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LEARN Lifelong Learning, Education & Assessment Research Network
Scientific Report 2018
Prologue
With much joy we present to you LEARN’s 2018 annual report.
Already far in 2019, we still found it valuable to look back on 2018 and reflect on our vision, mission and activities to give us
inspiration for this year and the years to come.
LEARN has made great progress in 2018. Our scientific success was reflected by 5 wonderful successfully defended PhD theses,
over 80 publications including very relevant and practical handbooks, and solid funding so we can continue to do what we love
doing: research on education in the health sciences throughout the graduate and postgraduate curricula, and physicians’ careers.
We have established three clear research themes and more collaboration within our community. The LEARN community expanded
with new researchers from a diversity of backgrounds, both nationally and internationally. We welcome all new participants to the
network, including our new PhD-students from all over the world.
Along with the growth in network size, we believe the community feel is more alive than ever, thanks to all the inspiring and fun
people working within LEARN.
The annual LEARN symposium reflected the community feel with 110 participants actively attending, the workshops by our senior
researchers, the ‘work-in-progress’ presentations by the PhD students, and the keynote lectures by our distinguished guests,
professors Lorelei Lingard and Erik Driessen.
Besides research and scientific output we have focused on our societal relevance and the impact we can have on healthcare, through
education and training. LEARN members took upon them many projects related to faculty development and curriculum innovations.
The WEBSTER program (Wenckebach Simulation Center for Education & Research Training) saw the light with its great promise to
advance quality and safety for UMCG and regional patients and employees. LEARN’s involvement in other faculty development
initiatives in the northeastern educational region of the Netherlands continues to grow, allowing more and more clinical teachers in
the UMCG and all its affiliated hospitals to profit from LEARN’s expertise.
And again, as in the past years, LEARN members were involved in many, many lectures and workshop all around the globe to
teach and inspire others about health professions education and research.
We like to express our thanks to everyone who has contributed to LEARN and we look forward to be and work with you this year
and the years to come.
Debbie Jaarsma & Paul Brand
ABOUT LEARN The Lifelong Learning, Education & Assessment Research Network, commonly known as LEARN, is a research programme that participates in theresearch Institute School of HeAlth REsearch (SHARE) and the Graduate School of Medical Sciences (GSMS) of the University Medical CenterGroningen (UMCG). LEARN was founded in June 2016 as a result of the initiative of Professor Debbie Jaarsma. Under her leadership, LEARN iscurrently an established group with 2 program leaders (academic directors), 10 Principal Investigators, 31 (cross-appointed) senior researchers, 36PhD-students who will graduate their doctoral program at the University of Groningen and 18 PhD-students who will graduate at differentuniversities and are co-supervised by LEARN PI’s or senior researchers. LEARN established an extensive network of collaborating and visitingresearchers at an institutional, national and international level. Some PI’s and senior researchers have their primary research appointment withinLEARN and combine their research responsibilities with important educational, administrative or clinical responsibilities. Others have their primaryappointment within the broader UMCG/University of Groningen or in the region.
To be a global, transformative leader inadvancing healthcare education and practicethrough research. Our research in healthcareeducation informs practice and research inthe practice of healthcare informs education.
VISION
To impact on healthcare delivery through innovativeand transformed healthcare education, clinical practice,and research. By solving real-world problems that areof concern to stakeholders such as educators,physicians, students, and patients alike.
MISSION
Core values: Engaged, Open, Creative, Empowering, Stimulating positive health and well-beingCore qualities: Approachable, Collaborative, Practical, Personal, Humble
VALUES and QUALITIES
LEARN WILL
Create new knowledge through research and informed innovation relevant to advancing healthcare education and practice. Foster translation of new knowledge by promoting creative synergy between diverse theoretical perspectives, and between theory and practice.Build scholarly capacity through faculty development and mentorship activities to cultivate future research leaders in healthcare education and practice.Foster a culture of collaboration, academic thinking and freedom.
LEARN PROGRAMMEThe scope of LEARN’s research ranges from the processes of admission into a health professions programme to the development andmaintenance of competence and continuing professional development and identity processes engaged throughout a professional’s career.LEARN’s research programme focuses on three main themes that are closely aligned with developments within the undergraduate andpostgraduate health professions curricula and with the vision and mission of continuing professional (faculty) development in the UMCG andits region. Learn more about them:
The first research theme focuses on the development of non-technical (‘generic’)competencies and the role of the socio-cultural environment. The CanMEDSFramework identifies that, in addition to medical expertise, excellent doctors areexpected to acquire competencies in six other, non-technical domains:communication, collaboration, leadership, health advocacy, scholarship andprofessionalism. Non-technical competencies play a crucial role in healthcareworkers’ performance and long-term career success. The emphasis in this theme ison interactions between the individual, the health care team and social andcontextual factors related to the working and learning environment. A betterunderstanding of the complex interplay of these factors contributes to improvedquality and safety of health care and its education. Current research topics are(interprofessional and intercultural) communication, collaboration, compassion,shared-decision making, patient-centeredness, health advocacy, critical reflectivebehavior, self-regulation & self-direction, lifelong learning abilities, (personal)leadership and a well-developed professional identity. This theme is placed in thecontext of current movements of competency-based education in undergraduate,postgraduate and continuous education, and faculty development programmes.
Non-Technical Competency Development and the Relation to Competency Based
Education and Workplace-Based Learning
The second theme focuses on psychological and socio-cultural factorsinfluencing motivation and well-being of (future) healthcare professionals.The emphasis is on interactions between the individual and the socio-cultural study and working environment, and the relation betweenmotivation, well-being and performance. A better understanding of thiscomplex interplay may help prevent unhealthy stress and improve healthybehavior and performance of (future) health care workers and thereforecontribute to improved quality and safety of health care and healthprofessions education. Current research topics are stressors andresources, and motivational and health erosion processes in relation tostudents’, teachers’ and health care workers’ performance within theirsocial environment. Results may be used to redesign and developinterventions to promote wellbeing at the individual, department andhospital level. Within SHARE, this theme has emerged logically from theresearch programmes Health Psychology Research (HPR), Ethical, Legal,and Social Issues in Genetics (ELSI) and LEARN.
Motivation, well-being and performance of (future) healthcare workers/
adaptation to and prevention of stress
The third research theme comprises innovative and transformative educational designand the challenges associated with translating and implementing these designs inpractice through complex change processes. Changing education is a recurring andcomplex process involving many stakeholders with conflicting views. A betterunderstanding of the role of governance, challenges and strategies involved in changeprocesses and potential discrepancies between the design, the curriculum in actionand the learned curriculum may enhance meaningful curriculum change (processes)and empower leaders and stakeholders involved. Research focuses on learningprocesses, learning outcomes, curriculum development, course implementation andevaluation. This includes initiatives such as serious games, simulations, EBM-training,social media, e-portfolio, assessment instruments, learning communities, learning in theoperating theatre and extracurricular honours programmes.
Innovative and transformed educational design and the complexities of
curriculum change
MEET OUR TEAM
prof. Debbie JaarsmaPROGRAM LEADER
prof. Paul BrandASSOCIATE PROGRAM
LEADER
The LEARN team is a multidisciplinary group of researchers in composition which includes (medical)educationalists, medical specialists, nurses, social scientists (psychology, sociology, business and economics),linguists, basic and applied health scientists, teachers and students. Professionals of different departments andfaculties participate in the team to collaborate across areas. Both the total program and the team members maintainclose links with the educational organizations within the UMCG and the affiliated teaching hospitals. Besides, linksare established and maintained with health care practices (departments, care trajectories) within the UMCG.
