Training students for new jobs: The role of technical and vocational higher education and implications for science policy in Portugal. Vrije Universiteit Amsterdam, the Netherlands. Responding to new policy demands: A comparative study of Portuguese and Dutch non-university higher education organizations. Assessment & Evaluation in Higher Education.
Professional field in the accreditation process: examining information technology programmes at Dutch Universities of Applied Sciences. Frederik H, Hasanefendic S, Van der Sijde P. Journal of comparative effectiveness research. Role of practice-based research networks in comparative effectiveness research. Hartung DM, Guise JM, Fagnan LJ, Davis MM, Stange KC. Journal of the Medical Library Association, 2005 93(2):206.ģ. Information-seeking behaviors of practitioners in a primary care practice-based research network (PBRN). Andrews JE, Pearce KA, Ireson C, Love MM. Practice-based research-“Blue Highways” on the NIH roadmap. Its role and goals expand to enriching educational curricula with a more comprehensive engagement of external and professional stakeholders, at the same time contributing to student soft and professional skill development and solving stakeholder problems or optimizing services and products at local or regional levels.ġ. Practice-based research is more than knowledge acquisition via practice. Practical suggestions for healthcare educators and practitioners in designing their curricula to incorporate the basic elements of this practice-based research are also offered in this presentation/paper. Its role is multidimensional and dialectic insofar it serves multitude goals and is accomplished in dialogue among relevant stakeholders. I show that practice-based research is in fact short term problem-oriented research which serves educational purposes by upgrading students’ and teachers’ skills and knowledge of the profession and dynamics in the work environment which also has the potential to improve company products or design solutions and at the same time contribute to local and regional innovation in professions and profession related institutions. I emphasized how practice-based research can improve and enrich the curricula, while at the same time, building necessary skills of future healthcare professionals and improving practices in already existing healthcare institutions.
This type of research is an integral part of teaching and curricular assignments in the healthcare settings in the Netherlands and Germany, and particularly at universities of applied sciences. I used interview excerpts and examples of projects related to healthcare at different universities of applied sciences in the Netherlands and Germany (also known as polytechnics in Portugal) to advance the role of practice-based research in educational innovation. In this presentation/paper I explain and highlight the role of practice-based research as an instrument for educational innovation in healthcare sciences. They aim to gather data and improve existing practices of primary care, practice-based research is not only about gaining new knowledge via practice and improving existing practices. Practice based research networks have also been gaining on importance in healthcare as ways of addressing research questions informed by practicing clinicians. In other words, practice-based research has been used to gain new knowledge partly by means of practice and the outcomes of that practice. In fact, the way nurses and doctors train is through extensive and intensive practice. Practice-based research is not uncommon in healthcare. S1 The role of practice-based research in stimulating educational innovation in healthcare Sandra Hasanefendic Vrije Universiteit Amsterdam, De Boelelaan 1105, 1081 HV Amsterdam, the Netherlands