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3. Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition

Author

Duijzer, Carolien ACG, Shayan, Shakila, Bakker, Arthur, Van der Schaaf, Marieke F, and Abrahamson, Dor

Subjects
Biomedical and Clinical Sciences, Psychology, Basic Behavioral and Social Science, Behavioral and Social Science, attentional anchors, touchscreen tablet, mathematics, proportional reasoning, sensorimotor interaction, Cognitive Sciences, Biomedical and clinical sciences
Abstract

Proportional reasoning is important and yet difficult for many students, who often use additive strategies, where multiplicative strategies are better suited. In our research we explore the potential of an interactive touchscreen tablet application to promote proportional reasoning by creating conditions that steer students toward multiplicative strategies. The design of this application (Mathematical Imagery Trainer) was inspired by arguments from embodied-cognition theory that mathematical understanding is grounded in sensorimotor schemes. This study draws on a corpus of previously treated data of 9-11 year-old students, who participated individually in semi-structured clinical interviews, in which they solved a manipulation task that required moving two vertical bars at a constant ratio of heights (1:2). Qualitative analyses revealed the frequent emergence of visual attention to the screen location halfway along the bar that was twice as high as the short bar. The hypothesis arose that students used so-called "attentional anchors" (AAs)-psychological constructions of new perceptual structures in the environment that people invent spontaneously as their heuristic means of guiding effective manual actions for managing an otherwise overwhelming task, in this case keeping vertical bars at the same proportion while moving them. We assumed that students' AAs on the mathematically relevant points were crucial in progressing from additive to multiplicative strategies. Here we seek farther to promote this line of research by reanalyzing data from 38 students (aged 9-11). We ask: (1) What quantitative evidence is there for the emergence of AAs?; and (2) How does the transition from additive to multiplicative reasoning take place when solving embodied proportions tasks in interaction with the touchscreen tablet app? We found that: (a) AAs appeared for all students; (b) the AA-types were few across the students; (c) the AAs were mathematically relevant (top of the bars and halfway along the tall bar); (d) interacting with the tablet was crucial for the AAs' emergence; and (e) the vast majority of students progressed from additive to multiplicative strategies (as corroborated with oral utterances). We conclude that touchscreen applications have the potential to create interaction conditions for coordinating action and perception into mathematical cognition.

Published
2017

4. Entry-level career paths in the life sciences: generic skills in Dutch job postings

Author

BMS Algemeen, Medische Fysiologie, Circulatory Health, Expertisecentrum Alg., van Ravenswaaij, Heleen, ter Meulen-de Jong, Sanne, de Kleijn, Renske A.M., Dilaver, Gonul, van der Schaaf, Marieke F., van Rijen, Harold V.M., BMS Algemeen, Medische Fysiologie, Circulatory Health, Expertisecentrum Alg., van Ravenswaaij, Heleen, ter Meulen-de Jong, Sanne, de Kleijn, Renske A.M., Dilaver, Gonul, van der Schaaf, Marieke F., and van Rijen, Harold V.M.

Published
2024

5. For Your Eyes Only? The Use of Surgical Videos in Urological Residency Training: A European-wide Survey

Author

Urologie Opleiding, MS Urologische Oncologie, Cancer, Expertisecentrum Alg., Zorgeenheid Urologie Medisch, Child Health, Regenerative Medicine and Stem Cells, van der Leun, Josephine A., Brinkman, Willem M., Pennings, Heleen J.M., van der Schaaf, Marieke F., de Kort, Laetitia M.O., Urologie Opleiding, MS Urologische Oncologie, Cancer, Expertisecentrum Alg., Zorgeenheid Urologie Medisch, Child Health, Regenerative Medicine and Stem Cells, van der Leun, Josephine A., Brinkman, Willem M., Pennings, Heleen J.M., van der Schaaf, Marieke F., and de Kort, Laetitia M.O.

Published
2024

6. An Interprofessional Faculty Development Program for Workplace-Based Learning

Author

Medische Staf Intensive Care, Medische staf Anesthesiologie, Other research (not in main researchprogram), BMS Algemeen, Expertisecentrum Alg., Infection & Immunity, Intensive care patientenzorg, Booij, Eveline, van Dam, Marjel, Jonker, Gersten, van Bruggen, Lisette, Lesterhuis, Marije, van der Schaaf, Marieke F, Hoff, Reinier G, Hennus, Marije P, Medische Staf Intensive Care, Medische staf Anesthesiologie, Other research (not in main researchprogram), BMS Algemeen, Expertisecentrum Alg., Infection & Immunity, Intensive care patientenzorg, Booij, Eveline, van Dam, Marjel, Jonker, Gersten, van Bruggen, Lisette, Lesterhuis, Marije, van der Schaaf, Marieke F, Hoff, Reinier G, and Hennus, Marije P

Published
2024

7. Medical Students' General Beliefs and Specific Perceptions about Patient Feedback Before and after Training in a Clinical Context

Author

Onderwijssecretariaat, BMS Algemeen, Arts-assistenten Kinderen, Child Health, Expertisecentrum Alg., Eijkelboom, M Charlotte L, de Kleijn, Renske A M, Frenkel, Joost, van der Schaaf, Marieke F, Onderwijssecretariaat, BMS Algemeen, Arts-assistenten Kinderen, Child Health, Expertisecentrum Alg., Eijkelboom, M Charlotte L, de Kleijn, Renske A M, Frenkel, Joost, and van der Schaaf, Marieke F

Published
2024

10. Developing a digital application for quality assurance of assessment programmes in higher education

Author

Schellekens, Lonneke H., van der Schaaf, Marieke F., van der Vleuten, Cees P.M., Prins, Frans J., Wools, Saskia, Bok, Harold G.J., Schellekens, Lonneke H., van der Schaaf, Marieke F., van der Vleuten, Cees P.M., Prins, Frans J., Wools, Saskia, and Bok, Harold G.J.