Principal Investigators (PIs)
prof. Kees Ahaus
prof. Jean-Pierre Pierie prof. Sophia de Rooij
prof. Rijk Gans
The LEARN Team
prof. Debbie Jaarsma
dr. Joke Fleer prof. Gerda Croiset
prof. Paul Brand
prof. Janke Cohen-Schotanus prof. Erik Heinemanprof. Jan Borleffsprof. Petrie Roodbol
Professors Emeriti
(Senior) Researchers
The LEARN Team
UMCG
prof. Götz Wietasch
dr. Jan Pols
prof. Jaap Tulleken
dr. Marco Carvalho dr. Janniko Georgiadis
dr. Hanke Dekkerdr. Esther Helmich dr. Johanna Schönrock-Adema
dr. Gera Welker
prof. Nico Bos
dr. Marjolein Heijne-Penninga
dr. Jessie Hermans dr. Marco Versluis
prof. Jan Kuksprof. Harry van de Wiel
dr. Joke van der Mark- Wouden
dr. Agnes Diemersprof. Jan ter Maaten dr. Mirjam Klaassens dr. Yvonne Ten Hoeve
dr. Bram Jacobs
The LEARN Team
RUG
dr. Jasperina Brouwer dr. Mike Huiskes
dr. Viktor Venhorst.dr. Fokie Cnossen prof. Tom Koole
Sabbatical Fellow
dr. Eleonora Fagundes
University of Twente
Affiliated Hospitals
dr. Jelle Prins dr. Jos van Raaij
dr. Maaike Endedijk
(Senior) Researchers
Medisch Centrum Leeuwarden Martini Hospital Groningen
Federal University of Minas Gerais-Brazil
prof. Paul Brand
Isala Hospital Zwolle
prof. Jean-Pierre Pierie
PhD
Stu
dents
‘"P-scribe" as exploring pharmacotherapy eLearning web application and research instrument’Expected completion: 2021Supervisor: prof. Gerda Croiset and prof. Rob HenningCo-supervisor: dr. Ben Janssen
Adriaan van Doorn Derek Kuipers‘Design for transfer’Expected completion: 2019Supervisor: prof. Jean-Pierre PierieCo-supervisor: dr. Jelle Prins
Fundhy Prihatanto‘Students’ self-directed learning development in the Indonesian context’Expected completion: 2020Supervisors: prof. Janke Cohen-Schotanusand prof. Debbie JaarsmaCo-supervisors: dr. Hanke Dekker and dr. Esther Helmich
Floor Velthuis‘Unravelling the complexities of enacting change in undergraduate medical curricula’ Expected completion: 2019Supervisor: prof. Debbie JaarsmaCo-supervisors: dr. Esther Helmich and dr. Hanke Dekker
Gepke Veenstra‘Clinical governance & motivation’Expected completion: 2019Supervisors: prof. Erik Heineman and prof. Eric MollemanCo-supervisor: dr. Gera Welker
Anne van Gaalen
‘Gamification of basic sciences education for the health professions’ Expected completion: 2020Supervisor: prof. Debbie JaarsmaCo-supervisor: dr. Janniko Georgiadis
Elvira Coffetti
‘Nursing and the adoption of technology’Expected completion: 2023Supervisor: prof. Petrie RoodbolCo-supervisor: dr. Wolter Paans and dr. Jelly Zuidersma
Eelco Draaisma‘Learning Evidence-based Medicine’ Expected completion: 2021Supervisors: prof. Paul Brand and prof. Debbie JaarsmaCo-supervisor: dr. Jolita Bekhof
Ellen Driever‘Shared decision making: its role in medical education’Expected completion: 2021Supervisor: prof. Paul Brand and prof. Anne Stiggelbout
The LEARN Team
Diego Lima Ribeiro `Moral dilemmas, emotional competence and professional identity development of medical students` Expected completion: 2023Supervisors: dr. Marco Carvalho, dr. Esther Helmich and prof. Debbie Jaarsma
Gerbrich Galema‘The transition from undergraduate to postgraduate medical education from an organizational socialization perspective’ Expected completion: 2023Supervisors: prof. Götz Wietasch and prof. Debbie JaarsmaCo-supervisor: dr. Jan Pols
Ids Dijkstra
‘Preparedness for practice after postgraduate medical education’Expected completion: 2019Supervisors: prof. Paul Brand and prof. Debbie JaarsmaCo-supervisor: dr. Jan Pols
PhD
Stu
dents
Laura Smids‘Honours students: preferences for autonomy and structure’ Expected completion: 2020Supervisor: prof. Debbie JaarsmaCo-supervisors: dr. Johanna Schönrock-Adema and dr. Joke van der Wouden
Liesbeth Kool ‘The wellbeing of newly qualified midwives’Expected completion: 2022Supervisor: prof. Debbie Jaarsma and prof. François Schellevis Co-supervisors: dr. Esther Feijten
Kirsten Dabekaussen‘The significance of health care professionals’ attitudes and behavior in patient safety’Expected completion: 2021 Supervisors: prof. Erik Heineman, prof. Debbie Jaarsma and prof. Kiki Lombarts Co-supervisor: dr. Renée Scheepers
Lisanne Hut-Mossel
‘Effectiveness of clinical audits’Expected completion: 2019 Supervisors: prof. Rijk Gans and prof. Kees AhausCo-supervisor: dr. Gera Welker
Luppo Kuilman‘Ethical decision making among physician assistants’Expected completion: 2020Supervisors: prof. Petrie Roodbol and prof. Frank HindriksCo-supervisors: dr. Gerard Jansen and dr. Berry Middel
Martha van der Wal
‘Leadership in residency training’Expected completion: 2020Supervisors: prof. Janke Cohen-Schotanus, prof. Fedde Scheele and prof. Debbie JaarsmaCo-supervisor: dr. Johanna Schönrock-Adema
The LEARN Team
Nico LeenstraMarieke Adema Mirjam Kaijser‘Team interactions in trauma and critical care’Expected completion: 2020Supervisors: prof. Jaap Tulleken and prof. Debbie JaarsmaCo-supervisor: dr. Oliver Jung
‘Professional identity formation of clinical clerkship students’Expected completion: 2020 Supervisors: prof. Debbie Jaarsma, prof. Diana Dolmans and prof. Fedde ScheeleCo-supervisor: dr. Esther Helmich
‘Learning and teaching in bariatric surgery’Expected completion: 2020 Supervisor: prof. Jean-Pierre PierieCo-supervisors: dr. Bart van Wagensveld and dr. Gabrielle van Ramshorst
Jolise ‘t Mannetje‘Personal resources in honours students’Expected completion: 2020 Supervisor: prof. Debbie JaarsmaCo-supervisors: dr. Marjolein Heijne-Penninga, dr. Marca Wolfensberger and dr. Irene Visscher-Voerman
Kiki Spanjers‘Serious Games and eHealth’Expected completion: 2020Supervisors: prof. Sophia de Rooij and prof. Debbie JaarsmaCo-supervisor: dr. Harianne Hegge
Nienke Renting ‘CanMEDS roles in residency training’Expected completion: 2019Supervisors: prof. Rijk Gans, prof. Debbie Jaarsma and prof. Jan Borleffs
Stefan van Vendeloo Tamara Köhler
Tom van Zwieten Wieke van der Goot Xiaoming Xu
Tineke Kingma‘Development and socialization of the pharmacy technician’Expected completion: 2020Supervisor: prof. Debbie JaarsmaCo-supervisor: dr. MichielWesterman
‘Educational climate, burnout and quality of life among medical residents’ Expected completion: 2019Supervisors: prof. Paul Brand and prof. Sjoerd BulstraCo-supervisor: dr. Cees Verheyen
‘Independence-scaled procedural assessment of surgical skills: why, when and how’Expected completion: 2020 Supervisor: prof. Jean-Pierre PierieCo-supervisor: dr. Marc van Det
