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https://www.readbyqxmd.com/read/28212117/validation-of-the-incept-a-multisource-feedback-tool-for-capturing-different-perspectives-on-physicians-professional-performance
#1
Mirja W van der Meulen, Benjamin C M Boerebach, Alina Smirnova, Sylvia Heeneman, Mirjam G A Oude Egbrink, Cees P M van der Vleuten, Onyebuchi A Arah, Kiki M J M H Lombarts
INTRODUCTION: Multisource feedback (MSF) instruments are used to and must feasibly provide reliable and valid data on physicians' performance from multiple perspectives. The "INviting Co-workers to Evaluate Physicians Tool" (INCEPT) is a multisource feedback instrument used to evaluate physicians' professional performance as perceived by peers, residents, and coworkers. In this study, we report on the validity, reliability, and feasibility of the INCEPT. METHODS: The performance of 218 physicians was assessed by 597 peers, 344 residents, and 822 coworkers...
February 15, 2017: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/28190620/propranolol-treatment-of-infantile-hemangioma-is-not-associated-with-psychological-problems-at-7%C3%A2-years-of-age
#2
Andre Vadimovich Moyakine, Saskia Spillekom-van Koulil, Catharina Joanna Maria van der Vleuten
BACKGROUND: Concern has been raised about the potential long-term effects of propranolol treatment for infantile hemangioma (IH). OBJECTIVES: We sought to assess psychologic (social, emotional, behavioral, and executive) functioning in children treated with propranolol for IH. METHODS: Twenty-seven patients with IH (6.1-7.6 years of age) treated with propranolol for ≥6 months during infancy, and without other developmental risk factors, were recruited...
February 9, 2017: Journal of the American Academy of Dermatology
https://www.readbyqxmd.com/read/28188156/feasibility-of-peer-assessment-and-clinical-audit-to-self-regulate-the-quality-of-physiotherapy-services-a-mixed-methods-study
#3
Marjo J M Maas, Maria W G Nijhuis-van der Sanden, Femke Driehuis, Yvonne F Heerkens, Cees P M van der Vleuten, Philip J van der Wees
OBJECTIVES: To evaluate the feasibility of a quality improvement programme aimed to enhance the client-centeredness, effectiveness and transparency of physiotherapy services by addressing three feasibility domains: (1) acceptability of the programme design, (2) appropriateness of the implementation strategy and (3) impact on quality improvement. DESIGN: Mixed methods study. PARTICIPANTS AND SETTING: 64 physiotherapists working in primary care, organised in a network of communities of practice in the Netherlands...
February 10, 2017: BMJ Open
https://www.readbyqxmd.com/read/28155004/stakeholder-perspectives-on-workplace-based-performance-assessment-towards-a-better-understanding-of-assessor-behaviour
#4
Laury P J W M de Jonge, Angelique A Timmerman, Marjan J B Govaerts, Jean W M Muris, Arno M M Muijtjens, Anneke W M Kramer, Cees P M van der Vleuten
Workplace-Based Assessment (WBA) plays a pivotal role in present-day competency-based medical curricula. Validity in WBA mainly depends on how stakeholders (e.g. clinical supervisors and learners) use the assessments-rather than on the intrinsic qualities of instruments and methods. Current research on assessment in clinical contexts seems to imply that variable behaviours during performance assessment of both assessors and learners may well reflect their respective beliefs and perspectives towards WBA. We therefore performed a Q methodological study to explore perspectives underlying stakeholders' behaviours in WBA in a postgraduate medical training program...
February 2, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28121653/health-professions-education-scholarship-unit-leaders-as-institutional-entrepreneurs
#5
Lara Varpio, Bridget O'Brien, Steven Durning, Cees van der Vleuten, Larry Gruppen, Olle Ten Cate, Susan Humphrey-Murto, David M Irby, Stanley J Hamstra, Wendy Hu
PURPOSE: Health professions education scholarship units (HPESUs) are organizational structures within which a group is substantively engaged in health professions education scholarship. Little research investigates the strategies employed by HPESU administrative leaders to secure and maintain HPESU success. Using institutional entrepreneurship as a theoretical lens, this study asks: Do HPESU administrative leaders act as institutional entrepreneurs (IEs)? METHOD: This study recontextualizes two preexisting qualitative datasets that comprised interviews with leaders in health professions education in Canada (2011-2012) and Australia and New Zealand (2013-1014)...