Abstract

Purpose: This study aims to report the design, development and evaluation of a digital quality assurance application aimed at improving and ensuring the quality of assessment programmes in higher education. Design/methodology/approach: The application was developed using a design-based research (DBR) methodology. The application’s design was informed by a literature search and needs assessment of quality assurance stakeholders to ensure compliance with daily practices and accreditation requirements. Stakeholders from three study programmes evaluated the application. Findings: As part of the development of the application, module- and programme-level dashboards were created to provide an overview of the programme’s outcomes, assessment methods, assessment metrics, self-evaluated quality indicators and assessment documents. The application was evaluated by stakeholders at the module and programme levels. Overall, the results indicated that the dashboards aided them in gaining insight into the assessment programme and its alignment with underlying assessments. Practical implications: Visualisation of the assessment programme’s structure and content identifies gaps and opportunities for improvement, which can be used to initiate a dialogue and further actions to improve assessment quality. Originality/value: The application developed facilitates a cyclical and transparent assessment quality assurance procedure that is continuously available to various stakeholders in quality assurance.

Published
2023

11. Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge

Author

van Dijk, Esther E., Geertsema, Johan, van der Schaaf, Marieke F., van Tartwijk, Jan, Kluijtmans, Manon, van Dijk, Esther E., Geertsema, Johan, van der Schaaf, Marieke F., van Tartwijk, Jan, and Kluijtmans, Manon

Abstract

Disciplinary knowledge lies at the heart of academic work. However, connecting academics’ disciplinary knowledge to their professional development as teachers has been a longstanding challenge for (research-intensive) universities. This is reflected in criticism of the practices that aim to support the professional development of university teachers. In order to create better connections, a deeper understanding is needed of how academics’ disciplinary knowledge relates to the development of their teaching. In this paper, we therefore aim to advance theoretical insights about how academics’ disciplinary knowledge connects to their professional development as university teachers. We do so by providing a conceptual analysis of teacher expertise and teacher knowledge perspectives. Literature discussed as part of the teacher expertise perspective provides insights into how knowledge is structured in order to perform teacher tasks. In our discussion of the teacher knowledge perspective, we include bodies of literature about teachers’ knowledge base to explore the role of disciplinary knowledge in how to teach and about powerful knowledge to explore the role of disciplinary knowledge in what to teach. Insights from these bodies of literature can, from a teacher knowledge perspective, offer theoretical underpinnings for connecting academics’ disciplinary knowledge to their professional development as university teachers. Adaptive expertise and practical knowledge are identified as concepts that include elements of both teacher expertise and teacher knowledge perspectives. Based on the conceptual analysis, we identify and discuss three aspects related to supporting the professional development of university teachers where attention to connection with teachers’ disciplinary knowledge is important.

Published
2023

12. Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge

Author

Hafd Onderwijsadvies en training, Leerstoel van Tartwijk, Education and Learning: Development in Interaction, van Dijk, Esther E., Geertsema, Johan, van der Schaaf, Marieke F., van Tartwijk, Jan, Kluijtmans, Manon, Hafd Onderwijsadvies en training, Leerstoel van Tartwijk, Education and Learning: Development in Interaction, van Dijk, Esther E., Geertsema, Johan, van der Schaaf, Marieke F., van Tartwijk, Jan, and Kluijtmans, Manon

Published
2023

13. Developing a digital application for quality assurance of assessment programmes in higher education

Author

Hafd Onderwijsadvies en training, Leerstoel van Tartwijk, Education and Learning: Development in Interaction, Faculteit Diergeneeskunde, FAH Educating Professionals, Schellekens, Lonneke H., van der Schaaf, Marieke F., van der Vleuten, Cees P.M., Prins, Frans J., Wools, Saskia, Bok, Harold G.J., Hafd Onderwijsadvies en training, Leerstoel van Tartwijk, Education and Learning: Development in Interaction, Faculteit Diergeneeskunde, FAH Educating Professionals, Schellekens, Lonneke H., van der Schaaf, Marieke F., van der Vleuten, Cees P.M., Prins, Frans J., Wools, Saskia, and Bok, Harold G.J.

Published
2023

15. Developing a digital application for quality assurance of assessment programmes in higher education: This study aims to report the design, development and evaluation of a digital quality assurance application aimed at improving and ensuring the quality of assessment…

Author

Expertisecentrum Alg., Schellekens, Lonneke H., van der Schaaf, Marieke F., van der Vleuten, Cees P.M., Prins, Frans J., Wools, Saskia, Bok, Harold G.J., Expertisecentrum Alg., Schellekens, Lonneke H., van der Schaaf, Marieke F., van der Vleuten, Cees P.M., Prins, Frans J., Wools, Saskia, and Bok, Harold G.J.