‘The context of PGME - the complex social environment and its influence on resident motivation’ Expected completion: 2021Supervisor: prof. Debbie Jaarsma and prof. Nico van YperenCo-supervisor: dr. Esther Helmich
‘The Expectation and Perception of the Internationalization of Medical Education in Non-Native English-Speaking Countries’Expected completion: 2022Supervisor: prof. Nico Bos and prof. Debbie Jaarsma
‘Excellence by teaching strategy: autonomy and structure in balance for each student’Expected completion: 2021Supervisor: Prof. Debbie Jaarsma and Prof. Joke Voogt
PhD
Stu
dents
The LEARN Team
Yan Zhou‘The contribution of learning communities to transformative learning, identity formation and profiling future health professionals’Expected completion: 2020 Supervisors: prof. Nico Bos and prof. Debbie JaarsmaCo-supervisor: dr. Jan Pols, dr. Jasperina Brouwerand dr. Agnes Diemers
Rodrigo G Alvarez‘Burnout in medical students and its treatment’Expected completion: 2022 Supervisors: prof. Adelita Ranchor and prof. Debbie JaarsmaCo-supervisors: dr. Joke Fleer and dr. MoniekJanse
Petra van Heugten‘Excellence in international business students’Expected completion: 2019Supervisor: prof. Debbie JaarsmaCo-supervisors: dr. Marca Wolfensberger and dr. Marjolein Heijne-Penninga
Patrick Nieboer Petra Huizenga-de Jong‘Learned and perceived professional roles of a new type of nurse specialized in gerontology and geriatrics’Expected completion: 2020Supervisor: prof. Petrie RoodbolCo-supervisor: dr. Evelyn Finnema
‘Task complexity and operation theatre dynamics between surgeons and assistants/supervisors’Expected completion: 2020 Supervisors: prof. Debbie Jaarsma and prof. Sjoerd BulstraCo-supervisors: dr. Fokie Cnossen, dr. Mike Huiskes and dr. Martin Stevens
Paulien Harms‘Arts-assistent en supervisor in de overdracht: een vitale interactie’Expected completion: 2023Supervisor: prof. Jaap Tulleken andprof. Tom KooleCo-supervisor: dr. Ninke Stukker
PhD Students (co-supervised by LEARN researchers)
The LEARN Team
Daniel Franci (Erasmus MC)`The influence of Point of Care Ultrasound on the clinical reasoning of medical students` Expected completion: 2023Supervisors: dr. Marco Carvalho, prof. Henk Schmidt and dr. Silvia Mamede
Annemarie Moll-Jongerius (LUMC)
`The caring identity of medical students`Expected completion: 2023Supervisors: prof. Wilco Achterbergand prof. Anneke Kramer Co-supervisor: dr. Esther Helmich
Andrea Oudkerk Pool (MUMC) `Learning strategies relevant for lifelong learning` Expected completion: 2019Supervisors: prof. Erik Driessen and prof. Debbie Jaarsma, dr. Marjan Govaerts
Irèn Alders (RadboudMC)`The influence of a patient coach on patient communication during specialist consultations`Expected completion: 2020 Supervisors: prof. Sandra van Dulmenand prof. Paul Brand
Jennita Meinema (AMC-UvA)`Cultural sensitive education in hypertensive African-Dutch population`Expected completion: 2019Supervisors: prof. Nynke van Dijk, prof. Debbie Jaarsma and prof. Henk van Weert
Marianne van der Vossen (VUMC)`Learning from lapses: How to identify, classify and respond to unprofessional` behaviour in medical students.Expected completion: 2019Supervisor: prof. Gerda Croiset, prof. Walter van Mook, dr. Rashmi Kusurkar
Nelleke Poel (VUMC)Marloes Duitsman (RadboudMC)`Assessment and evaluation of resident’s performance`Expected completion: 2019Supervisors: prof. Jacqueline de Graaf , prof. Debbie Jaarsma, dr. Lia Fluit and dr. Marianne ten Kate-Booij
`Tinkering supervision` Expected completion: 2022Supervisors: prof. Cees Hertogh, prof. Nynke van Dijk, dr. Martin de Bruijne, dr. Martin Smalbrugge and dr. Esther Helmich
Stéphanie Burgt (VUMC) Ulviye Isik (VUMC)`Motivation and academic performance of ethnic minority medical students`Expected completion: 2019Supervisor: prof. Gerda CroisetCo-supervisors: dr. Rashmi Kusurkar and dr. Anouk Wouters
`Factors and mechanisms that influence a medical specialist’s motivation for lifelong learning`Expected completion: 2019Supervisor: prof. Gerda Croiset
Tamara van Woezik (RadboudMC)`Making self-directed learning work`Expected completion: 2020Supervisors: prof. Gert Jan van der Wilt, prof. Debbie Jaarsma, dr. Jur Koksma, dr. Rob Reuzel
National
PhD Students (co-supervised by LEARN researchers)
The LEARN Team
University of Aberdeen, Scotland`An exploration of feelings experienced as medical students' negotiate the development of a professional identity`Expected completion: 2020Supervisors: Prof. Jennifer Cleland and dr. Esther Helmich
Evangeline Stubbing (UK)
Nat Sararit (DE)Bremen University`Emotional game play design in anatomy learning` Expected completion: 2022Supervisors: prof. Rainer Malakaand dr. Janniko Georgiadis
Heloisa Takasu Pontes (BR)University of Campinas `End-of-life, emotions and professional identity development of medical students` Expected completion: 2023Supervisors: dr. Marco Carvalho, prof. Debbie Jaarsma and dr. Esther Helmich
Tiago de Araújo Guerra Grangeia (BR)University of Campinas `Learn+Fun! Social Media and Gamification sum up to foster a community of practice during an Emergency Medicine Rotation` Expected completion: 2019Supervisors: dr. Marco Carvalho
Guilherme Gryschek (BR)University of Campinas `The impact of clinical rotations on self-efficacy in palliative care and thanatophobia of medical students` Expected completion: 2019Supervisors: dr. Marco Carvalho
Rafael Lustosa Ribeiro (BR)University of Campinas `Social Media, gamification and medical students` engagement` Expected completion: 2022Supervisors: dr. Marco Carvalho
Gabriela Victorelli (BR)University of Campinas `Using game to teach first aids to secondary students` Expected completion: 2021Supervisors: dr. Marco Carvalho
Inte
rnational
The LEARN Team
Anne van Lammeren
Evelyn Schaafsma
Pauline BakkerNini Craenen
Iris Reimerink
Andres MartinYale University, USA
Diane Manuhuwa
Cristina Schmitz Gibk
Prospective PhD Students 2019
Marcelo Rivas University of Campinas, BR
Samuel de Souza MedinaUniversity of Campinas, BR
The LEARN Team
Bachelor & Master Students
Dineke HylkemaMaster Communication and Information Sciences RUG (CIW)‘Experiences of interns with their position in the medical hierarchy’Supervisors: dr. M.N. Gosen(CIW) and dr. Jan Pols (UMCG)