January 24, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28109296/design-of-simulation-based-medical-education-and-advantages-and-disadvantages-of-in-situ-simulation-versus-off-site-simulation
#6
EDITORIAL
Jette Led Sørensen, Doris Østergaard, Vicki LeBlanc, Bent Ottesen, Lars Konge, Peter Dieckmann, Cees Van der Vleuten
BACKGROUND: Simulation-based medical education (SBME) has traditionally been conducted as off-site simulation in simulation centres. Some hospital departments also provide off-site simulation using in-house training room(s) set up for simulation away from the clinical setting, and these activities are called in-house training. In-house training facilities can be part of hospital departments and resemble to some extent simulation centres but often have less technical equipment. In situ simulation, introduced over the past decade, mainly comprises of team-based activities and occurs in patient care units with healthcare professionals in their own working environment...
January 21, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28093833/cracking-the-code-residents-interpretations-of-written-assessment-comments
#7
Shiphra Ginsburg, Cees Pm van der Vleuten, Kevin W Eva, Lorelei Lingard
CONTEXT: Interest is growing in the use of qualitative data for assessment. Written comments on residents' in-training evaluation reports (ITERs) can be reliably rank-ordered by faculty attendings, who are adept at interpreting these narratives. However, if residents do not interpret assessment comments in the same way, a valuable educational opportunity may be lost. OBJECTIVES: Our purpose was to explore residents' interpretations of written assessment comments using mixed methods...
January 16, 2017: Medical Education
https://www.readbyqxmd.com/read/28090643/the-use-of-instructional-design-guidelines-to-increase-effectiveness-of-postpartum-hemorrhage-simulation-training
#8
Brena C P de Melo, Ana R Falbo, Arno M M Muijtjens, Cees P M van der Vleuten, Jeroen J G van Merriënboer
OBJECTIVE: To compare learning outcomes of postpartum hemorrhage simulation training based on either instructional design guidelines or best practice. METHODS: A pretest-post-test non-equivalent groups study was conducted among obstetrics and gynecology residents in Recife, Brazil, from June 8 to August 30, 2013. The instructional design group included 13 teams, whereas the best practice group included seven teams. A standardized task checklist was used for scenario analysis and the proportion of correctly executed tasks compared (post-test minus pretest)...
December 16, 2016: International Journal of Gynaecology and Obstetrics
https://www.readbyqxmd.com/read/28049379/should-we-assess-clinical-performance-in-single-patient-encounters-or-consistent-behaviors-of-clinical-performance-over-a-series-of-encounters-a-qualitative-exploration-of-narrative-trainee-profiles
#9
Marjolein Oerlemans, Patrick Dielissen, Angelique Timmerman, Paul Ram, Bas Maiburg, Jean Muris, Cees van der Vleuten
BACKGROUND: A variety of tools have been developed to assess performance which typically use a single clinical encounter as a source for making competency inferences. This strategy may miss consistent behaviors. We therefore explored experienced clinical supervisors' perceptions of behavioral patterns that potentially exist in postgraduate general practice trainees expressed as narrative profiles to aid the grading of clinical performance. METHODS: We conducted semistructured interviews with clinical supervisors who had frequently observed clinical performance in trainees...
January 4, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28045328/applicability-of-progress-testing-in-veterinary-medical-education
#10
Robert P Favier, Cees P M van der Vleuten, Stephan P J Ramaekers
A substantial part of graduate education in veterinary medicine is spent in clinical practice. During the clinical experiential phase, it is difficult to monitor students' actual knowledge development: they build individual records of experiences based on the cases they have to deal with, while mainly focusing on knowledge that is of direct, clinical relevance to them. As a result, students' knowledge bases may differ to such a degree that a single test alone may not be able to provide an adequate reflection of progress made...
January 3, 2017: Journal of Veterinary Medical Education
https://www.readbyqxmd.com/read/28001442/-it-s-just-not-the-culture-a-qualitative-study-exploring-residents-perceptions-of-the-impact-of-institutional-culture-on-feedback
#11
Subha Ramani, Sarah E Post, Karen Könings, Karen Mann, Joel T Katz, Cees van der Vleuten
: Phenomenon: Competency-based medical education requires ongoing performance-based feedback for professional growth. In several studies, medical trainees report that the quality of faculty feedback is inadequate. Sociocultural barriers to feedback exchanges are further amplified in graduate and postgraduate medical education settings, where trainees serve as frontline providers of patient care. Factors that affect institutional feedback culture, enhance feedback seeking, acceptance, and bidirectional feedback warrant further exploration in these settings...
December 21, 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27882583/how-clinical-medical-students-perceive-others-to-influence-their-self-regulated-learning
#12
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
#13
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
#14
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
#15
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
#16
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
#17
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
#18
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
#19
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
#20
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...
5, 2016: Medical Journal of Australia
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