Published
2023

16. Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge

Author

Onderwijscentrum Organisatie, LESP, Expertisecentrum Alg., Onderwijscentrum Onderwijs, van Dijk, Esther E., Geertsema, Johan, van der Schaaf, Marieke F., van Tartwijk, Jan, Kluijtmans, Manon, Onderwijscentrum Organisatie, LESP, Expertisecentrum Alg., Onderwijscentrum Onderwijs, van Dijk, Esther E., Geertsema, Johan, van der Schaaf, Marieke F., van Tartwijk, Jan, and Kluijtmans, Manon

Published
2023

19. The development of research supervisors’ pedagogical content knowledge in a lesson study project

Author

Agricola, Bas T., van der Schaaf, Marieke F., Prins, Frans J., van Tartwijk, Jan, Afd Educatie, Education and Learning: Development in Interaction, Leerstoel van Tartwijk, Lectoraat Kansrijke Schoolloopbanen in een Diverse Stad, Afd Educatie, Education and Learning: Development in Interaction, and Leerstoel van Tartwijk

Subjects
Protocol (science), teacher professional development, 05 social sciences, 050401 social sciences methods, 050301 education, undergraduate students, teacher-student interaction, Education, Lesson study, research supervision, 0504 sociology, Mathematics education, Action research, Content knowledge, Psychology, 0503 education, Educational development
Abstract

In this study, we aimed to identify how the learning activities elicited in a lesson study project contributed to self-perceived change in supervisors’ pedagogical content knowledge (PCK). Lesson study is a method which combines both professional and educational development. During a lesson study project, teachers collaborate in a team and develop, teach, evaluate, and redesign a research lesson. During the 4-month lesson study project described here, four supervisors designed a protocol for research supervision meetings aimed at enhancing undergraduate students’ learning. During the project, they experimented with open questioning and giving positive feedback instead of giving instruction and explanations. A mixed-methods design was used in this study. Data on the supervisors’ learning activities and PCK were gathered using learner reports, video-recordings of meetings, and exit interviews. The analyses of these data showed that the lesson study project contributed to the development of the supervisors’ PCK on instructional strategies and student understanding. The learning activity that contributed most to these changes was reflecting on their own practice and that of their students.

Published
2022
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21. Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education

Author

Agricola, Bas T., Prins, Frans J., van der Schaaf, Marieke F., van Tartwijk, Jan, Afd Educatie, Education and Learning: Development in Interaction, Leerstoel van Tartwijk, Leerstoel Kester, Lectoraat Kansrijke Schoolloopbanen in een Diverse Stad, Afd Educatie, Education and Learning: Development in Interaction, Leerstoel van Tartwijk, and Leerstoel Kester

Subjects
teacher–student interaction, Student perceptions, Medical education, Diagnostic information, Supervisor, Higher education, business.industry, Process (engineering), In-the-moment decisions, student perceptions, teacher–student interaction, research supervision, Education, student perceptions, research supervision, ddc:370, ComputingMilieux_COMPUTERSANDEDUCATION, In-the-moment decisions, Psychology, business
Abstract

Diagnosing teachers are teachers who perceive diagnostic information about students’ learning process, interpret these aspects, decide how to respond, and act based on this diagnostic decision. During supervision meetings about the undergraduate thesis supervisors make in-the-moment decisions while interacting with their students. We regarded research supervision as a teaching process for the supervisor and a learning process for the student. We tried to grasp supervisors’ in-the-moment decisions and students’ perceptions of supervisors’ actions. Supervisor decisions and student perceptions were measured with video-stimulated recall interviews and coded using a content analysis approach. The results showed that the in-the-moment decisions our supervisors made had a strong focus on student learning. Supervisors often asked questions to empower students or to increase student understanding. These supervising strategies seemed to be adapted to students’ needs, as the latter had positive perceptions when their control increased or when they received stimuli to think for themselves. published

Published
2021
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23. The generic skills learning systematic: Evaluating university students’ learning after complex problem-solving

Author

BMS Algemeen, Expertisecentrum Alg., van Ravenswaaij, Heleen, Bouwmeester, Rianne A.M., van der Schaaf, Marieke F., Dilaver, Gönül, van Rijen, Harold V.M., de Kleijn, Renske A.M., BMS Algemeen, Expertisecentrum Alg., van Ravenswaaij, Heleen, Bouwmeester, Rianne A.M., van der Schaaf, Marieke F., Dilaver, Gönül, van Rijen, Harold V.M., and de Kleijn, Renske A.M.

Published
2022

25. What makes an expert university teacher? A systematic review and synthesis of frameworks for teacher expertise in higher education

Author

van Dijk, Esther E., van Tartwijk, Jan, van der Schaaf, Marieke F., Kluijtmans, Manon, Leerstoel van Tartwijk, Education and Learning: Development in Interaction, Leerstoel Kester, Leerstoel van Tartwijk, Education and Learning: Development in Interaction, and Leerstoel Kester

Subjects
Higher education, business.industry, 05 social sciences, Professional development, 050301 education, Common ground, Academic development, Teacher expertise frameworks, Task (project management), Variety (cybernetics), Education, Scholarship, Educational leadership, Mathematics education, ComputingMilieux_COMPUTERSANDEDUCATION, Systematic review, 0501 psychology and cognitive sciences, Faculty development, Psychology, business, 0503 education, Teacher expertise, University teachers, 050104 developmental & child psychology
Abstract

What makes an expert university teacher? Answers to this question can be found in a multitude of publications, but so far there has been little insight into what these answers have in common. More common ground regarding what teacher expertise entails is necessary for research and support of the professional development of university teachers. To this end, this study aims to find consensus regarding what constitutes teacher expertise in higher education by identifying teacher tasks. We conducted a systematic review in which 46 frameworks for teacher expertise from research and practice contexts were identified, analysed, and synthesised. Six teacher tasks were distinguished: ‘teaching and supporting learning’, ‘educational design’, ‘assessment and feedback’, ‘educational leadership and management’, ‘educational scholarship and research’, and ‘professional development’. Additionally, the following three dimensions for task-related development were found: ‘better task performance’, ‘ability to carry out a greater variety of tasks’, and ‘a larger sphere of influence’. We present and visualise these tasks and task-related dimensions for development as the UNIversity Teacher Expertise (UNITE) synthesis. The synthesis both reflects and contributes to consensus about teacher expertise in higher education, which further research can build on. In academic practice, this synthesis could support teachers' reflection on their professional development and inform faculty development programmes and career policies. Further research is required to validate the results of this study, in particular the dimensions for development. Other suggested areas for future research are to explore how development in different teacher tasks is interrelated, as well as developing and investigating tools and interventions based on the perspective and findings of this study.