Dorinda van der VeenResearch master Spatial Sciences RUG‘The representation of frontstage and backstage in Facebook posts of interns’Supervisors: dr. G. Weitkamp (Spatial Sciences) and dr. Jan Pols (UMCG)
Brenda SariowanMaster Communication and Information Sciences RUG (CIW)‘Covert insights: a content analysis of Facebook posts of interns’Supervisors: dr. M.N. Gosen (CIW) and dr. Jan Pols (UMCG)
Daindra UtamiFaculty of Economics and Business RUGCreating Physician-Scientists: A Study on ‘Medical Students’ Motivations in doing Elective Scientific Research Activities Using TPB and Goal Importance’Supervisors: prof. Jo van Engelen, dr. Johanna Schönrock-Adema and dr. Joke van der Mark-Wouden
Fabian VogelpohlFaculty of Medical Sciences - UMCG‘Qualitative evaluation of an intervention to improve the educational environment in medical research projects’Supervisors: dr. Johanna Schönrock-Adema, dr. Joke van der Mark-Wouden
Jan LiewigMedicine - Universität Oldenburg ‘How the coaches strive for a conductive learning environment in small reflective groups?’Supervisors: dr. Hanke Dekker and dr. Johanna Schönrock-Adema
Irena MiddeljansMaster Communication and Dentistry - UMCG‘The gamer in me: towards a game-based taxonomy of biomedical students’Supervisors: dr. Janniko Georgiadis, Anne van Gaalen
Maria Beatriz DiasFaculty of Medical Sciences –UNICAMP (BR)‘Inclusion is not enough: professional identity development of low-income medical students’Supervisors: dr. Marco Carvalho and dr. Esther Helmich
Information Specialist
Tineke Bouwkamp-Timmer
Administrative Support
Sofie van der Meij
RESEARCH OUTPUT - PhD theses
University of Groningen
University of Amsterdam
Yvonne Ten Hoeve
Joost van den Berg
Cora Visser
Supervisors:prof. Petrie Roodbolprof. Stynke CasteleinCo-supervisors:dr. G.J. Jansen dr. E.S. Kunnen
Dario Fernandes
Supervisor:prof. Debbie JaarsmaCo-supervisors:dr. Fokie Cnossendr. René Tio
http://hdl.handle.net/11370/5e240094-1c43-4497-a64f-0f7579fc7c11
Yoyo Suhoyo
Supervisors:prof. Jan Kuksprof. Janke Cohen-Schotanus Co-supervisor:dr. Johanna Schönrock-Adema
http://hdl.handle.net/11370/8e1d465a-f823-45e9-862c-a19acb1dc5bfhttp://hdl.handle.net/11370/d0a9c40e-9a2f-4df8-a6fa-a110bae1411f
Supervisors:prof. Debbie Jaarsma
prof. Kiki LombartsCo-supervisor:
dr. Christel Verbergprof. Albert Scherpbier
hdl.handle.net/1765/111045
Supervisor:prof. Gerda Croiset
Co-supervisor:dr. Rashmi Kusurkar
prof. Tineke Westerveldhttp://hdl.handle.net/1871/55813
Free University of Amsterdam
Context matters when striving to promote active and lifelong learning in medicaleducationBerkhout, J. J., Helmich, E., Teunissen, P. W., van der Vleuten, C. P. M. & Jaarsma, A. D. C.,Medical Education. 52, 1, p. 34-44. https://doi.org/10.1111/medu.13463
Physicians' self-assessed empathy levels do not correlate with patients' assessmentsBernardo, M. O., Cecílio-Fernandes, D., Costa, P., Quince, T. A., Costa, M. J. & Carvalho-Filho, M. A., PLoS ONE. 13, 5, e0198488. https://doi.org/10.1371/journal.pone.0198488
"You put up a certain attitude': a 6-year qualitative study of emotional socialisationBolier, M., Doulougeri, K., de Vries, J. & Helmich, E., Medical Education. 52, 10, p. 1041-1051. https://doi.org/10.1111/medu.13650
Simulation centers and pedagogical planning: two sides of the same coinBrandão, C. F. S., De Carvalho-filho, M. A. & Cecilio-fernandes, D., Scientia Medica. 28, 1,28709. https://doi.org/10.15448/1980-6108.2018.1.28709
Importância e desafios do treinamento simulado em saúdeBrandão, C. F. S. & Cecilio Fernandes, D., Scientia Medica. 28, 1, p. 30102.https://doi.org/10.15448/1980-6108.2018.1
Measuring change in nurses' perceptions about family nursing competency following a6-day educational interventionBroekema, S., Luttik, M. L. A., Steggerda, G. E., Paans, W. & Roodbol, P. F., Journal offamily nursing. 24, 4, p. 508-537. https://doi.org/10.1177/1074840718812145
Emergent achievement segregation in Freshmen Learning Community networksBrouwer, J., Flache, A., Jansen, E., Hofman, A. & Steglich, C., Higher Education. 76, 3, p.483–500. https://doi.org/10.1007/s10734-017-0221-2
Debriefing as an opportunity to develop emotional competence in health profession students: Faculty, be prepared!Carvalho-Filho, M. A., Schaafsma, E. S. & Tio, R. A., Scientia Medica. 28, 1, 28805. https://doi.org/10.15448/1980-6108.2018.1.28805
The impact of curriculum design in the acquisition of knowledge of oncology: Comparison among four medical schoolsCecilio-Fernandes, D., Aalders, W. S., Bremers, A. J. A., Tio, R. A. & de Vries, J., Journal of Cancer Education. 33, 5, p. 1110-1114. https://doi.org/10.1007/s13187-017-1219-2
Comparison of the level of cognitive processing between case-based items and non-case-based items on the Interuniversity Progress Test of Medicine in the NetherlandsCecilio-Fernandes, D., Kerdijk, W., Bremers, A. J., Aalders, W. & Tio, R. A., Journal of educational evaluation for health professions. 15, 28. https://doi.org/10.3352/jeehp.2018.15.28
Avoiding surgical skill decay: A systematic review on the spacing of training sessionsCecilio-Fernandes, D., Cnossen, F., Jaarsma, D. A. D. C. & Tio, R. A., Journal of Surgical Education. 75, 2, p. 471-480. https://doi.org/10.1016/j.jsurg.2017.08.002
Additional simulation training: does it affect students’ knowledge acquisition and retention?Cecilio-fernandes, D., Brandão, C. F. S., De Oliveira, D. L. C., Fernandes, G. C. V. R. & Tio, R. A., BMJ Simulation and Technology Enhanced Learning. https://doi.org/10.1136/bmjstel-2018-000312
Do different curriculum aligned selection procedures admit students with different personality profiles to medical school?de Visser, M., Fluit, C., Cohen-Schotanus, J. & Laan, R., PLoS ONE. 13, 12, 0209312. https://doi.org/10.1371/journal.pone.0209312
The effects of a non-cognitive versus cognitive admission procedure within cohorts in one medical schoolde Visser, M., Fluit, C., Cohen-Schotanus, J. & Laan, R., Advances in Health Sciences Education. 23, 1, p. 187-200. https://doi.org/10.1007/s10459-017-9782-1
Implementing evidence-based medicine in a busy general hospital department: results and criticalsuccess factorsDraaisma, E., Bekhof, J., Langenhorst, V. J. & Brand, P. L. P., Evidence-Based Medicine. 23, 5, p. 173-176. https://doi.org/10.1136/bmjebm-2018-110895
International Publications – Articles 2018
