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https://www.readbyqxmd.com/read/27882583/how-clinical-medical-students-perceive-others-to-influence-their-self-regulated-learning
#1
Joris J Berkhout, Esther Helmich, Pim W Teunissen, Cees P M van der Vleuten, A Debbie C Jaarsma
OBJECTIVES: Undergraduate medical students are prone to struggle with learning in clinical environments. One of the reasons may be that they are expected to self-regulate their learning, which often turns out to be difficult. Students' self-regulated learning is an interactive process between person and context, making a supportive context imperative. From a socio-cultural perspective, learning takes place in social practice, and therefore teachers and other hospital staff present are vital for students' self-regulated learning in a given context...
November 23, 2016: Medical Education
https://www.readbyqxmd.com/read/27785628/self-entrustment-how-trainees-self-regulated-learning-supports-participation-in-the-workplace
#2
Margaretha H Sagasser, Anneke W M Kramer, Cornelia R M G Fluit, Chris van Weel, Cees P M van der Vleuten
Clinical workplaces offer postgraduate trainees a wealth of opportunities to learn from experience. To promote deliberate and meaningful learning self-regulated learning skills are foundational. We explored trainees' learning activities related to patient encounters to better understand what aspects of self-regulated learning contribute to trainees' development, and to explore supervisor's role herein. We conducted a qualitative non-participant observational study in seven general practices. During two days we observed trainee's patient encounters, daily debriefing sessions and educational meetings between trainee and supervisor and interviewed them separately afterwards...
October 26, 2016: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/27769235/health-professions-students-have-an-alarming-prevalence-of-depressive-symptoms-exploration-of-the-associated-factors
#3
Eiad AlFaris, Farhana Irfan, Riaz Qureshi, Naghma Naeem, Abdulaziz Alshomrani, Gominda Ponnamperuma, Nada Al Yousufi, Nasr Al Maflehi, Mohammad Al Naami, Amr Jamal, Cees van der Vleuten
BACKGROUND: There is a need to better understand the depression phenomenon and to clarify why some students become depressed and others don't. The purpose of this study was to compare the prevalence of depressive symptoms among health professions' (HP) students, and to explore the association between socio-demographic factors (e.g. year of study, discipline, gender) and depressive symptoms. METHODS: In this descriptive-analytic, cross-sectional study, stratified proportionate sampling strategy was used to select the study sample during the academic year 2012-2013...
October 21, 2016: BMC Medical Education
https://www.readbyqxmd.com/read/27695827/the-future-of-high-quality-care-depends-on-better-assessment-of-physician-performance
#4
Daniel J Schumacher, Cees P M van der Vleuten, Carol L Carraccio
No abstract text is available yet for this article.
December 1, 2016: JAMA Pediatrics
https://www.readbyqxmd.com/read/27651046/inter-rater-variability-as-mutual-disagreement-identifying-raters-divergent-points-of-view
#5
Andrea Gingerich, Susan E Ramlo, Cees P M van der Vleuten, Kevin W Eva, Glenn Regehr
Whenever multiple observers provide ratings, even of the same performance, inter-rater variation is prevalent. The resulting 'idiosyncratic rater variance' is considered to be unusable error of measurement in psychometric models and is a threat to the defensibility of our assessments. Prior studies of inter-rater variation in clinical assessments have used open response formats to gather raters' comments and justifications. This design choice allows participants to use idiosyncratic response styles that could result in a distorted representation of the underlying rater cognition and skew subsequent analyses...
September 20, 2016: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/27650373/factors-influencing-students-receptivity-to-formative-feedback-emerging-from-different-assessment-cultures
#6
Christopher J Harrison, Karen D Könings, Elaine F Dannefer, Lambert W T Schuwirth, Valerie Wass, Cees P M van der Vleuten
INTRODUCTION: Feedback after assessment is essential to support the development of optimal performance, but often fails to reach its potential. Although different assessment cultures have been proposed, the impact of these cultures on students' receptivity to feedback is unclear. This study aimed to explore factors which aid or hinder receptivity to feedback. METHODS: Using a constructivist grounded theory approach, the authors conducted six focus groups in three medical schools, in three separate countries, with different institutional approaches to assessment, ranging from a traditional summative assessment structure to a fully implemented programmatic assessment system...
October 2016: Perspectives on Medical Education
https://www.readbyqxmd.com/read/27646870/embedding-of-the-progress-test-in-an-assessment-program-designed-according-to-the-principles-of-programmatic-assessment
#7
Sylvia Heeneman, Suzanne Schut, Jeroen Donkers, Cees van der Vleuten, Arno Muijtjens
BACKGROUND: Progress tests (PT) are used to assess students on topics from all medical disciplines. Progress testing is usually one of the assessment methods of the cognitive domain. There is limited knowledge on how positioning of the PT in a program of assessment (PoA) influences students' PT scores, use of PT feedback and perceived learning value. METHODS: We compared PT total scores and use of a PT test feedback (ProF) system in two medical courses, where the PT is either used as a summative assessment or embedded in a comprehensive PoA and used formatively...