Published
2020

26. A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)

Author

Schellekens, Lonneke H., Bok, Harold G.J., de Jong, Lubberta H., van der Schaaf, Marieke F., Kremer, Wim D.J., van der Vleuten, Cees P.M., Schellekens, Lonneke H., Bok, Harold G.J., de Jong, Lubberta H., van der Schaaf, Marieke F., Kremer, Wim D.J., and van der Vleuten, Cees P.M.

Abstract

Associations between assessment and learning are widely studied and often organized around the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL). Although these notions are appealing in theory, the notions are unclear constructs to comprehend, as both their definitions and their practice are used inconsistently in educational research. We present a synthesis of common characteristics among these notions, based on a scoping review on definitions and descriptions of AaL, AfL, and AoL (131 studies). The synthesis of common characteristics consists of nine themes that refer to how educational assessment relates to learning. The themes are grouped into: 1) Student-teacher roles and relationships within assessment; 2) Assessment learning environment; and 3) Educational outcomes of assessment. Then, we used the themes within the synthesis to analyze the results of the included empirical studies on their contributions to practice (84 studies). The synthesis provides stakeholders with a clear and integrative view of how educational assessment relates to learning and may be beneficial to educators to support and design their assessment practices. We argue that the notions of AaL, AfL, and AoL should be seen in coherence with one another in order to establish an assessment culture that facilitates students’ learning maximally.

Published
2021

27. Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education

Author

Afd Educatie, Education and Learning: Development in Interaction, Leerstoel van Tartwijk, Leerstoel Kester, Agricola, Bas T., Prins, Frans J., van der Schaaf, Marieke F., van Tartwijk, Jan, Afd Educatie, Education and Learning: Development in Interaction, Leerstoel van Tartwijk, Leerstoel Kester, Agricola, Bas T., Prins, Frans J., van der Schaaf, Marieke F., and van Tartwijk, Jan

Published
2021

28. A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)

Author

Hafd Onderwijsadvies en training, FAH Educating Professionals, Schellekens, Lonneke H., Bok, Harold G.J., de Jong, Lubberta H., van der Schaaf, Marieke F., Kremer, Wim D.J., van der Vleuten, Cees P.M., Hafd Onderwijsadvies en training, FAH Educating Professionals, Schellekens, Lonneke H., Bok, Harold G.J., de Jong, Lubberta H., van der Schaaf, Marieke F., Kremer, Wim D.J., and van der Vleuten, Cees P.M.

Published
2021

29. Shifting Patterns in Co-regulation, Feedback Perception, and Motivation During Research Supervision Meetings

Author

Agricola, Bas T., van der Schaaf, Marieke F., Prins, Frans J., van Tartwijk, Jan, Education and Learning: Development in Interaction, Afd Educatie, Leerstoel Kester, Leerstoel van Tartwijk, Lectoraat Kansrijke Schoolloopbanen in een Diverse Stad, Kenniscentrum Onderwijs en Opvoeding, Education and Learning: Development in Interaction, Afd Educatie, Leerstoel Kester, and Leerstoel van Tartwijk

Subjects
Co-regulation, Self-management, Process (engineering), media_common.quotation_subject, 05 social sciences, 050301 education, Research process, teacher-student interaction, Task (project management), Education, feedback perception, motivation, Perception, Mathematics education, ComputingMilieux_COMPUTERSANDEDUCATION, 0501 psychology and cognitive sciences, Psychology, 0503 education, 050104 developmental & child psychology, media_common
Abstract

Supervision meetings give teachers and students opportunities to interact with each other and to co-regulate students’ learning processes. Co-regulation refers to the transitional process of a student who is becoming a self-regulated learner by interacting with a more capable other such as a teacher. During a task, teachers are expected to pull back their support and give opportunities to students to take responsibility. This study aims to explore the shifting patterns of co-regulation, feedback perception, and motivation during a 5-month research project. Participants were 20 students conducting research in pairs and six teachers who supervised these students. Two videotaped supervision meetings at the beginning and end of the research process and questionnaires on feedback perception and motivation were analysed. Results on co-regulation showed a constant and comparable level of regulation at the start and at the end of students’ research projects. Feedback perception did not change, but motivation decreased significantly.

Published
2020

30. Why Medical Residents Do (and Don’t) Speak Up About Organizational Barriers and Opportunities to Improve the Quality of Care

Author

Voogt, Judith J., Kars, Marijke C., van Rensen, Elizabeth L.J., Schneider, Margriet M.E., Noordegraaf, Mirko, van der Schaaf, Marieke F., Voogt, Judith J., Kars, Marijke C., van Rensen, Elizabeth L.J., Schneider, Margriet M.E., Noordegraaf, Mirko, and van der Schaaf, Marieke F.