Learn + Fun! Social media and gamification sum up to foster a community of practice during an emergency medicine rotationGrangeia, T. D. A. G., De Jorge, B., Cecílio-fernandes, D., Tio, R. A. & Antonio De Carvalho-filho, M., Health Professions Education. https://doi.org/10.1016/j.hpe.2018.11.001
"Oh my God, I can't handle this!': trainees' emotional responses to complex situationsHelmich, E., Diachun, L., Joseph, R., LaDonna, K., Noeverman-Poel, N., Lingard, L. & Cristancho, S., Medical Education. 52, 2, p. 206-215. https://doi.org/10.1111/medu.13472
How to ... choose between different types of dataHelmich, E., Stenfors, T. & Barrett, A., Clinical teacher. 15, 5, p. 366-369. https://doi.org/10.1111/tct.12925
The importance of contextual, relational and cognitive factors for novice nurses' emotional state and affective commitment to the profession. A multilevel studyHoeve, Y. T., Brouwer, J., Roodbol, P. F. & Kunnen, S., Journal of Advanced Nursing. 74, 9, p. 2082-2093. https://doi.org/10.1111/jan.13709
Using cognitive agents to train negotiation skillsStevens, C. A., Daamen, J., Gaudrain, E., Renkema, T., Top, J. D., Cnossen, F. & Taatgen, N. A., Frontiers in Psychology. 9, 154. https://doi.org/10.3389/fpsyg.2018.00154
The role of study strategy in motivation and academic performance of ethnic minority and majority studentsIsik, U., Wilschut, J., Croiset, G. & Kusurkar, R. A., Advances in Health Sciences Education. 23, 5. https://doi.org/10.1007/s10459-018-9840-3
A roadmap for attending to medical students' professionalism lapses.Mak-van der Vossen, MC., Croiset, G., Kusurkar, RA., de la Croix, A., Mook, W. N. K. A. & Teherani, A., Academic Medicine. doi: 10.1097/ACM.0000000000002537
Developing a two-dimensional model of unprofessional behaviour profiles in medical studentsMak-van der Vossen, M. C., de la Croix, A., Teherani, A., van Mook, W. N. K. A., Croiset, G. & Kusurkar, R. A., Advances in Health Sciences Education. https://doi.org/10.1007/s10459-018-9861-y
From aggregation to interpretation: how assessors judge complex data in a competency-based portfolioOudkerk Pool, A., Govaerts, M. J. B., Jaarsma, D. A. D. C. & Driessen, E. W., Advances in Health Sciences Education. 23, 2, p. 275-287. https://doi.org/10.1007/s10459-017-9793-y
Simulated medical consultations with standardized patients: In-depth debriefing based on dealing with emotionsSchweller, M., Ribeiro, D. L., Passeri, S. R., Wanderley, J. S. & Carvalho-filho, M. A., Revista Brasileirade Educação Médica. 42, 1, p. 84-93. https://doi.org/10.1590/1981-52712018v42n1rb20160089
“Speed up”! The influences of the hidden curriculum on the professional identity development of medical studentsSilveira, G. L., Campos, L. K. S., Schweller, M., Turato, E. R., Helmich, E. & De Carvalho-filho, M. A., Health Professions Education. https://doi.org/10.1016/j.hpe.2018.07.003
Perceived usefulness of the International Classification of Functioning, Disability and Health (ICF) increases after a short training: A randomized controlled trial in master of advanced nursing practice studentsStallinga, H. A., Dijkstra, P. U., Napel, H. T., Roodbol, G., Peters, J. W. B., Heerkens, Y. F. & Roodbol, P. F., Nurse education in practice. 33, p. 55-62. https://doi.org/10.1016/j.nepr.2018.08.004
Clinical workplace learning: perceived learning value of individual and group feedback in a collectivistic cultureSuhoyo, Y., Schönrock-Adema, J., Emilia, O., Kuks, J. B. M. & Cohen-Schotanus, J., BMC Medical Education. 18, 1, 79. https://doi.org/10.1186/s12909-018-1188-0
The voice of nurses: novice nurses’ first experiences in a clinical setting. A longitudinal diary studyten Hoeve, Y., Kunnen, E., Brouwer, J. & Roodbol, P., Journal of Clinical Nursing. 27, 7-8, p. e1612-e1626. https://doi.org/10.1111/jocn.14307
The satisfaction regarding handovers between ambulance and emergency department nurses: an observational studyHovenkamp, G. T., Olgers, T. J., Wortel, R. R., Noltes, M. E., Dercksen, B. & ter Maaten, J. C., Scandinavian journal of trauma resuscitation & emergency medicine. 26. https://doi.org/10.1186/s13049-018-0545-7
International Publications – Articles 2018
Current techniques of teaching and learning in bariatric surgical procedures: A systematic reviewKaijser, M., van Ramshorst, G., van Wagensveld, B. & Pierie, J-P., Journal of Surgical Education. 75, 3, p. 730-738. https://doi.org/10.1016/j.jsurg.2017.09.023
Developing a competency framework for pharmacy technicians: Perspectives from the fieldKoehler, T. C., Bok, H., Westerman, M. & Jaarsma, D., Research in Social and Administrative Pharmacy. https://doi.org/10.1016/j.sapharm.2018.06.017
Internists’ dilemmas in their interactions with chronically ill patients: A comparison of their interaction strategies and dilemmas in two different medical contextsKromme, N. M. H., Ahaus, K. T. B., Gans, R. O. B. & van de Wiel, H. B. M., PLoS ONE. 13, 5, e0194133. https://doi.org/10.1371/journal.pone.0194133
Moral reasoning explained by personality traits and moral disengagement: a study among Dutch Nurse Practitioners and Physician AssistantsKuilman, L., Jansen, G., Middel, B., Mulder, L. & Roodbol, P., Journal of Advanced Nursing. https://doi.org/10.1111/jan.13939
Reforms in vumc school of medical sciences amsterdam: Student engagement, a minor elective semester and stakeholder collaboration in improving the quality of assessmentsKusurkar, R. A., Daelmans, H. E., Horrevoets, A., de Haan, M., van der Meijde, M. & Croiset, G., Medical Teacher. 40, 5, p. 501-505. https://doi.org/10.1080/0142159X.2018.1445833
Efforts, rewards and professional autonomy determine residents' experienced well-beingLases, S. S., Slootweg, I. A., Pierik, E. G. J. M., Heineman, E. & Lombarts, M. J. M. H., Advances in Health Sciences Education. 23, 5, p. 977-993. https://doi.org/10.1007/s10459-018-9843-0
Challenges for conducting and teaching handovers as collaborative conversations: an interview study at teaching ICUsLeenstra, N. F., Johnson, A., Jung, O. C., Holman, N. D., Hofstra, L. S. & Tulleken, J. E., Perspectives on medical education. 7, 5, p. 302-310. https://doi.org/10.1007/s40037-018-0448-3
International Publications – Articles 2018Simulated patient's perspective on speaking up about unprofessional behaviour: "Training the 'responding muscles' is key!"Mak-van Der Vossen, M., Van Mook, W., Croiset, G. & Kusurkar, R., Quality in Primary Care. 26, 1, p. 23-26.
