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Contains fulltext : 233169.pdf (Publisher’s version ) (Open Access), Introduction: Recent conceptualizations of self-regulated learning acknowledge the importance of co-regulation, i.e., students' interactions with others in their networks to support self-regulation. Using a social network approach, the aim of this study is to explore relationships between characteristics of medical students' co-regulatory networks, perceived learning opportunities, and self-regulated learning. Methods: The authors surveyed 403 undergraduate medical students during their clinical clerkships (response rate 65.5%). Using multiple regression analysis, structural equation modelling techniques, and analysis of variance, the authors explored relationships between co-regulatory network characteristics (network size, network diversity, and interaction frequency), students' perceptions of learning opportunities in the workplace setting, and self-reported self-regulated learning. Results: Across all clerkships, data showed positive relationships between tie strength and self-regulated learning (ß = 0.095, p < 0.05) and between network size and tie strength (ß = 0.530, p < 0.001), and a negative relationship between network diversity and tie strength (ß = -0.474, p < 0.001). Students' perceptions of learning opportunities showed positive relationships with both self-regulated learning (ß = 0.295, p < 0.001) and co-regulatory network size (ß = 0.134, p < 0.01). Characteristics of clerkship contexts influenced both co-regulatory network characteristics (size and tie strength) and relationships between network characteristics, self-regulated learning, and students' perceptions of learning opportunities. Discussion: The present study reinforces the importance of co-regulatory networks for medical students' self-regulated learning during clinical clerkships. Findings imply that supporting development of strong networks aimed at frequent co-regulatory interactions may enhance medical students' self-regulated learning in challenging clinical learning environments. Soc

Self-directed learning is generally considered a key competence in higher education. To enable self-directed learning, assessment practices increasingly embrace assessment for learning rather than the assessment of learning, shifting the focus from grades and scores to provision of rich, narrative, and personalized feedback. Students are expected to collect, interpret, and give meaning to this feedback, in order to self-assess their progress and to formulate new, appropriate learning goals and strategies. However, interpretation of aggregated, longitudinal narrative feedback has been proven to be very challenging, cognitively demanding, and time consuming. In this article, we, therefore, explored the applicability of existing, proven text mining techniques to support feedback interpretation. More specifically, we investigated whether it is possible to automatically generate meaningful information about prevailing topics and the emotional load of feedback provided in medical students' competence-based portfolios (N = 1500), taking into account the competence framework and the students' various performance levels. Our findings indicate that the text-mining techniques topic modeling and sentiment analysis make it feasible to automatically unveil the two principal aspects of narrative feedback, namely the most relevant topics in the feedback and their sentiment. This article, therefore, takes a valuable first step toward the automatic, online support of students, who are tasked with meaningful interpretation of complex narrative data in their portfolio as they develop into self-directed life-long learners.

Contains fulltext : 225497.pdf (Publisher’s version ) (Open Access), A loss of physical functioning (i.e., a low physical capacity and/or a low physical activity) is a common feature in patients with chronic obstructive pulmonary disease (COPD). To date, the primary care physiotherapy and specialized pulmonary rehabilitation are clearly underused, and limited to patients with a moderate to very severe degree of airflow limitation (GOLD stage 2 or higher). However, improved referral rates are a necessity to lower the burden for patients with COPD and for society. Therefore, a multidisciplinary group of healthcare professionals and scientists proposes a new model for referral of patients with COPD to the right type of exercise-based care, irrespective of the degree of airflow limitation. Indeed, disease instability (recent hospitalization, yes/no), the burden of disease (no/low, mild/moderate or high), physical capacity (low or preserved) and physical activity (low or preserved) need to be used to allocate patients to one of the six distinct patient profiles. Patients with profile 1 or 2 will not be referred for physiotherapy; patients with profiles 3-5 will be referred for primary care physiotherapy; and patients with profile 6 will be referred for screening for specialized pulmonary rehabilitation. The proposed Dutch model has the intention to get the right patient with COPD allocated to the right type of exercise-based care and at the right moment.

ObjectivesThis study aimed to measure students' perceptions of virtual patient scenarios (VPs) for developing ethical reasoning skills and to explore features in VP design that are necessary to promote professionalism.MethodsSixty-five dental students participated in learning sessions that involved collaborative practice with five VPs (four high fidelity and one low fidelity), followed by reflection sessions. Students' perceptions towards the use of VPs in developing ethical reasoning skills were assessed using a questionnaire that involved 10 closed and three open-ended questions.ResultsHigh-fidelity VPs were perceived as significantly better for developing ethical reasoning skills than low-fidelity VPs. Analyses of answers to open-ended questions revealed two new features that are specific for VPs intended for teaching professionalism, which are VP dramatic structure and how it should end.ConclusionVPs intended for teaching professionalism need to have high fidelity, follow a specific dramatic structure and should include multiple plausible endings. The use of VPs as part of a collaborative activity that is followed by a reflection session is perceived as an effective tool for the development of ethical reasoning skills in dental education.

Contains fulltext : 175736.pdf (Publisher’s version ) (Open Access), 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. In addition, an interview study was used to explore the students' perception on use of PT feedback and perceived learning value. RESULTS: PT total scores were higher, with considerable effect sizes (ESs) and students made more use of ProF when the PT was embedded in a comprehensive PoA. Analysis of feedback in the portfolio stimulated students to look for patterns in PT results, link the PT to other assessment results, follow-up on learning objectives, and integrate the PT in their learning for the entire PoA. CONCLUSIONS: Embedding the PT in an assessment program designed according to the principles of programmatic assessment positively affects PT total scores, use of PT feedback, and perceived learning value.

De voedingsindustrie gebruikt vooral chemische vanille. De vraag naar natuurlijk geproduceerde vanille neemt snel toe. Als vanille rendabel geteeld kan worden in Nederlandse kassen, kan het een alternatief zijn voor de klassieke sierteelt. Het is een duur specerij, dat zowel gebruikt kan worden in de voedingsindustrie als de medische sector.

Green is more than just beautiful. The benefits of plants on human health used to be common knowledge, but seem to be forgotten by market and consumers. Students and a lector from HAS University and Inholland investigated initiatives and new market opportunities for healthy plant concepts.

Contains fulltext : 172025.pdf (publisher's version ) (Open Access), 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). An independent clinician educator reviewed each encounter to provide a global rating. Coherence scores were calculated based on question sequence. These scores were compared with global ratings and checklist scores. Results : Coherence scores were positively correlated to checklist scores and to global ratings, and these correlations increased as global ratings improved. Coherence scores explained more of the variance in student performance as global ratings improved. DISCUSSION: Logically structured question sequences may indicate a higher performing student, and this information is often lost when using only overall checklist scores. CONCLUSIONS: The sequence test takers ask questions can be accurately recorded, and is correlated to checklist scores and to global ratings. The sequence of questions during a clinical encounter is not captured by traditional checklist scoring, and may represent an important dimension of performance.

Grontmij is an international Design and Engineering company, active in the areas of, among others, Civil Engineering, Mobility, Industry and Energy. One of the organisational units in The Netherlands is Planning and Design - Stedelijk Gebied Randstad - Team Techniek, abbreviated as Grontmij Randstad Techniek. Within Grontmij Randstad Techniek there are two problem owners: the Grontmij Randstad Techniek Management and the Design and Implementation (D&l) team. These problem owners want to improve the quality of the Grontmij Randstad Techniek products in projects. 'Product Quality' is defined as: the products of Grontmij Randstad Techniek should meet the customer and stakeholder requirements., TIL, Transport, Infrastructure and Logistics, Delft University of Technology