Abstract

Purpose Medical residents are valuable sources of information about the quality of frontline service delivery, but if they do not speak up, their ideas, opinions, and suggestions for improving their work practices cannot be considered. However, speaking up can be difficult for residents. Therefore, the authors have explored both what helps residents speak up about organizational barriers and opportunities to improve the quality of their work and what hinders them from doing so. Method The authors conducted an exploratory qualitative interview study with 27 Dutch medical residents in the Netherlands in 2016. They used the critical incident technique for data collection and the constant comparison method of the Qualitative Analysis Guide of Leuven for data analysis. Results Three types of incidents in which residents considered speaking up are described. The authors identified 2 main considerations that influenced residents’ decisions about speaking up: Is it safe to speak up, and is speaking up likely to be effective? Residents’ decisions were influenced by personal, team, and organizational aspects of their situations, such as supervisors’ open attitudes, hierarchy, duration of clinical rotations, organization size, and experiences (either vicarious or their own). Conclusions Findings from this study indicate that residents tend to be silent when they encounter organizational barriers or opportunities to improve the quality of their work. Perceived effectiveness and safety are important forces that drive and constrain speaking up. The authors provide important starting points to empower medical residents to speak up about their suggestions for change.

Published
2020

32. What makes an expert university teacher? A systematic review and synthesis of frameworks for teacher expertise in higher education

Author

Leerstoel van Tartwijk, Education and Learning: Development in Interaction, Leerstoel Kester, van Dijk, Esther E., van Tartwijk, Jan, van der Schaaf, Marieke F., Kluijtmans, Manon, Leerstoel van Tartwijk, Education and Learning: Development in Interaction, Leerstoel Kester, van Dijk, Esther E., van Tartwijk, Jan, van der Schaaf, Marieke F., and Kluijtmans, Manon

Published
2020

33. Why Medical Residents Do (and Don’t) Speak Up About Organizational Barriers and Opportunities to Improve the Quality of Care

Author

Public management en gedrag, Public Governance and Management, Leerstoel Kester, UU LEG Research USG Public Matters, Education and Learning: Development in Interaction, Voogt, Judith J., Kars, Marijke C., van Rensen, Elizabeth L.J., Schneider, Margriet M.E., Noordegraaf, Mirko, van der Schaaf, Marieke F., Public management en gedrag, Public Governance and Management, Leerstoel Kester, UU LEG Research USG Public Matters, Education and Learning: Development in Interaction, Voogt, Judith J., Kars, Marijke C., van Rensen, Elizabeth L.J., Schneider, Margriet M.E., Noordegraaf, Mirko, and van der Schaaf, Marieke F.

Published
2020

34. Shifting Patterns in Co-regulation, Feedback Perception, and Motivation During Research Supervision Meetings

Author

Education and Learning: Development in Interaction, Afd Educatie, Leerstoel Kester, Leerstoel van Tartwijk, Agricola, Bas T., van der Schaaf, Marieke F., Prins, Frans J., van Tartwijk, Jan, Education and Learning: Development in Interaction, Afd Educatie, Leerstoel Kester, Leerstoel van Tartwijk, Agricola, Bas T., van der Schaaf, Marieke F., Prins, Frans J., and van Tartwijk, Jan

Published
2020

35. Why Medical Residents Do (and Don't) Speak Up About Organizational Barriers and Opportunities to Improve the Quality of Care

Author

Directie Strategie & Beleid, Julius Centrum, Palliatieve Zorg, Cancer, Child Health, JC onderzoeksprogramma Kanker, Directie Raad van Bestuur, Chair, Expertisecentrum Alg., Voogt, Judith J, Kars, Marijke C, van Rensen, Elizabeth L J, Schneider, Margriet M E, Noordegraaf, Mirko, van der Schaaf, Marieke F, Directie Strategie & Beleid, Julius Centrum, Palliatieve Zorg, Cancer, Child Health, JC onderzoeksprogramma Kanker, Directie Raad van Bestuur, Chair, Expertisecentrum Alg., Voogt, Judith J, Kars, Marijke C, van Rensen, Elizabeth L J, Schneider, Margriet M E, Noordegraaf, Mirko, and van der Schaaf, Marieke F

Published
2020

36. What makes an expert university teacher? A systematic review and synthesis of frameworks for teacher expertise in higher education

Author

LESP, UMC Utrecht, Expertisecentrum Alg., Onderwijscentrum, Onderwijscentrum Onderwijs, van Dijk, Esther E., van Tartwijk, Jan, van der Schaaf, Marieke F., Kluijtmans, Manon, LESP, UMC Utrecht, Expertisecentrum Alg., Onderwijscentrum, Onderwijscentrum Onderwijs, van Dijk, Esther E., van Tartwijk, Jan, van der Schaaf, Marieke F., and Kluijtmans, Manon

Published
2020

37. Medical students' cognitive load in volumetric image interpretation: Insights from human-computer interaction and eye movements

Author

Stuijfzand, Bobby G., Van Der Schaaf, Marieke F., Kirschner, Femke C., Ravesloot, Cécile J., Van Der Gijp, Anouk, Vincken, Koen L., Leerstoel van Gog, Hafd Onderwijsadvies en training, Leerstoel van Tartwijk, Education and Learning: Development in Interaction, Leerstoel van Gog, Hafd Onderwijsadvies en training, Leerstoel van Tartwijk, and Education and Learning: Development in Interaction