Investigating US medical students' motivation to respond to lapses in professionalismMak-van der Vossen, M., Teherani, A., van Mook, W. N. K. A., Croiset, G. & Kusurkar, R. A., Medical Education. 52, 8, p. 838-850. https://doi.org/10.1111/medu.13617
The impact of massed and spaced-out curriculum in oncology knowledge acquisitionCecilio-Fernandes, D., Aalders, W. S., de Vries, J. & Tio, R. A., Journal of Cancer Education. 33, 4, p. 922-925. https://doi.org/10.1007/s13187-017-1190-y
Assessment programs to enhance learningCecilio-fernandes, D., Cohen-schotanus, J. & Tio, R. A., Physical Therapy Reviews. 23, 1, p. 17-20. https://doi.org/10.1080/10833196.2017.1341143
Taking qualitative research to the next levelHelmich, E. & Mattick, K., Clinical teacher. 15, 2, p. 91-92. https://doi.org/10.1111/tct.12777
Workplace mentoring of residents in generic competencies by an independent coachStigt, J. A., Koele, J. H., Brand, P. L. P., Jaarsma, D. A. C. & Slootweg, I. A., Perspectives on medical education. 7, 5, p. 337-341. https://doi.org/10.1007/s40037-018-0452-7
Selection as a earning experience: an exploratory studyde Visser, M., Laan, R. F., Engbers, R., Cohen-Schotanus, J. & Fluit, C., Advances in Medical Education and Practice. 9, p. 345-355. https://doi.org/10.2147/AMEP.S164446
Resident burnout: evaluating the role of the learning environmentvan Vendeloo, S. N., Godderis, L., Brand, P. L. P., Verheyen, K. C. P. M., Rowell, S. A. & Hoekstra, H., BMC Medical Education. 18, 54. https://doi.org/10.1186/s12909-018-1166-6
`Self-assessment of empathy by physicians and medical students does not correlate with patients ‘assessments` Bernardo M, Carvalho-Filho, M. A., PhD these defended at University of Campinas-BR
A longitudinal approach to changes in the motivation of Dutch pharmacists in the current continuing education systemTjin A. Tsoi, S. L., de Boer, A., Croiset, G., Kusurkar, R. A. & Koster, A. S., American Journal of Pharmaceutical Education. 82, 2, p. 135-143. https://doi.org/10.5688/ajpe6199
How basic psychological needs and motivation affect vitality and lifelong learning adaptability of pharmacists: a structural equation modelTjin A Tsoi, S. L. N. M., de Boer, A., Croiset, G., Koster, A. S., van der Burgt, S. & Kusurkar, R. A., Advances in Health Sciences Education. 23, 3, p. 549-566. https://doi.org/10.1007/s10459-018-9812-7
Faculty's work engagement in patient care: impact on job crafting of the teacher tasksvan den Berg, J. W., Verberg, C. P. M., Scherpbier, A. J. J. A., Jaarsma, A. D. C., Arah, O. A. & Lombarts, K. M. J. M. H., BMC Medical Education. 18, 312. https://doi.org/10.1186/s12909-018-1411-z
Motivational profiles and motivation for lifelong learning of medical specialistsvan der Burgt, S. M. E., Kusurkar, R. A., Wilschut, J. A., Tjinatsoi, S. L. N. M., Croiset, G. & Peerdeman, S. M., The Journal of Continuing Education in the Health Professions. 38, 3, p. 171-178. https://doi.org/10.1097/CEH.0000000000000205
Factors influencing academic motivation of ethnic minority students: A ReviewIsik, U., Tahir, O. E., Meeter, M., Heymans, M. W., Jansma, E. P., Croiset, G. & Kusurkar, R. A., SAGE Open. 8, 2. https://doi.org/10.1177/2158244018785412
Intended learning and learning in action: Understanding how a competency framework for international business is construed by studentsvan Heugten, P., Heijne-Penninga, M., Robbe, P., Wolfensberger, M. & Jaarsma, A., International Journal of Teaching and Learning in Higher Education, ISSN 1812-9129.
Self-regulated learning in the clinical context: A systematic reviewvan Houten-Schat, M. A., Berkhout, J. J., van Dijk, N., Endedijk, M. D., Jaarsma, A. D. C. & Diemers, A. D., Medical Education. 52, 10, p. 1008-1015. https://doi.org/10.1111/medu.13615
A systematic review of factors related to first-year students’ success in Dutch and Flemish higher educationvan Rooij, E., Brouwer, J., Fokkens-Bruinsma, M., Jansen, E., Donche, V. & Noyens, D., Pedagogische Studiën. 94, 5, p. 360-404. http://www.pedagogischestudien.nl/download?type=document&identifier=644595
Changes in perceived supervision quality after introduction of competency-based orthopedic residency training: A national 6-year follow-up studyvan Vendeloo, S. N., Brand, P. L. P., Kollen, B. J. & Verheyen, C. C. P. M., Journal of Surgical Education. 75, 6, p. 1624-1629. https://doi.org/10.1016/j.jsurg.2018.04.006
The learning environment and resident burnout: a national studyvan Vendeloo, S. N., Prins, D. J., Verheyen, C. C. P. M., Prins, J. T., van den Heijkant, F., van der Heijden, F. M. M. & Brand, P. L. P., Perspectives on medical education. 7, 2, p. 120-125. https://doi.org/10.1007/s40037-018-0405-1
Cumulative assessment: Does it improve students' knowledge acquisition and retention?Cecilio-Fernandes, D., Nagtegaal, M., Noordzij, G. & Tio, R. A., Scientia Medica. 28, 4, 31880. https://doi.org/10.15448/1980-6108.2018.4.31880
Students’ motivation for interprofessional collaboration after their experience on an IPE ward: A qualitative analysis framed by self-determination theoryVisser, C. L. F., Kusurkar, R. A., Croiset, G., ten Cate, O. & Westerveld, H. E., Medical Teacher. p. 1-9. https://doi.org/10.1080/0142159X.2018.1436759
Postgraduate nurses' self-assessment of clinical competence and need for further training. A European cross-sectional surveyWangensteen, S., Finnbakk, E., Adolfsson, A., Kristjansdottir, G., Roodbol, P., Ward, H. & Fagerström, L., Nurse education today. 62, p. 101-106. https://doi.org/10.1016/j.nedt.2017.12.020
Teachers' open invitations in whole-class discussionsWillemsen, A., Gosen, M. N., van Braak, M., Koole, T. & de Glopper, K., Linguistics and Education. 45, p. 40-49. https://doi.org/10.1016/j.linged.2018.03.001
International Publications – Articles 2018
Selection and lottery in medical school admissions: who gains and who loses?Wouters, A., Croiset, G. & Kusurkar, RA., MedEdPublish. https://doi.org/10.15694/mep.2018.0000271.1
Authoring the identity of learner before doctor in the figured world of medical schoolStubbing, E., Helmich, E. & Cleland, J., Perspectives on medical education. 7, 1, p. 40-46. https://doi.org/10.1007/s40037-017-0399-0
Turning the simulation session upside down: the supervisor plays the residentSchweller, M., Ledubino, A., Cecilio-Fernandes, D. & Carvalho-Filho, M. A., Medical Education. 52, 11, p. 1203-1204. https://doi.org/10.1111/medu.13722
Importance and challenges of simulation training in healthcareSoares Brandao, C. F. & Cecilio-Fernandes, D., Scientia Medica. 28, 1, 30102. https://doi.org/10.15448/1980-6108.2018.1.30102
Advice for authors from the editors of Perspectives on Medical Education: Getting your research publishedVarpio, L., Driessen, E., Maggio, L., Lingard, L., Winston, K., Kulasegaram, K., Nagler, A., Cleland, J., Schonrock-Adema, J., Paradis, E., Morcke, A. M., Hu, W., Hay, M. & Tolsgaard, M. G., Perspectives on medical education. 7, 6, p. 343-347. https://doi.org/10.1007/s40037-018-0483-0
Journal Club Challenge: enhancing student participation through gamificationCarvalho-Filho, M. A., Santos, T. M., Ozahata, T. M. & Cecilio-Fernandes, D., Medical Education. 52, 5, p. 551. https://doi.org/10.1111/medu.13552
Context, culture and beyond: Medical oaths in a globalising worldHelmich, E. & de Carvalho-Filho, M. A., Medical Education. 52, 8, p. 784-786. https://doi.org/10.1111/medu.13623
Direct observation in postgraduate training: making it happen and making it workRenting, N., Medical Education. 52, 12, p. 1218-1220. https://doi.org/10.1111/medu.13755
Entry into working life: Internal migration and the job match quality of higher-educated graduatesVenhorst, V. & Cörvers, F., Journal of Regional Science. 58, 1, p. 116-140. https://doi.org/10.1111/jors.12347
The association of readiness for interprofessional learning with empathy, motivation and professional identity development in medical studentsVisser, C. L. F., Wilschut, J. A., Isik, U., van der Burgt, S. M. E., Croiset, G. & Kusurkar, R. A., BMC Medical Education. 18, 125. https://doi.org/10.1186/s12909-018-1248-5
Exploring the timing of medical student research internships: before or after clerkships?van Wijk, I. J., Daelmans, H. E. M., Wouters, A., Croiset, G. & Kusurkar, R. A., BMC Medical Education. 18, 1, 259. https://doi.org/10.1186/s12909-018-1367-z
Navigating the complexities of undergraduate medical curriculum change: Change leaders' perspectivesVelthuis, F., Varpio, L., Helmich, E., Dekker, H. & Jaarsma, A. D. C., Academic Medicine. 93, 10, p. 1503-1510. https://doi.org/10.1097/ACM.0000000000002165
Exploring the situational motivation of medical specialists: a qualitative studyvan der Burgt, S. M. E., Kusurkar, R. A., Croiset, G. & Peerdeman, S. M., International journal of medical education. 9, p. 57-63. https://doi.org/10.5116/ijme.5a83.6025
The effect of a multifaceted evidence-based practice programme for nurses on knowledge, skills, attitudes, and perceived barriers: A cohort studyvan der Goot, W. E., Keers, J. C., Kuipers, R., Nieweg, R. M. B. & de Groot, M., Nurse education today. 63, p. 6-11. https://doi.org/10.1016/j.nedt.2018.01.008
Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networksZander, L., Brouwer, J., Jansen, E., Crayen, C. & Hannover, B., Learning and Individual Differences. 62, p. 98-107. https://doi.org/10.1016/j.lindif.2018.01.012
International Publications – Articles 2018
National Publications – Articles 2018
Leergemeenschappen en de vorming van hulp- en vriendschapsrelaties van eerstejaarsstudenten in het hoger onderwijsBrouwer, J., Jansen, E., Flache, A. & Hofman, W., Tijdschrift voor Hoger Onderwijs. 35, 4, p. 52-66.
