In our first hypothesis, we propose a positive relationship between in-company vocational training and the company's evaluation of apprenticeship training's cost-benefit ratio.
We believe that attending to the six HPDE heuristics can be a useful way to think about the design and evaluation of cognitive apprenticeships.
In addition to academic and host mentors' evaluations, Fellows complete their own evaluation forms to indicate their satisfaction with apprenticeship opportunities availed to them during the quarter and their level of satisfaction with the support received from mentors and the program.
Attributes of self-regulation and self-regulatory systems in belief formation, and affective evaluation, were expected to vary with student choice of apprenticeship in an educational path.
Recently, the evaluation of medical students in clinical settings has changed from the traditional apprenticeship model with written examinations and tutor-led evaluations to a more structured set of methods that includes modular evaluations, log books and portfolios [ 1].
The crucial questions of our evaluation studies were the efficacy of a multimedia-based realization of the cognitive apprenticeship (CA) approach, the diagnosis of mental model progression through the CA based instruction, and the effects of implemented metacognitive training.
At the time of evaluation, 50%% (N = 26) of participants were currently studying or in an apprenticeship, 27%% (N = 14) were employed and 19.2 % (N = 10) were unemployed.
At the end of the 2-year apprenticeship, the Fellow's overall progress is determined as a function of: (1) the mentors' evaluations over the 2-year period, (2) the Fellows' evaluation of their own progress during the Fellowship, and (3) program assessment of the Fellows' progress.
The results suggest that the cognitive apprenticeship model is a useful model for teaching strategies in undergraduate clinical training and a valuable basis for evaluation, feedback, self-assessment and faculty development of clinical teachers.
After two pre-evaluations on N = 236 and N = 260 pupils at the end of their apprenticeship towards becoming medical assistants, validity aspects due to e.g. format were analyzed and edited.