September 19, 2016: Medical Teacher
https://www.readbyqxmd.com/read/27638392/on-the-issue-of-costs-in-programmatic-assessment
#8
Cees P M van der Vleuten, Sylvia Heeneman
Programmatic assessment requires labour and cost intensive activities such as feedback in a quantitative and qualitative form, a system of learner support in guiding feedback uptake and self-directed learning, and a decision-making arrangement that includes committees of experts making a holistic professional judgment while using due process measures to achieve trustworthy decisions. This can only be afforded if we redistribute the resources of assessment in a curriculum. Several strategies are suggested...
October 2016: Perspectives on Medical Education
https://www.readbyqxmd.com/read/27581267/composite-reliability-of-workplace-based-assessment-for-international-medical-graduates
#9
Balakrishnan Kichu R Nair, Joyce Mw Moonen-van Loon, Mulavana S Parvathy, Cees Pm van der Vleuten
OBJECTIVE: The fitness to practise of international medical graduates (IMGs) is usually evaluated with standardised assessment tests. Practising doctors should, however, be assessed on their performance rather than their competency, for which reason workplace-based assessment (WBA) has gained increasing attention. Our aim was to assess the composite reliability of WBA instruments for assessing the performance of IMGs. DESIGN AND SETTING: Between June 2010 and April 2015, 142 IMGs were assessed by 99 calibrated assessors; each cohort was assessed at their workplace over 6 months...
September 5, 2016: Medical Journal of Australia
https://www.readbyqxmd.com/read/27580432/working-definitions-of-the-roles-and-an-organizational-structure-in-health-professions-education-scholarship-initiating-an-international-conversation
#10
Lara Varpio, Larry Gruppen, Wendy Hu, Bridget O'Brien, Olle Ten Cate, Susan Humphrey-Murto, David M Irby, Cees van der Vleuten, Stanley J Hamstra, Steven J Durning
PROBLEM: Health professions education scholarship (HPES) is an important and growing field of inquiry. Problematically, consistent use of terminology regarding the individual roles and organizational structures that are active in this field are lacking. This inconsistency impedes the transferability of current and future findings related to the roles and organizational structures of HPES. APPROACH: Based on data collected during interviews with HPES leaders in Canada, Australia, New Zealand, the United States, and the Netherlands, the authors constructed working definitions for some of the professional roles and an organizational structure that support HPES...
August 30, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/27562885/revisiting-assessing-professional-competence-from-methods-to-programmes
#11
Cees P M van der Vleuten
No abstract text is available yet for this article.
September 2016: Medical Education
https://www.readbyqxmd.com/read/27519652/blue-rubber-bleb-nevus-brbn-syndrome-is-caused-by-somatic-tek-tie2-mutations
#12
Julie Soblet, Jaakko Kangas, Marjut Nätynki, Antonella Mendola, Raphaël Helaers, Melanie Uebelhoer, Mika Kaakinen, Maria Cordisco, Anne Dompmartin, Odile Enjolras, Simon Holden, Alan D Irvine, Loshan Kangesu, Christine Léauté-Labrèze, Agustina Lanoel, Zerina Lokmic, Saskia Maas, Maeve A McAleer, Anthony Penington, Paul Rieu, Samira Syed, Carine van der Vleuten, Rosemarie Watson, Steven J Fishman, John B Mulliken, Lauri Eklund, Nisha Limaye, Laurence M Boon, Miikka Vikkula
Blue Rubber Bleb Nevus syndrome (Bean syndrome, BRBN) is a rare, severe disorder of unknown cause, characterized by numerous cutaneous and internal venous malformations (VMs); gastrointestinal lesions are pathognomonic. We discovered somatic mutations in TEK, the gene encoding TIE2, in 15 of 17 individuals with BRBN. Somatic mutations were also identified in five of six individuals with sporadically occurring multifocal VMs. In contrast to common unifocal VM, which is most often caused by the somatic L914F TIE2 mutation, multifocal forms are predominantly caused by double (cis) mutations, i...
August 9, 2016: Journal of Investigative Dermatology
https://www.readbyqxmd.com/read/27235123/patterns-in-clinical-students-self-regulated-learning-behavior-a-q-methodology-study
#13
Joris J Berkhout, Pim W Teunissen, Esther Helmich, Job van Exel, Cees P M van der Vleuten, Debbie A D C Jaarsma
Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process. We explored patterns in undergraduate students' self-regulated learning behavior in the clinical environment, to improve tailored supervision, using Q-methodology. Q-methodology uses features of both qualitative and quantitative methods for the systematic investigation of subjective issues by having participants sort statements along a continuum to represent their opinion...
