Master's thesis topics

Below we list all master's thesis topics that are open. Contact us if you are interested by sending an email to: mieke.embo@ugent.be

New technology: a first exploration of perceptions of students, mentors and internship supervisors regarding the use of 'speech-to-txt' technology in the workplace.
Students experience that they receive too little constructive feedback while supervisors in the workplace say that they give a lot of feedback but that students do not always receive it. Also, in hospitals there is not enough time to give feedback. One of the possibilities for solving these problems is the use of technology, e.g. by recording feedback given orally and automatically including it in an ePf via speech-language technology.
The aim of this study is to investigate how students, mentors and placement supervisors view this new technology and whether they would be willing to have feedback recorded. The aim is to identify personal opinions and to get a first picture of all the elements that should be taken into account when developing and implementing this technology in the Scaffold ePortfolio.

New technology: a first exploration of perceptions of professionals in the field regarding the use of video technology in the workplace.
Students experience that they receive too little constructive feedback while supervisors in the workplace say that they give a lot of feedback but that it is not always received by the student. Also, in hospitals there is not enough time to give feedback. One of the possibilities for solving these problems is the use of technology, e.g. by recording moments of care with video technology. There are already training courses at home and abroad that use this technology and the SBO-SCAFFOLD project also aims to use this technology.
The aim of this study is to find out from students, mentors and professionals how they view this new technology and whether they would be prepared to have their actions recorded and to formulate reflections and feedback on them. The aim is to identify personal opinions and to get a first picture of all the elements that should be taken into account when developing and implementing this technology in the Scaffold ePortfolio.

New technology: a first exploration of perceptions of professionals in the field regarding the use of smartphones in the workplace.
The development and implementation of ePortfolios using mobile technology has grown enormously in recent years. Literature describes possible applications of a smartphone in the workplace, as well as the effects on the learning process of the student. Despite these insights, we know that hospitals have different policies regarding the use of smartphones for educational purposes by students.  
Since the Scaffold-ePortfolio aims to make use of mobile technology, this research aims to find out what policies are in place in hospitals and what perceptions are held by student supervisors.

How can the educational continuum during the internship and across internships be optimally represented in ePortfolios?
A major problem for current ePortfolio users is that they do not sufficiently support visualising competence growth during the internship, as well as across internships. Yet facilitating competence growth is one of the added values that an ePortfolio can offer. The importance of this and how it can be facilitated (e.g. by using learning analytics) are well described in the literature. Good practices can be found in existing ePortfolio designs at home and abroad.
The aim of this master's thesis is to start from an analysis of existing designs, link these to the literature and make recommendations for the SBO-SCAFFOLD project from there, so that these can be included in the development of the Proof of Concept.

Skills in the workplace: concept and design in ePortfolios
Skills are an important part of competence-based education in healthcare. Therefore they should also be given an appropriate place in the portfolio. In the literature we find different views and concepts concerning skills training in the workplace. Depending on these visions and concepts the ePortfolio will have a different design.
The aim of this master thesis is to:

  1. Search the views and concepts on skills training in the literature (a.o. skills and competence based training, skills as Entrustable Professional Activities,...);
  2. Describe how skills are shaped in existing ePortfolios;
  3. Visualise and if necessary update the list of skills;
  4. Investigate which vision and concepts are used in the specific programme or context;
  5. Investigate with users what the desired ePortfolio design is in the specific study programme or context;

ePortfolio and the matching interview in the bachelor speech therapy course at Arteveldehogeschool
Background: The bachelor speech therapy course works with a digital portfolio (ePortfolio, Medbook). The design contains the functionality to facilitate a matching conversation at the start of an internship. In concrete terms, this means that the student, mentor and internship supervisor discuss which professional activities (e.g. intake interview, ...) can be practised at the internship site. A good match promotes optimal competence growth (learning process) during the internship. At the end of the internship, an assessment is made as to whether the competences have been acquired, i.e. whether the student can perform the professional activities in a competent manner.
Problem: The programme has no insight into the relation between the ticked (at the start) and acquired professional activities (at the end). This information is available in the ePortfolio but has not yet been examined.
Objective of the master thesis: using the data in the ePortfolio to investigate the relationship between the start and the end of the internship. This can be done at the level of an internship period, but also at the level of the entire programme.