Dissectie van leren en lesgeven in de operatiekamerHuiskes, M. & Nieboer, P., Nederlands Tijdschrift voor Heelkunde. 27, p. 27-29.
De autonomie-ondersteunende doceerstijl in excellentieprogramma’s: de invloed van mindset, motivatie en druk vanuit de sociale werkomgevingKingma, T., Kamans, E., Heijne-Penninga, M. & Wolfensberger, M., Tijdschrift voor Hoger Onderwijs. 34, 1, p. 5-22.
Behoefte aan uniforme kwaliteitscyclus van coschappenNijholt, I. M., Heldeweg, M. L. A., Schönrock-Adema, J. & Brand, P. L. P., Nederlands Tijdschrift voor Geneeskunde. 162.
Toegepaste ConversatieanalyseNoordegraaf, M., Schep, E. & Koole, T., Kwalon. 23, 2, p. 6-15.
Professionele identiteitsontwikkeling van studenten en verpleegkundigenten Hoeve, Y., Onderwijs en gezondheidszorg. 42, august, p. 26-28.
Weerbaar opleiden: Over passie, autonomie en het verleggen van grenzenJKG Wietasch, Nederlandse Tijdschrift voor Anesthesiologie 2018 31: 86-92
LONGITUDINAL PEER NETWORK DATA IN HIGHER EDUCATION
Brouwer, J., Jansen, E., Flache, A. & Hofman, A., Theory and Method in Higher Education
Research. Huisman, J. & Tight, M. (eds.). Emerald Group Publishing Limited, Vol. 4. p.
145-162
KLINISCH ONDERWIJS EN OPLEIDEN IN DE PRAKTIJK
Boendemaker, P. M., Brand, P. & Venekamp, R.,
4 ed. Prelum Uitgevers.
MEDISCHE SPOEDSITUATIES: DE SYSTEMATISCHE BENADERING
Olgers, T. J. & ter Maaten, J. C., 3 ed. Houten: Prelum Uitgevers.
Publications - Books & Book Chapters
A COGNITIVE NEUROSCIENCE PERSPECTIVE ON SKILL ACQUISITION IN CATHETER-BASED INTERVENTIONS
Paul K.I., Cnossen F. In: Lanzer P. (eds) Textbook of Catheter-Based Cardiovascular
Interventions. Springer, Cham. pp 27-34
EDUCATING DOCTORS FOR THE FUTURE
Evaluation of undergraduate medical education in Finland.
Mäkelä M, Möller R., Stephens C., Croiset G, Telkkä J, Haavisto E.,
Seppälä H, Mustonen K, Hiltunen K. & Huusko M.. Finnish Education Evaluation
Centre Publications (FINEEC) 14:2018
LEARN Symposium
prof. Lorelei LingardWestern University, Canada
Rein Zwierstra Lecture: 'The many faces of clinical supervision’
prof. Erik DriessenMaastricht University
'Why do we only partly educate doctors? Modern clinical education revisited.'
Once a year, a Lifelong Learning, Education & Assessment ResearchNetwork (LEARN) symposium is organized where the entire group of PI’s,senior researchers, PhD students and collaborating researchers meet toshare ideas and to engage in constructive controversy to stimulatecreativity and innovation.On 26 January 2018, the second LEARN symposium took place in theUMCG Education Center. The goal of the symposium was twofold.First, to present our research work to a broader audience.
Second, to create a platform to share knowledge, expertise, experience, research findings, experiences with evidence-based education and to learn fromeach other. We invited all interested in medical and health professions education to participate. This symposium represented the collaboration of allteaching hospitals involved in postgraduate education in our region (OOR-NO). To celebrate this participation, the joint directors of the teaching hospitalsendorsed an annual lecture by an international keynote speaker at this symposium. We were honored to welcome the keynote speakers: prof. Erik Driessenfrom Maastricht University and prof. Lorelei Lingard from the Western University, Ontario Canada, whose lecture bears the name of professor Rein Zwierstra,the first dean of Medical and Postgraduate Education at the UMCG. All workshops were hands-on and interactive. The LEARN members presented theirresearch through quick and short communications to discuss research that is still in progress and completed studies.
Workshops
dr. Esther Helmich & prof. Lorelei Lingard: “How would you call this in English?” Being reflective about translations in (international) qualitative research.
prof. Petrie Roodbol & dr. Yvonne ten Hoeve: Novice nurses’ first experiences with physicians in a clinical setting.
prof. Paul Brand & prof. Tom Koole: Adherence talk: What clinicians do to improve adherence in their patients.
dr. Andrea de Winter & dr. Mike Huiskes: Designing a Health Literacy Communication program for medical students.
Other Events
Educational Seminars
dr. Pim Teunissen ( Professor Work-based learning in Healthcare at the School of Health Professions Education (SHE)- Maastricht University)
Supporting students through transition, what are we aiming for?
dr. Helga Raghoebar-Krieger & dr. Silvia Mamede (Erasmus MC Rotterdam) Waarom heb ik daar niet aan gedacht!? Hoe komt het dat huisartsen fouten maken in hun diagnostisch redeneren en wat kunnen ze doen om fouten te voorkomen?
dr. Esther Helmich & dr. Sayra Cristancho (Western University, London Ontario, Canada)Untangling workplace clinical challenges and implications for medical education.
LEARN regularly organises 3-hour educational seminars on a broad range of topics related to the research themes and beyond. The rounds are open for all interested in (evidence-based) education (in the UMCG and the affiliated hospitals) to attend. Twice a year, all PI’s and senior researchers gather for a half-day meeting, chaired by the programme leaders, in order to review research progress, anticipate submitting collaborative grant applications and network.Every month, subgroups of LEARN organize research meetings in which PhD students and their supervisors discuss their work and relevant topics in the field of interest.
