8 results on '"van Dijk, Nynke"'
Search Results
2. Feasibility, and validity aspects of Entrustable Professional Activity (EPA)-based assessment in general practice training.
- Author
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Bonnie, Linda Helena Anna, Nasori, Mana, Visser, Mechteld Renée Maria, Kramer, Anneke Wilhelmina Maria, and van Dijk, Nynke
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OCCUPATIONAL roles ,PILOT projects ,STATISTICS ,WORK environment ,FAMILY medicine ,CONTINUING medical education ,QUESTIONNAIRES ,DATA analysis - Abstract
Entrustable Professional Activities (EPAs) are developed to support the practical application of competency frameworks in postgraduate medical education (PGME) programmes. EPAs are used for the assessment of the trainees' competence development, which takes place by means of an entrustment decision, aiming to stimulate learning and independent practice in trainees. In this pilot study, we explore the feasibility and validity of EPA-based assessment in a General Practice (GP) training programme. We used questionnaires to evaluate trainers' and trainees' experiences with the use of six EPAs for trainee learning, assessment and independent practice at the Out-of-Hours GP Center. Data were analysed quantitatively and qualitatively. Additionally, we examined the inter-item correlation between scores on EPA-based assessment and competency-based assessment using Spearman's Rho. EPA-based assessment provided opportunities for giving concrete feedback and substantiating competency-based assessment. No consistent correlation between EPA-based assessment and competency-based assessment could be detected. Only later in the course of the training programme a correlation was found between the EPA scores and the degree of independence of trainees. Results of this pilot study confirm the theories behind EPAs, as well as earlier research on EPAs in the workplace regarding trainee learning, assessment and independent practice. An important limitation of this study was the COVID-19 pandemic, as it influenced the results through reduced inclusion and follow-up, and through the impact on the workplace and trainee learning possibilities. Further research is needed to determine how EPAs support independent practice of trainees, as well as the assessment of trainee competency development. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
3. Trainers' and trainees' expectations of entrustable professional activities (EPAs) in a primary care training programme.
- Author
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Bonnie, Linda Helena Anna, Visser, Mechteld Renee Maria, Bont, Jettie, Kramer, Anna Wilhelmina Maria, and van Dijk, Nynke
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CLINICAL competence ,CONTENT analysis ,DISCUSSION ,FOCUS groups ,LEARNING strategies ,MEDICAL education ,PRIMARY health care ,GRADUATE education ,HEALTH occupations students ,HEALTH occupations school faculty ,PSYCHOLOGY - Abstract
Introducing Entrustable Professional Activities (EPAs) into primary care postgraduate medical education (PGME) programmes may be challenging, due to the general nature of primary care medicine, but trainers and trainees both stand to benefit from their use. We investigated the expectations of trainers and trainees in a primary care PGME programme regarding the use of EPAs. We held two focus group discussions with trainers and four with trainees from the Dutch General Practice training programme, to explore their views on the use of EPAs in their training programme. Focus group discussions were audio-recorded and transcribed verbatim. The transcripts were analysed using conventional content analysis. Trainers and trainees felt that the large number of EPAs in the training programme, and the general way they are formulated, made them unsuitable for use in formal assessments. However, they felt that EPAs can be a useful aid to trainee learning. EPAs may help trainers to give trainees specific feedback on their performance. While the use of the classic EPA method in primary care PGME programmes may be challenging, EPAs in such programmes might be more suitable as design and learning tools than as a tool for formal assessment. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
4. Competencies of specialised wound care nurses: a European Delphi study
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Eskes, Anne M., Maaskant, Jolanda M., Holloway, Samantha, van Dijk, Nynke, Alves, Paulo, Legemate, Dink A., Ubbink, Dirk T., Vermeulen, Hester, Hogeschool van Amsterdam, Faculteit Gezondheid, Nursing, Patient Care Support, Epidemiology and Data Science, Master Evidence Based Practice, General practice, Amsterdam Cardiovascular Sciences, 02 Surgical specialisms, Surgery, and Veritati - Repositório Institucional da Universidade Católica Portuguesa