ePortfolio and data-analysis of Professional Activities in the speech therapy training Arteveldehogeschool: do students graduate with all Professional Activities in their pocket?
Background: The bachelor speech therapy course works with a digital portfolio (ePortfolio, Medbook). The design contains the functionality to register, monitor and evaluate professional tasks. In the literature, Entrustable Professional Activities (EPAs) are interpreted as well-defined professional tasks that the mentor entrusts to a student if he/she has shown that he/she can handle the task independently. At the end of the programme, the student is expected to have acquired all the EPAs. Or, that the student has been assessed for them in practice.
Problem: The programme has no insight into whether students have effectively acquired all EPAs at graduation. This information is available in the ePortfolio but has not yet been examined.
Objective of the Master's thesis:

  • Using data analysis, examine to what extent students have acquired EPAs at the end of the training.
  • Literature study: what about professional activities that were not practised and assessed?

ePortfolio and data-analysis of Professional Activities in relation to competences in the speech therapy training Arteveldehogeschool?
Background: the bachelor speech therapy course has a competence based curriculum. The literature shows that it is difficult to translate competences to practice. The theory of O. ten Cate et al. introduces the concept of Entrustable Professional Activities (EPAs) to facilitate the translation. Digital portfolios can organise the information according to EPAs or competences and, in this way, visualise the growth at EPA and competency level.
Problem: there is no insight into the relationship between EPA and competences in the digital portfolio.
Objective of Master's thesis:

  •  Literature study: relationship EPA and competency in digital portfolios
  • Using data analysis, examine whether the selection of EPAs and the linking to competences is done properly.
  • Examine to what extent the digital portfolio supports this link.

ePortfolio and quality feedback in the speech therapy training at Arteveldehogeschool
Background: The bachelor speech therapy course works with a digital portfolio (ePortfolio, Medbook). One of the advantages of an ePortfolio is that written feedback can be given online. Student can ask for feedback at any moment, and mentor and internship supervisor can give feedback at a moment that is suitable for them. Also, student, mentor and placement supervisor have access to the same feedback information at any time.
Problem: Despite the facilitating feedback possibilities of an ePortfolio, asking and giving feedback remains difficult. In order to improve the quality of feedback, the programme first wants to get an overview of the quality and quantity of feedback in the current portfolio.
Objective of the master thesis: To make a baseline measurement based on qualitative and quantitative data analysis of ePortfolio.

Analysis of peer consultations for educational quality improvement. Does a digital portfolio support peer consultation as part of programmatic assessment?
Background: the current literature on programmatic assessment in the workplace shows that it is important to collect information at many times and in many ways (formative assessment) and to include summative assessments at certain times (milestones). Important decisions are best made during peer consultation.
Problem: The literature is limited on the methodology for organising an intercollegiate consultation and the way decisions can be made.
Objective of the Master's thesis:

  • To explore the literature on programmatic assessment in relation to the methodology of peer consultation
  • What processes take place in such an intercollegiate consultation?
  • What is the effect of the use of a digital portfolio on the quality of an intercollegiate consultation?

Competency mapping - app development (Co-supervisor Oona Janssens)
Background: After their basic education, students in health care colleges have the opportunity to continue their education. This is the case for HBO5 nursing students who want to move on to a Bachelor's programme in nursing, but also for Bachelor's students who want to move on to a Master's programme or another Bachelor's programme. Each programme uses its own predefined competences that must be achieved by the student at the end of the programme. Often, there are similarities between the competences of the basic programme and those of the subsequent programme. By mapping these competences, it is possible to better support the student throughout his pathway.
Problem: The similarities and differences between the programmes are often not mapped out and the mapping of the competences of one programme to those of another programme is usually absent.
Objective of the Master's thesis: to devise and develop a tool such as an app that matches the competencies of different programmes, thereby supporting the educational continuum.

e-Workplace Learning Portfolios and Continuous Professional Development' - literature review (Co-promotor Oona Janssens)
Background: The effect of ePortfolio use on competence development before graduation has been scientifically demonstrated in the literature of health care education. Research shows that ePortfolio use can support and optimise Continuous Professional Development (CPD).
Problem: The effect of ePortfolio use on competence development after graduation has been little studied in general health care.
Aim: To explore ePortfolio use and good practices in supporting CPD by means of a literature review in order to make recommendations for the development of a digital portfolio after graduation.