Subjects
Medical education, Cognitive load, media_common.quotation_subject, ComputingMethodologies_IMAGEPROCESSINGANDCOMPUTERVISION, Structural equation modeling, 030218 nuclear medicine & medical imaging, 03 medical and health sciences, 0302 clinical medicine, Arts and Humanities (miscellaneous), Volumetric image interpretation, Perception, Computer vision, Psychology(all), General Psychology, media_common, Eye tracking, business.industry, Interpretation (philosophy), 05 social sciences, Multilevel model, 050301 education, Eye movement, Cognition, Human-Computer Interaction, Artificial intelligence, business, Psychology, 0503 education, Cognitive psychology
Abstract

Medical image interpretation is moving from using 2D- to volumetric images, thereby changing the cognitive and perceptual processes involved. This is expected to affect medical students' experienced cognitive load, while learning image interpretation skills. With two studies this explorative research investigated whether measures inherent to image interpretation, i.e. human-computer interaction and eye tracking, relate to cognitive load. Subsequently, it investigated effects of volumetric image interpretation on second-year medical students' cognitive load. Study 1 measured human-computer interactions of participants during two volumetric image interpretation tasks. Using structural equation modelling, the latent variable 'volumetric image information' was identified from the data, which significantly predicted self-reported mental effort as a measure of cognitive load. Study 2 measured participants' eye movements during multiple 2D and volumetric image interpretation tasks. Multilevel analysis showed that time to locate a relevant structure in an image was significantly related to pupil dilation, as a proxy for cognitive load. It is discussed how combining human-computer interaction and eye tracking allows for comprehensive measurement of cognitive load. Combining such measures in a single model would allow for disentangling unique sources of cognitive load, leading to recommendations for implementation of volumetric image interpretation in the medical education curriculum. Display Omitted Image interpretation in medicine moved from 2D- to volumetric images.Cognitive load of students interpreting medical images affected.Human computer interaction and time to locate relevant area predict cognitive load.Insights useful for avoiding cognitive overload in medical curriculum.

Published
2016
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39. Women in Translational Medicine: Tools to Break the Glass Ceiling

Author

Bots, Sophie H., primary, Zuidgeest, Mira G. P., additional, Gohar, Aisha, additional, Eikendal, Anouk L. M., additional, Petrelli, Alessandra, additional, van Os-Medendorp, Harmieke, additional, van der Schaaf, Marieke F., additional, van Sorge, Nina M., additional, van Wijk, Myriam, additional, Middendorp, Sabine, additional, Speksnijder, Caroline M., additional, Klipstein-Grobusch, Kerstin, additional, Seyfert-Margolis, Vicky, additional, Mollema, Esther, additional, van Wijk, Femke, additional, and den Ruijter, Hester M., additional

Published
2018
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40. Women in translational medicine: Tools to break the glass ceiling

Author

Bots, Sophie H., Zuidgeest, Mira G.P., Gohar, Aisha, Eikendal, Anouk L.M., Petrelli, Alessandra, van Os-Medendorp, Harmieke, van der Schaaf, Marieke F., van Sorge, Nina M., van Wijk, Myriam, Middendorp, Sabine, Speksnijder, Caroline M., Klipstein-Grobusch, Kerstin, Seyfert-Margolis, Vicky, Mollema, Esther, van Wijk, Femke, den Ruijter, Hester M., Bots, Sophie H., Zuidgeest, Mira G.P., Gohar, Aisha, Eikendal, Anouk L.M., Petrelli, Alessandra, van Os-Medendorp, Harmieke, van der Schaaf, Marieke F., van Sorge, Nina M., van Wijk, Myriam, Middendorp, Sabine, Speksnijder, Caroline M., Klipstein-Grobusch, Kerstin, Seyfert-Margolis, Vicky, Mollema, Esther, van Wijk, Femke, and den Ruijter, Hester M.

Abstract

Despite the recent movements for female equality and empowerment, few women occupy top positions in scientific decision-making. The challenges women face during their career may arise from societal biases and the current scientific culture. We discuss the effect of such biases at three different levels of the career and provide suggestions to tackle them. At the societal level, gender roles can create a negative feedback loop in which women are discouraged from attaining top positions and men are discouraged from choosing a home-centred lifestyle. This loop can be broken early in life by providing children with female role models that have a work-centred life and opening up the discussion about gender roles at a young age. At the level of hiring, unconscious biases can lead to a preference for male candidates. The introduction of (unbiased) artificial intelligence algorithms and gender champions in the hiring process may restore the balance and give men and women an equal chance. At the level of coaching and evaluation, barriers that women face should be addressed on a personal level through the introduction of coaching and mentoring programmes. In addition, women may play a pivotal role in shifting the perception of scientific success away from bibliometric outcomes only towards a more diverse assessment of quality and societal relevance. Taken together, these suggestions may break the glass ceiling in the scientific world for women; create more gender diversity at the top and improve translational science in medicine.

Published
2018

42. Women in translational medicine: Tools to break the glass ceiling

Author

Education and Learning: Development in Interaction, Afd Pharmacoepi & Clinical Pharmacology, Leerstoel van Gog, Bots, Sophie H., Zuidgeest, Mira G.P., Gohar, Aisha, Eikendal, Anouk L.M., Petrelli, Alessandra, van Os-Medendorp, Harmieke, van der Schaaf, Marieke F., van Sorge, Nina M., van Wijk, Myriam, Middendorp, Sabine, Speksnijder, Caroline M., Klipstein-Grobusch, Kerstin, Seyfert-Margolis, Vicky, Mollema, Esther, van Wijk, Femke, den Ruijter, Hester M., Education and Learning: Development in Interaction, Afd Pharmacoepi & Clinical Pharmacology, Leerstoel van Gog, Bots, Sophie H., Zuidgeest, Mira G.P., Gohar, Aisha, Eikendal, Anouk L.M., Petrelli, Alessandra, van Os-Medendorp, Harmieke, van der Schaaf, Marieke F., van Sorge, Nina M., van Wijk, Myriam, Middendorp, Sabine, Speksnijder, Caroline M., Klipstein-Grobusch, Kerstin, Seyfert-Margolis, Vicky, Mollema, Esther, van Wijk, Femke, and den Ruijter, Hester M.