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Consensus ,CanMEDS ,education ,Wound care nurses ,Competencies ,Delphi study - Abstract
Health care professionals responsible for patients with complex wounds need a particular level of expertise and education to ensure optimum wound care. However, uniform education for those working as wound care nurses is lacking. We aimed to reach consensus among experts from six European countries as to the competencies for specialised wound care nurses that meet international professional expectations and educational systems. Wound care experts including doctors, wound care nurses, lecturers, managers and head nurses were invited to contribute to an e-Delphi study. They completed online questionnaires based on the Canadian Medical Education Directives for Specialists framework. Suggested competencies were rated on a 9-point Likert scale. Consensus was defined as an agreement of at least 75% for each competence. Response rates ranged from 62% (round 1) to 86% (rounds 2 and 3). The experts reached consensus on 77 (80%) competences. Most competencies chosen belonged to the domain 'scholar' (n = 19), whereas few addressed those associated with being a 'health advocate' (n = 7). Competencies related to professional knowledge and expertise, ethical integrity and patient commitment were considered most important. This consensus on core competencies for specialised wound care nurses may help achieve a more uniform definition and education for specialised wound care nurses.
- Published
- 2014
5. Medical Trainees Need More Than Simple Role Modeling to Be Prepared for Professional and Ethical Decisions Reply
- Author
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Jochemsen-van der Leeuw, H. G. A. Ria, van Dijk, Nynke, Wieringa-de Waard, Margreet, General practice, and Other departments
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Medical education ,Faculty, Medical ,business.industry ,Role modeling ,Teaching ,Mentors ,MEDLINE ,General Medicine ,Education ,Education, Medical, Graduate ,Humans ,Medicine ,Physician's Role ,business ,Simple (philosophy) - Published
- 2013
6. Assessment of motivational interviewing: a qualitative study of response process validity, content validity and feasibility of the motivational interviewing target.
- Author
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Oberink, Riëtta, Boom, Saskia M., van Dijk, Nynke, and Visser, Mechteld R. M.
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MOTIVATIONAL interviewing ,BEHAVIOR modification ,INTERVIEWING ,FEASIBILITY studies ,QUALITATIVE research - Abstract
Background: The Motivational Interviewing target Scheme (MITS) is an instrument to assess competency in Motivational Interviewing (MI) and can be used to assess MI in long and brief consultations. In this qualitative study we examined two sources of the Unified Model of Validity, the current standard of assessment validation, in the context of General Practice. We collected evidence concerning response process validity and content validity of the MITS in general practice. Furthermore, we investigated its feasibility. Methods: Assessing consultations of General Practitioners and GP-trainees (GPs), the assessors systematically noted down their considerations concerning the scoring process and the content of the MITS in a semi-structured questionnaire. Sampling of the GPs was based on maximum variation and data saturation was used as a stopping criterion. An inductive approach was used to analyse the data. In response to scoring problems the score options were adjusted and all consultations were assessed using the original and the adjusted score options. Results: Twenty seven assessments were needed to reach data saturation. In most consultations, the health behaviour was not the reason for encounter but was discussed on top of discussing physical problems. The topic that was most discussed in the consultations was smoking cigarettes. The adjusted score options increased the response process validity; they were more in agreement with theoretical constructs and the observed quality of MI in the consultations. Concerning content validity, we found that the MITS represents the broad spectrum and the current understanding of MI. Furthermore, the MITS proved to be feasible to assess MI in brief consultations in general practice. Conclusions: Based on the collected evidence the MITS seems a promising instrument to measure MI interviewing in brief consultations. The evidence gathered in this study lays the foundation for research into other aspects of validation. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
7. Development and evaluation of a culturally appropriate hypertension education (CAHE) training program for health care providers.
