A systematic approach to define intended learning outcomes for different stakeholders for In Silico Trials
Creators: name: Vander Linden, Klaas
name: Van Looy, Guy
name: Davico, Giorgio
name: Viceconti, Marco
name: Vander Sloten, Jos
Publisher: name: Zenodo
Year: 2023
Subjects: intended learning outcomes
stakeholder categories
in silico trial technologies
education and retraining

description: <strong>Description File Content</strong> 'Definition_stakeholders_and_ILOs.pdf': contains the definition of the stakeholder groups and intended learning outcomes 'Correspondence matrix.xlsx': displays Intended Learning Outcomes (ILOs) vertically, stakeholder groups horizontally, and expert votes with color-coded markings. <strong>Background &amp; Problem statement</strong> In Silico Trial (IST) technologies refer to modeling and simulation tools used for the development and regulatory assessment of medicines and medical devices. These tools can significantly decrease the need for animal and human testing and reduce the costs of developing medical products, while maintaining reliability. However, the use of IST technologies is not widespread due to a lack of trained personnel. There are currently limited opportunities for training and re-training individuals with the technical skills needed to work with IST technologies. To address this issue, dedicated course modules will be developed to train and retrain personnel. To ensure that the courses are effective, Intended Learning Outcomes (ILOs) have to be defined and assigned to the different stakeholder categories. ILOs are statements that describe what a student will learn and be able to do upon completion of a course module [1]. <strong>Methods </strong> To identify training needs and ILOs, input from representatives from target groups was sought. This was done using a dual approach. First, online surveys created using Qualtrics software were completed by 187 responders of the different stakeholder categories. Second, online workshops were conducted using Miro to gather the training needs and ILOs. Online workshops were held on 14 occasions for various stakeholder categories, with 88 participants overall. The workshop was structured into three parts: (1) Brainwriting of training needs in break-out rooms; (2) Grouping and prioritization of the identified needs; and (3) Formulation of draft ILOs. ILOs were defined according to [2]. To define the stakeholder categories, the target groups were organized according to their need for education/training at the master's or PhD level, as well as professionals requiring retraining. In a final step, the ILOs were then linked to the stakeholder categories through a voting system, resulting in a correspondence matrix between ILOs and stakeholders' categories. <strong>Results &amp; Discussion </strong> The correspondence matrix provides a clear overview of which stakeholders need to acquire which ILO, and therefore, will serve as the foundation for gathering course materials and developing modules that will help train personnel and provide them with experience in IST technologies.
description: {"references": ["[1] Greensted, Chris. \"Intended learning outcomes.\" EFMD Global Focus 8.1 (2014): 20-25.", "[2] Heer, Rex. \"A model of learning objectives\u2014based on A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives.\" Center for Excellence in Learning and Teaching, Iowa State University (2012)."]}