LUMC/Medicine

Candidates

Ids Hofman

Lucia Buijs

Positions

  • Better functioning of the Programme Committees. Currently, the Programme Committees do not function as they should. This is problematic, as the Programme Committees are the most important (legally defined) co-participation body at the programme level. Therefore, they are an important point of contact for students when they encounter problems. What are the problems in the current situation? First of all, many students do not know what the programme committee is, and which students are part of this committee. In addition, student members of this committee regularly receive their training too late. As a result, they are not prepared for their tasks. But the biggest problem of all is that students do not get a seat in the programme committee through democratic election (as the law recommends), but are (sometimes involuntarily) appointed by the year representation. This undermines the democratic mandate that a programme committee should have.

 

  • More opportunities to fill minor space. At present, it is only possible to take a tenweek minor (15ETC) within LUMC. Students indicate that they would also like to study a non-medical subject during their programme. Because this is not possible now, there are students who start a second study to broaden their horizon. Since the University has labeled flexible learning paths as an important ambition, we would like to see an investigation into whether the minor can also be filled in with non-medical courses, and whether the minor space can be widened to 30ETC, so that students can also follow a minor elsewhere in the University or outside of it. This would fit well with the harmonization plans of the University.

 

  • Clear goals of internationalization and language training for lectures. Currently, the faculty is in the process of internationalizing. We encourage this, but in practice faculty often appear ill-equipped to teach in English. If the faculty chooses to internationalize, it must also improve the facilities for doing so. This implies: good language training for lecturers who do not have a good command of English, and employing more international staff. If this is not achieved, the faculty should not internationalize further.

 

  • More user-friendly proctoring exams. At LUMC, proctoring is widely used. Although we are not fans of proctoring, we understand that at LUMC alternative assessment methods are limited. However, with such a heavy tool as proctoring, faculty need to provide the best possible assessment situation for students. At the moment, for example, it is not yet possible to go to the toilet during an exam because this could be considered fraud. We argue for a break halfway through the exam. In addition, the faculty should offer students more opportunities to take a proctored exam at the University if they do not have a good laptop or bad internet connection.

 

  • Alternatives for online patient videos. Currently, patient videos are cut from recorded lectures due to privacy concerns. This is good and we understand this, but it does result in students who are watching the lecture back missing some of the essential information. The faculty should provide a good alternative for this; for example, a return lecture in which these videos are shown.

 

  • Better communication between lectures. At the moment there seems to be an insufficient mutual communication between lecturers. Students often hear the same information in different lectures. Lecturers should therefore coordinate better with each other about what is covered and when.

 

  • Better system of student mentors and revised teacher coach function. There are currently training programs for student mentors who mentor new students during their first year at University. This system is important for introducing students to the faculty and helping them with problems in an approachable way. At the moment, student mentors do not have a clear task package and quickly cease from their tasks. To improve this, we want better training for student mentors, a fixed set of tasks and proportional compensation. The function of the tutor coach should also be reviewed. You can go to this coach with your study problems, but because this is also a teacher who evaluates you, he/she is not very accessible for your study problems. This task would be better left entirely to the student advisors, who have more distance from the teaching.

 

  • Stay connected to the rest of the University. At the moment, LUMC is a separate island from the rest of the University. This is unfortunate, because there should be more cooperation between different areas. For example, it would be useful to teach medical ethics with guest lecturers from the Faculty of Social and Behavioural Sciences or the Faculty of Humanities. This would broaden the horizon for students.