Exploring the levels of proficiency, used in ePortfolios - literature review (Co-promotor Oona Janssens)
Background: Within health care training, achieving competences is the main goal of every student. These competencies are more and more embedded in an ePortfolio. Throughout the education process, competencies can be trained so that after some time the competency can be assessed as 'achieved'. The competence story is often not black and white. Between non-achieved and achieved lies a continuum. This continuum is seen as the growth of a student throughout his/her pathway and the different possible levels are also called 'levels of proficiency'.
Problem: The growth of the student, defined as 'levels of proficiency', is often absent or implicit. This means that the aspect of competence growth cannot be made visible in an ePortfolio. Or, ePortfolio cannot optimally facilitate the learning process of continuous competence growth.
Aim of master thesis: To investigate the use of 'levels of proficiency' in ePortfolios based on existing literature in order to set out good practices in representing (and visualising) growth.

Exploring the needs of employers to use ePortfolios to support Continuous Professional Development (CPD) (Co-promotor Oona Janssens)
Background: The usefulness of ePortfolio use in health care training has been repeatedly researched and found to be positive. Moreover, research shows that the use of an ePortfolio can support and optimise lifelong learning. The employer is a key figure in lifelong learning.
Problem: There are insufficient studies in the health care literature that examine the employer's perspective on the design and function of an ePortfolio to promote Continuous Professional Development (CPD).
Aim of master thesis: With this master thesis we want to investigate what the needs of employers are in the context of ePortfolio use to support CPD' This can be investigated by means of interviews with employers.

Developing a master thesis learning platform (digital portfolio) for MSc students in Veterinary Medicine: an analysis of the needs of students and supervisors.  
In the last 2 years of their studies, students in Veterinary Medicine work on a Master's thesis I (2nd MSc) and II (3rd MSc). Students have to process several competences in a short period of time (looking up relevant information; setting up experiments; entering, analysing and presenting the obtained data; and presenting and defending the thesis clearly). The aim of this shortened Educational MSc is to map the needs of both students and supervisors, with the development of a learning platform as ultimate goal.  
Supervisor: Prof. B. Levecke; co-supervisor: Dr. Mieke Embo

Ongoing master's theses

Master's thesis Noortje Jacobs (2021)

Noortje is a nurse and a Master's student in Nursing and Midwifery UGent. The aim of the master's thesis is to develop and validate the competence profile of Nursing Specialist. Noortje's supervisor is Prof. Dr. A. Van Hecke (UGent), assisted by Elsie Decoene (UZGent), Dr. Mieke Embo (UGent, Artevelde University College) and Prof. dr. Dr. E. Goossens (UAntwerpen).

Master's thesis Sien Bervoets and Estee Michiels (2021)

Sien and Estee are midwives and master nursing and midwifery students at the KULeuven. The aim of the master's thesis is to develop and validate the competence profile of Midwife Specialist. Prof. Dr. A. Bogaerts (KULeuven), Prof. dr. Dr. K. Beeckman (UAntwerpen, UZ Brussel), and Dr. M. Embo (UGent, Artevelde University College) are the supervisors of Sien and Estee.

Master's thesis Ellen Allaert (2021)

Ellen is a doctor-specialist in gynaecology-obstetrics training at Ghent University. She conducts research into the development and validation of a competence framework for the Advanced Master's degree in specialist medicine in gynaecology and obstetrics. Ellen is supervised by Prof. Steven Weyers (promoter), Prof. Tjalina Hamerlynck (co-promoter) and Marieke Robbrecht (support from the project).

Master's thesis Michiel Vandorpe (2021)

Michiel is a student of Masters in Educational Sciences at Ghent University. As part of his master's thesis, he will investigate which factors facilitate and hinder the switch from a paper portfolio to an ePortfolio. For this he works together with the HBO5 nursing course of IVV Sint-Vincentius. Michiel is supervised by Prof. Dr. Tammy Schellens (supervisor) and Sofie Van Ostaeyen (supervisor).

Finished master's theses

Master's thesis Arno Meiresonne (2021)

Arno is a physiotherapist and master student of the shortened educational master's degree in Ghent University. Arno conducted research into motivational factors regarding the use or not of an ePortfolio in physiotherapy. Arno was supervised by Dr Mieke Embo (supervisor), Oona Janssens (co-supervisor) and Dr Veerle Duprez (supervisory director).