of Open Science project, we’ve developed a set of ready-to-use educational activities that invite participants to explore the rich diversity of perspectives within the open science movement. These engaging, interactive materials help learners reflect on their own views, values, and roles in shaping open science—making abstract principles tangible, personal, and actionable. The materials can be used in full as a 4-hour workshop or can be split up in separate activities that take between 30 and 60 minutes. Activities are all developed to promote interaction between participants, for example by storytelling, crafting, or debating.

Document

Marc van Mil

12 maart 2024

Infovaders: A game for teaching information literacy skills in the age of AI and information overload

Earth as you know it is no more. You inhabit a new planet and are tasked with designing its information landscape. What values do you deem important? And can you make wise choices in an age of information overflow and artificial intelligence, when truth gets more and more confused with fiction? What will academia look like and will access still be open? The rise of the applications of AI, Open Science and an increase in the amount of information we receive and how we receive it ask powerful critical thinking skills of today's students. This educational board game, challenges players to critically think about what an ideal information landscape would look like. In this session, we will discuss how this game can be implemented in teaching. If you survive... The information landscape is continuously changing. Infovaders is a dilemma game to make University Students aware of how certain changes in this information landscape (how information is found, searched, evaluated and published) impact society and academic research.

Document

Anja Bastenhof, Ruud Dielen, Marie-Louise Goudeau, Ingrid van der Heijde

27 oktober 2026

Workshop Public Engagement

This interactive workshop focuses on science communication as part of Public Engagement within Open Science. Through a ‘Whisper game’ and ‘Secret Mission’ containing role plays, students learn what public engagement entails, how scientific topics can be explained tailored to a specific audience and how they can incorporate public engagement in their own career. This workshop was created by students of the Graduate School of Life Sciences at Utrecht University and UMC Utrecht as part of the Open Science course within the Life Sciences and Society profile.

Presentatie

Nelleke Bekkers, Susan van Dijk, Nicole Ersoy, Daphne Rasser, Mathilde Serre

13 juli 2026

Workshop Recognition and Rewards

The interactive workshop Recognition and Rewards focuses on the impact of recognition and rewards on the choices made within research regarding Open Science principles. It is notable that, in the current system, Open Science-related tasks receive less recognition and appreciation than 'traditional' research tasks. The workshop demonstrates how the societal impact of research can change through a cultural shift regarding recognition and rewards for Open Science tasks.

Presentatie

Eef Benthem, Lars Feddema, Emma Mulder, Evelien Terwel, Addy Traficonte

22 januari 2020

Filmpjes en business cases

Engelstalige filmpjes over alle SDG's. Per SDG 3 filmpjes; 1. Algemeen, 2.Academic insights, 3 Business case. Bron: Erasmus Universiteit

Wo, HboWebsite

Auteur onbekend

3 april 2025

The Value of Teaching in Academia | Radboud Reflects Lecture by Merel van der Wal and Laura van Niftrik

Academics are praised primarily for their research results. What would it mean to value them equally for their teaching? Program writer and philosopher Bas van Woerkum-Rooker discussed these and related questions with TLC theme leader Education Research Merel van der Wal and vice dean of education at the Faculty of Science Laura van Niftrik. The audience consists mostly of teachers from almost all faculties. The Value of Teaching in Academia | Academic Affairs with TLC theme leader Education research Merel van der Wal and vice dean of education Laura van Niftrik | Thursday 3 April 2025 | 12.30 – 13.15 hrs| Lecture Hall Complex, Radboud University | Radboud Reflects and Radboud Recognition & Rewards

Audio

Merel van der Wal, Laura van Niftrik

1 juli 2025

Description Workshop Grey Literature

Description Workshop Using Grey Literature in your research: Looking for comprehensive evidence to strengthen your research? Grey literature — such as government reports, theses, and conference papers — plays a crucial role in systematic and scoping reviews by providing additional sources of information not typically found in academic journals. Join this workshop to learn how to identify, access, and effectively incorporate grey literature into your research. What will we cover? i. Sources for grey literature ii. Purpose and value of grey literature iii. Search strategies for grey literature iv. Harvesting and managing search results v. Evaluating search results

Presentatie

Norma Fötsch, Rebecca Calcott

23 april 2024

Navigating the Landscape of Blended Higher Education

In recent years, blended teaching formats have become increasingly important in higher education. Designing effective blended education is challenging and requires a profound knowledge of digital tools and technologies, as well as the didactical proficiency to deploy them effectively and efficiently within the learning environment. However, little is known about didactical design principles to support teachers in creating an effective blended design. This chapter reports on the combined results of two independently conducted extensive literature reviews that investigated (a) didactical strategies, methods, and techniques concerning online education in the existing empirical research on higher education, and (b) the effects of different blended teaching formats, compared to face-to-face education, on learning outcomes and/or psychosocial outcomes in higher education students. It was found that blended education can enhance student achievement and psychosocial well-being, yet that the instructional approach plays a crucial role. Combining the insights of both studies has subsequently led to a series of evidence-informed recommendations to design effective blended education with a view to the broad development of students. Readers will be provided with practical guidance on how to implement these design principles in educational practice.

WoWebsite

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