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Cees van der Vleuten

Daniel J Schumacher, Cees P M van der Vleuten, Carol L Carraccio
No abstract text is available yet for this article.
October 3, 2016: JAMA Pediatrics
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
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
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
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
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
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
Cees P M van der Vleuten
No abstract text is available yet for this article.
September 2016: Medical Education
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
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
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
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
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
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
Esther Giroldi, Wemke Veldhuijzen, Annika Dijkman, Maxime Rozestraten, Jean Muris, Cees van der Vleuten, Trudy van der Weijden
BACKGROUND: Gathering information from talkative patients presents a challenge to clinicians. Empirical evidence on how to effectively deal with this challenge is scant. OBJECTIVE: This study explores communication strategies and their underlying mechanisms that GPs consider effective when gathering information from talkative patients in order to inform the development of best practices. METHODS: We conducted a qualitative study with experienced GPs...
February 2016: Family Practice
Marjo J M Maas, Simone A van Dulmen, Margaretha H Sagasser, Yvonne F Heerkens, Cees P M van der Vleuten, Maria W G Nijhuis-van der Sanden, Philip J van der Wees
BACKGROUND: Clinical practice guidelines are intended to improve the process and outcomes of patient care. However, their implementation remains a challenge. We designed an implementation strategy, based on peer assessment (PA) focusing on barriers to change in physical therapy care. A previously published randomized controlled trial showed that PA was more effective than the usual strategy "case discussion" in improving adherence to a low back pain guideline. Peer assessment aims to enhance knowledge, communication, and hands-on clinical skills consistent with guideline recommendations...
2015: BMC Medical Education
Karen D Könings, Jean van Berlo, Richard Koopmans, Henk Hoogland, Ingrid A E Spanjers, Jeroen A ten Haaf, Cees P M van der Vleuten, Jeroen J G van Merriënboer
PROBLEM: Reflecting on workplace-based experiences is necessary for professional development. However, residents need support to raise their awareness of valuable moments for learning and to thoughtfully analyze those learning moments afterwards. APPROACH: From October to December 2012, the authors held a multidisciplinary six-week postgraduate training module focused on general competencies. Residents were randomly assigned to one of four conditions with varying degrees of reflection support; they were offered (1) a smartphone app, (2) coaching group sessions, (3) a combination of both, or (4) neither type of support...
March 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Cees P M van der Vleuten
No abstract text is available yet for this article.
December 2015: Perspectives on Medical Education
Eiad AlFaris, Naghma Naeem, Farhana Irfan, Riaz Qureshi, Hussain Saad, Ra'ed Al Sadhan, Hamza Mohammad Abdulghani, Cees Van der Vleuten
Long training workshops on the writing of exam questions have been shown to be effective; however, the effectiveness of short workshops needs to be demonstrated. The aim of this study was to evaluate the impact of a one-day, seven-hour faculty development workshop at the College of Dentistry, King Saud University, Saudi Arabia, on the quality of multiple-choice questions (MCQs). Kirkpatrick's four-level evaluation model was used. Participants' satisfaction (Kirkpatrick's Level 1) was evaluated with a post-workshop questionnaire...
November 2015: Journal of Dental Education
Jette Led Sørensen, Laura Emdal Navne, Helle Max Martin, Bent Ottesen, Charlotte Krebs Albrecthsen, Berit Woetmann Pedersen, Hanne Kjærgaard, Cees van der Vleuten
OBJECTIVE: To examine how the setting in in situ simulation (ISS) and off-site simulation (OSS) in simulation-based medical education affects the perceptions and learning experience of healthcare professionals. DESIGN: Qualitative study using focus groups and content analysis. PARTICIPANTS: Twenty-five healthcare professionals (obstetricians, midwives, auxiliary nurses, anaesthesiologists, a nurse anaesthetist and operating theatre nurse) participated in four focus groups and were recruited due to their exposure to either ISS or OSS in multidisciplinary obstetric emergencies in a randomised trial...
2015: BMJ Open
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