May 27, 2016: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/27189094/-effective-communication-with-talkative-patients-10-tips
#14
Esther Giroldi, Wemke Veldhuijzen, Frits Bareman, Herman Bueving, Trudy van der Weijden, Cees van der Vleuten, Jean Muris
Consultations with talkative patients present a challenge to doctors. It is difficult to gather all the necessary information within the available time, without damaging the doctor-patient relationship. Based on the listed existing literature and doctors' experiences, we present ten tips for gathering information from talkative patients in an effective manner whilst maintaining a good therapeutic alliance. In consultations with talkative patients, it is important to explore the cause of patients' talkativeness and to adapt one's communication approach accordingly...
2016: Nederlands Tijdschrift Voor Geneeskunde
https://www.readbyqxmd.com/read/27097981/bridging-the-gap-a-five-stage-approach-for-developing-specialty-specific-entrustable-professional-activities
#15
James Kwan, Roslyn Crampton, Lise L Mogensen, Roslyn Weaver, Cees P M van der Vleuten, Wendy C Y Hu
BACKGROUND: Entrustable Professional Activities (EPAs) are increasingly used as a focus for assessment in graduate medical education (GME). However, a consistent approach to guide EPA design is currently lacking, in particular concerning the actual content (knowledge, skills and attitude required for specific tasks) for EPAs. This paper describes a comprehensive five stage approach, which was used to develop two specialty-specific EPAs in emergency medicine focused on the first year of GME...
2016: BMC Medical Education
https://www.readbyqxmd.com/read/27093510/standardized-patients-perspectives-on-workplace-satisfaction-and-work-related-relationships-a-multicenter-study
#16
Claudia Schlegel, Raphael Bonvin, Jan-Joost Rethans, Cees Van der Vleuten
INTRODUCTION: The use of standardized patients (SPs) in health care education has grown in the last 50 years. In addition, the requirements for SPs have increased steadily, and thus, the work of SPs has become more difficult and demanding. It has been claimed that SP programs are highly contextualized, having emerged from local, institutional, professional, and national conditions, but their effects on SPs have not been investigated. We have studied the effects of this job development on SPs and their programs...
August 2016: Simulation in Healthcare: Journal of the Society for Simulation in Healthcare
https://www.readbyqxmd.com/read/27056080/beyond-standard-checklist-assessment-question-sequence-may-impact-student-performance
#17
Jeff LaRochelle, Steven J Durning, John R Boulet, Cees van der Vleuten, Jeroen van Merrienboer, Jeroen Donkers
INTRODUCTION: Clinical encounters are often assessed using a checklist. However, without direct faculty observation, the timing and sequence of questions are not captured. We theorized that the sequence of questions can be captured and measured using coherence scores that may distinguish between low and high performing candidates. METHODS: A logical sequence of key features was determined using the standard case checklist for an observed structured clinical exam (OSCE)...
April 2016: Perspectives on Medical Education
https://www.readbyqxmd.com/read/27049880/response-to-functional-neuroimaging-and-diagnostic-reasoning
#18
Steven J Durning, Anthony R Artino, Michelle Costanzo, Thomas J Beckman, Cees Van der Vleuten, Michael J Roy, Eric S Holmboe, Lambert Schuwirth
No abstract text is available yet for this article.
July 2016: Medical Teacher
https://www.readbyqxmd.com/read/27021240/propranolol-treatment-of-infantile-hemangioma-ih-is-not-associated-with-developmental-risk-or-growth-impairment-at-age-4%C3%A2-years
#19
Andre Vadimovich Moyakine, Jorien Maria Kerstjens, Saskia Spillekom-van Koulil, Catharina Joanna Maria van der Vleuten
BACKGROUND: Long-term adverse effects of propranolol treatment for infantile hemangioma (IH) in young children have been suggested. OBJECTIVE: To compare growth and development in children treated with propranolol for IH with nontreated healthy controls. METHODS: Eighty two (73%) children with IH aged 43 to 51 months treated with propranolol for 6 months or longer, and without other developmental risk factors, were recruited (cases) and matched with 4 twin counterparts and 78 children from a community-based cohort (control subjects)...
July 2016: Journal of the American Academy of Dermatology
https://www.readbyqxmd.com/read/26998657/the-supervisor-s-toolkit-a-framework-for-doctoral-supervision-in-health-professions-education-amee-guide-no-104
#20
Susan Camille van Schalkwyk, Deborah Murdoch-Eaton, Ara Tekian, Cees van der Vleuten, Francois Cilliers
Doctoral studies represent a complex undertaking for students and supervisors. Some research describes the experience of students while there are volumes of advice for students considering a doctorate. Yet the terrain for supervisors is less well-trodden and the concept of a pedagogy of supervision is only really starting to emerge. Texts on the doctoral journey from the supervisor's perspective are uncommon and less yet has been written in the context of health professions education. The aim of this Guide, therefore, is to provide guidance for the supervisor's journey, drawing on our collective experience and such literature as there is...
May 2016: Medical Teacher
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