Published
2018

43. Women in Translational Medicine: Tools to Break the Glass Ceiling

Author

Global Health, Experimentele Afd. Cardiologie 1, Onderzoek Vrouw Hart & Vaatziekten, Circulatory Health, Afdeling Dermatologie/Allergologie, Infection & Immunity, Expertisecentrum Alg., MMB Research line 1, MDL onderzoek 2, Onderzoek, Child Health, Regenerative Medicine and Stem Cells, MS Hoofd-Hals Chirurgische Oncologie, MKA/BT Onderzoek, Epi Kanker Team 1, Cancer, JC onderzoeksprogramma Kanker, JC onderzoeksprogramma Cardiovasculaire Epidemiologie, CTI Van Wijk, Bots, Sophie H., Zuidgeest, Mira G. P., Gohar, Aisha, Eikendal, Anouk L. M., Petrelli, Alessandra, van Os-Medendorp, Harmieke, van der Schaaf, Marieke F., van Sorge, Nina M., van Wijk, Myriam, Middendorp, Sabine, Speksnijder, Caroline M., Klipstein-Grobusch, Kerstin, Seyfert-Margolis, Vicky, Mollema, Esther, van Wijk, Femke, den Ruijter, Hester M., Global Health, Experimentele Afd. Cardiologie 1, Onderzoek Vrouw Hart & Vaatziekten, Circulatory Health, Afdeling Dermatologie/Allergologie, Infection & Immunity, Expertisecentrum Alg., MMB Research line 1, MDL onderzoek 2, Onderzoek, Child Health, Regenerative Medicine and Stem Cells, MS Hoofd-Hals Chirurgische Oncologie, MKA/BT Onderzoek, Epi Kanker Team 1, Cancer, JC onderzoeksprogramma Kanker, JC onderzoeksprogramma Cardiovasculaire Epidemiologie, CTI Van Wijk, Bots, Sophie H., Zuidgeest, Mira G. P., Gohar, Aisha, Eikendal, Anouk L. M., Petrelli, Alessandra, van Os-Medendorp, Harmieke, van der Schaaf, Marieke F., van Sorge, Nina M., van Wijk, Myriam, Middendorp, Sabine, Speksnijder, Caroline M., Klipstein-Grobusch, Kerstin, Seyfert-Margolis, Vicky, Mollema, Esther, van Wijk, Femke, and den Ruijter, Hester M.

Published
2018

44. Volumetric image interpretation in radiology: scroll behavior and cognitive processes

Author

Beeldverwerking ISI, Brain, Cancer, Other research (not in main researchprogram), MS Radiologie, Den Boer, Larissa, van der Schaaf, Marieke F., Vincken, Koen L., Mol, Chris P., Stuijfzand, Bobby G., van der Gijp, Anouk, Beeldverwerking ISI, Brain, Cancer, Other research (not in main researchprogram), MS Radiologie, Den Boer, Larissa, van der Schaaf, Marieke F., Vincken, Koen L., Mol, Chris P., Stuijfzand, Bobby G., and van der Gijp, Anouk

Published
2018

45. Exposing Piaget's scheme: Empirical evidence for the ontogenesis of coordination in learning a mathematical concept

Author

Abrahamson, Dor, Shayan, Shakila, Bakker, Arthur, Van Der Schaaf, Marieke F., Leerstoel Leseman, Sub Mathematics Education, Leerstoel van Gog, Freudenthal Institute for Science and Mathematics Education, and Education and Learning: Development in Interaction

Subjects
Coordination, Proportion, Attentional anchor, Eye-tracking, Genetic epistemology, NUI
Abstract

The combination of two methodological resources-natural-user interfaces (NUI) and multimodal learning analytics (MMLA)-is creating opportunities for educational researchers to empirically evaluate seminal models for the hypothetical emergence of concepts from situated sensorimotor activity. 76 participants (9-14 yo) solved tablet-based non-symbolic manipulation tasks designed to foster grounded meanings for the mathematical concept of proportional equivalence. Data gathered in task-based semi-structured clinical interviews included action logging, eye-gaze tracking, and videography. Successful task performance coincided with spontaneous appearance of stable dynamical gaze-path patterns soon followed by multimodal articulation of strategy. Significantly, gaze patterns included uncued non-salient screen locations. We present cumulative results to argue that these 'attentional anchors' mediated participants' problem solving. We interpret the findings as enabling us to revisit, support, refine, and elaborate on central claims of Piaget's theory of genetic epistemology and in particular his insistence on the role of situated motor-action coordination in the process of reflective abstraction.