- Author
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Meinema, Jennita G., Haafkens, Joke A., Jaarsma, Debbie A. D. C., van Weert, Henk C. P. M., and van Dijk, Nynke
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HYPERTENSION ,BLOOD circulation disorders ,BLOOD pressure ,MEDICAL personnel training ,PATIENT education - Abstract
Background: In Western countries, hypertension and hypertension-related complication are more common in ethnic minority groups of African descent than in indigenous populations. Addressing ethnic minority patients’ perceptions of hypertension and its treatment through the use of cultural appropriate hypertension education (CAHE) increases adherence to medication and lifestyle recommendations. Given these effects, it seems warranted to develop a training program on how to deliver this type of patient education for Primary Care Nurse Practitioners (PCNPs). Objective: Development and evaluation of a training program for PCNPs aimed at providing culturally appropriate hypertension patient education. Design: Prospective cohort study evaluating attitude and intended behavioral changes. Participants: Both experienced PCNPs and PCNPs in training participated in this study. Main measures: The effects of the CAHE-training were measured by 3 different questionnaires on 1) the satisfaction with the training program, 2) the attitude towards culturally appropriate care, and 3) the commitment to change. Results: The CAHE-training program consists of 10 different components divided over two 4-hour sessions and was taught to 87 participating PCNPs. The program utilizes constructivist-learning principles and educational evidence on adult learning. The content of the program is based on the knowledge obtained from our previous studies on culturally appropriate care. The mean satisfaction-score was 7.5 (1–10 scale), with the role-play exercise with patient-actors scoring highest (8.2). We observed non-significant but positive changes in attitude. PCNPs who reported on the implementation of their intended behavior change showed significant attitude changes after three months. Conclusion: We demonstrated that our evidence based training program for PCNPs resulted in a positive learning experience with adequate intended behavioral changes in practice. Unfortunately, response rates were too low to demonstrate persistent changes in attitude. [ABSTRACT FROM AUTHOR]
- Published
- 2017
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- View/download PDF
8. Effectiveness of an individual, online e-learning program about sexually transmitted infections: a prospective cohort study.
- Author
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Bos-Bonnie, Linda H. A., van Bergen, Jan E. A. M., Pas, Ellen te, Kijser, Michael A., and van Dijk, Nynke
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GENERAL practitioners ,ALTERNATIVE education ,ATTITUDE (Psychology) ,BEHAVIOR ,INTERNET ,LONGITUDINAL method ,PROFESSIONS ,QUESTIONNAIRES ,SEXUALLY transmitted diseases ,CONTINUING medical education ,EDUCATIONAL outcomes ,PHYSICIANS' attitudes ,EDUCATION - Abstract
Background: Primary health-care professionals play an important role in the treatment and prevention of Sexually Transmitted Infections (STI). Continuing Medical Education (CME)-courses can influence the knowledge and behavior of health-care professionals concerning STI. We performed a prospective cohort study to evaluate if the individual and online e-learning program "The STI-consultation", which uses the Commitment-to-Change (CtC)-method, is able to improve the knowledge, attitude and behavior of Dutch General Practitioners (GPs), concerning the STI-consultation. This e-learning program is an individual, accredited, online CME-program, which is freely available for all GPs and GP-trainees in the Netherlands. Methods: In total 2192 participants completed the questionnaire before completing the e-learning program and 249 participants completed the follow-up questionnaire after completing the e-learning program. The effect of the program on their knowledge, attitude and behavior concerning the STI-consultation was evaluated. Results: In total 193 participants formulated 601 learning points that matched the learning objectives of the program. The knowledge and attitude of the participants improved, which persisted up to two years after completing the program. Another 179 participants formulated a total of 261 intended changes concerning the sexual history taking, additional investigation and treatment of STI, 97.2% of these changes was partially or fully implemented in daily practice. Also, 114 participants formulated a total of 180 "unintended" changes in daily practice. These changes concerned the attitude of participants towards STI and the working conditions concerning the STI-consultation. Conclusion: The individual, online e-learning program "The STI-consultation", which uses the CtC-method, has a small but lasting, positive effect on the knowledge, attitude, and behavior of GPs concerning the STI-consultation. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
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