Published
2016

46. Predictors of Knowledge and Image Interpretation Skill Development in Radiology Residents

Author

Ravesloot, Cécile J, van der Schaaf, Marieke F, Kruitwagen, Cas L J J, van der Gijp, Anouk, Rutgers, Dirk R, Haaring, Cees, Ten Cate, Olle, van Schaik, Jan P J, Ravesloot, Cécile J, van der Schaaf, Marieke F, Kruitwagen, Cas L J J, van der Gijp, Anouk, Rutgers, Dirk R, Haaring, Cees, Ten Cate, Olle, and van Schaik, Jan P J

Abstract

Purpose To investigate knowledge and image interpretation skill development in residency by studying scores on knowledge and image questions on radiology tests, mediated by the training environment. Materials and Methods Ethical approval for the study was obtained from the ethical review board of the Netherlands Association for Medical Education. Longitudinal test data of 577 of 2884 radiology residents who took semiannual progress tests during 5 years were retrospectively analyzed by using a nonlinear mixed-effects model taking training length as input variable. Tests included nonimage and image questions that assessed knowledge and image interpretation skill. Hypothesized predictors were hospital type (academic or nonacademic), training hospital, enrollment age, sex, and test date. Results Scores showed a curvilinear growth during residency. Image scores increased faster during the first 3 years of residency and reached a higher maximum than knowledge scores (55.8% vs 45.1%). The slope of image score development versus knowledge question scores of 1st-year residents was 16.8% versus 12.4%, respectively. Training hospital environment appeared to be an important predictor in both knowledge and image interpretation skill development (maximum score difference between training hospitals was 23.2%; P < .001). Conclusion Expertise developed rapidly in the initial years of radiology residency and leveled off in the 3rd and 4th training year. The shape of the curve was mainly influenced by the specific training hospital. (©) RSNA, 2017 Online supplemental material is available for this article.

Published
2017

47. Building bridges: engaging medical residents in quality improvement and medical leadership

Author

Voogt, Judith J, van Rensen, Elizabeth L J, van der Schaaf, Marieke F, Noordegraaf, Mirko, Schneider, Margriet Me, Voogt, Judith J, van Rensen, Elizabeth L J, van der Schaaf, Marieke F, Noordegraaf, Mirko, and Schneider, Margriet Me

Abstract

OBJECTIVE: To develop an educational intervention that targets residents' beliefs and attitudes to quality Improvement (QI) and leadership in order to demonstrate proactive behaviour.DESIGN: Theory-driven, mixed methods study including document analysis, interviews, observations and open-ended questionnaires.SETTING: Six Dutch teaching hospitals.INTERVENTION: Using expertise from medicine, psychology, organizational and educational sciences we developed a situated learning programme named Ponder and IMProve (PIMP). The acronym PIMP reflects the original upbeat name in Dutch, Verwonder & Verbeter. It has a modern, positive meaning that relates to improving your current circumstances. In quarterly 1-h sessions residents are challenged to identify daily workplace frustrations and translate them into small-scale QI activities.MAIN OUTCOME MEASURES: Organizational awareness, beliefs and attitudes to QI and organizational responsibilities, resident behaviour, barriers and facilitators to successful learning and the programme's potential impact on the organization.RESULTS: Overall, 19 PIMP meetings were held over a period of 3 years. Residents defined 119 PIMP goals, resolved 37 projects and are currently working on another 39 projects. Interviews show that PIMP sessions make residents more aware of the organizational aspects of their daily work. Moreover, residents feel empowered to take up the role of change agent. Facilitators for success include a positive cost-benefit trade-off, a valuable group process and a safe learning environment.CONCLUSION: This article demonstrates the added value of multidisciplinary theory-driven research for the design, development and evaluation of educational programmes. Residents can be encouraged to develop organizational awareness and reshape their daily frustrations in QI work.

Published
2017

48. Increasing Authenticity of Simulation-Based Assessment in Diagnostic Radiology

Author

van der Gijp, Anouk, Ravesloot, Cécile J, Tipker, Corinne A, de Crom, Kim, Rutgers, DR, van der Schaaf, Marieke F, van der Schaaf, Irene C, Mol, Christian P, Vincken, Koen L, Ten Cate, Olle Th J, Maas, Mario, van Schaik, Jan P J, van der Gijp, Anouk, Ravesloot, Cécile J, Tipker, Corinne A, de Crom, Kim, Rutgers, DR, van der Schaaf, Marieke F, van der Schaaf, Irene C, Mol, Christian P, Vincken, Koen L, Ten Cate, Olle Th J, Maas, Mario, and van Schaik, Jan P J

Published
2017

49. Building bridges: engaging medical residents in quality improvement and medical leadership

Author

Public Management, Leerstoel van Gog, Public Governance and Management, Education and Learning: Development in Interaction, UU LEG Research USG Public Matters, Voogt, Judith J, van Rensen, Elizabeth L J, van der Schaaf, Marieke F, Noordegraaf, Mirko, Schneider, Margriet Me, Public Management, Leerstoel van Gog, Public Governance and Management, Education and Learning: Development in Interaction, UU LEG Research USG Public Matters, Voogt, Judith J, van Rensen, Elizabeth L J, van der Schaaf, Marieke F, Noordegraaf, Mirko, and Schneider, Margriet Me

Published
2017

50. Predictors of Knowledge and Image Interpretation Skill Development in Radiology Residents

Author

Leerstoel van Gog, Education and Learning: Development in Interaction, Ravesloot, Cécile J, van der Schaaf, Marieke F, Kruitwagen, Cas L J J, van der Gijp, Anouk, Rutgers, Dirk R, Haaring, Cees, Ten Cate, Olle, van Schaik, Jan P J, Leerstoel van Gog, Education and Learning: Development in Interaction, Ravesloot, Cécile J, van der Schaaf, Marieke F, Kruitwagen, Cas L J J, van der Gijp, Anouk, Rutgers, Dirk R, Haaring, Cees, Ten Cate, Olle, and van Schaik, Jan P J

Published
2017

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