Other Events
(Invited) lectures, workshops given by LEARN-ers
prof. Debbie Jaarsma • ‘Self-regulated learning at the clinical workplace’. Keynote lecture at the Danish Society
Medical Education, Aarhus• ‘De Veterinair draait door’. Discussion leader round table session at annual KNMvD
conference • ‘Motivation and self-regulation of medical students’, Keynote lecture at Airlangga University
Surabaya • ‘Unravelling the complexities of major curriculum change’ workshop for deans of East
Indonesia medical schools, Surabaya; 3 Keynote lectures at Gadjah Mada University, Yogyakarta; VetEd conference, Utrecht and at PJ Safarik University Košice
• (Work-)engagement of PhD-students, workshop at Pronkjewail consortium, UMCG• ‘The art of getting published in medical education’, pre-conference workshop NVMO
promovendidagprof. Debbie Jaarsma & Tamara Köhler
• Organizing team of the Rogano Meeting at Basel, Switzerland• ‘How to manage your supervising team?’, workshop at ROGANO meeting
prof. Debbie Jaarsma & dr. Marco Carvalho• Assessment in the Emergency Department. EBMA 2018 - workshop at Annual European
Conference on Assessment in Medical Education, Bragaprof. Debbie Jaarsma & dr. Jelle Prins
• Preconference workshop NVMO; intervention on wellbeing of (future) healthcare professionals
prof. Paul Brand• Chair of the NFU-werkconferentie• ‘Communicatie in de spreekkamer’, speaker in the NAPA Congres PA-INVEST;• ‘Praten en luisteren in de spreekkamer?’, speaker in the congres: De meest gestelde
vragen aan de Kinder-MDL arts by European Postgraduate Gastro-surgical School (EPGS)
• ‘Een loopbaan lang leren’, speaker in the workshop - Presteren onder druk: Inzichten uit wetenschap en praktijk
• ‘De patiënt centraal door samen beslissen’ Invited speaker• ‘Blik op docentprofessionalisering’ speaker in the ‘Kijken in de ziel van onderwijs en
opleiden in het UMCG’ Symposium• ‘SNAPPS out of it: no time to supervise the junior doctor’, speaker• ‘SNAPPS: combining patient care and clinical education when supervising a junior
doctor’, speaker• Fringe sessie “The Wildwest show of EBM teaching”, speaker• ‘Samenwerken in de spreekkamer maakt artsenwerk leuker en effectiever’, speaker
prof. Petrie Roodbol• ‘The maturation of the Dutch Nurse Practitioners’ speaker in the 10th International
Conference for Nurse Practitioner / Advanced Practice Nursing• Organizing team of the 10th International Conference for Nurse Practitioner / Advanced
Practice Nursingprof. Petrie Roodbol & prof. Rijk Gans
• Collaboration of physicians, nurses and nurse practitioners; blind dates? Speakers in the 10th International Conference for Nurse Practitioner / Advanced Practice Nursing
Other Events
(Invited) lectures, workshops given by LEARN-ers
dr. Jasperina Brouwer• Symposium of European Association for Research on Learning and Instruction
(EARLI) Conference - Sig4• ‘Exploration of social and academic integration and belongingness in• student-centered learning’, speaker at the European Association for Research
on Learning and Instruction (EARLI) Conference- Sig4• ‘Learning Communities: what influences knowledge sharing?’ speaker at the
European Association for Research on Learning and Instruction (EARLI) Conference- Sig14
• "Small group teaching: Beneficial for all?“ Guest presentation in the International Presidential Visiting Scholar Fellowship
• Onderwijs Research Dagen, Invited speaker• ‘Unravelling the ontological and epistemological complexity weaved in learning
community studies’ speaker at the European Association for Research on Learning and Instruction (EARLI) Conference- Sig17 & 25
• ‘Introduction to (Mixed Method) Social Network Analysis’ and ‘Using mixed methods designs to investigate the effects of educational interventions’ speaker at the Mixed Methods International Research Association (MMIRA) International Conference
prof. Jaap Tulleken• Invited workshop leader leiderschapsontwikkeling, story telling. Utrecht, NVMO landelijke
promovendi dag• Invited workshop leader: Omgaan met fouten: medische zorg in vergelijking met het
onderwijs. Drents Museum, Bureau Meesterschap Assen• Invited speaker: Minisymposium: Protocollair werken en omgaan met fouten of medische
missers: Autoriteit Financiële Markten en management/auditors hoofdkantoor RABO Utrechtdr. Marco Carvalho
• Southgate Lecture - Assessment and beyond: creating a meaningful clinical rotation, Keynote lecture at EBMA - Annual European Conference on Assessment in Medical Education, Braga
• Equity in the global health sciences education community: leveling the playing fields? Symposium AMEE, Basel
• Debriefing Technique, EBMA 2018 - workshop at Annual European Conference on Assessment in Medical Education, Braga
dr. Marco Carvalho & dr. Esther Helmich • Using Rich Pictures to Build Resilience and Develop a Professional Identity, workshop at 6th
Annual Meeting of The Academy for Professionalism in Health Care, Baltimore, USAdr. Marco Carvalho & prof. Paul Brand
• Brilliant Failures, ROGANO, Basel
Other Events
(Invited) lectures, workshops given by LEARN-ers
prof. Götz Wietasch • Organisation and chair: Invitational on portfolio selection, workgroup portfolio, Dutch
Society of Anesthesiologie, Utrecht• Lecture on research in wellbeing: ‘Onderzoek over welzijn: Wat weten we en wat
weten we (nog) niet?’. At the NVMO special interest group ‘Welzijn van de (toekomstige) zorgprofessional’ meeting, Utrecht
• Workshop TL-02 on Coaching as a Method for the Development of Active, Reflective Healthcare Professionals at International Congress of Residental Education, Pre-conference
• Workshop FD-07 on Learning by asking for and receiving feedback, at International Congress of Residental Education
• Workshop FD-08 on Successful coaching of residents: An active approach with the (T)GROW method, at International Congress of Residental Education
• Weerbaar opleiden: Over passie, autonomie en het verleggen van grenzen, Speaker, Inaugural lecture, Academic building RUG, Groningen, The Netherlands
dr. Yvonne ten Hoeve• 10th International Conference for Nurse Practitioner / Advanced Practice Nursing
speakerprof. Jan ter Maaten
• Workshop MTE Sessie CRM “teams are made, not born!” Hoe maak ik een dreamteam op de SEH? Nederlandse Internistendagen, Maastricht
dr. Mike Huiskes• ‘Interaction between Doctors: Intersubjectivity and Accountability’, speaker at the
Vereniging Interuniversitair Overleg Taalbeheersing (VIOT)• ‘Development of communication skills of orthopaedic surgeons: a CA study’, speaker. • ‘Action Formation in the OR’ ’, speaker • ‘Interactional realization of critical tasks in the operating theatre’, speaker• `Learning to guide surgical teams. Vergleichende Gespraechsforschung’, speaker • `Fingerprints of supervisors. How supervisor control the hands of surgical trainees’,
speaker• `Symposium on ethnographic research on interaction in the OR’, organizer
Nico Leenstra• ‘Aios houden opleiders een spiegel voor’. Workshop at the MMV conference 2018,
Nieuwegein. (co-lead with Linde van Genugten, resident Obstetrics & Gynaecology at Deventer Hospital)
Anne van Gaalen• Game-based Learning in Medical Education. Workshop Academie Verloskunde
Amsterdam Groningen. Lecture, Zwolle• Nederlandse Anatomen Vereniging and NVMO themamiddag. Systematic Review
Gamification in Medical Education
SOCIETAL RELEVANCE LEARN’S mission is focused on having an impact on healthcare delivery through innovative and transformed healthcare education, clinical practice, and research. We therefore strive to be of societal relevance. The examples below illustrate our aim and focus.
Special interest group NVMO on well-being of (future) healthcare professionals
dr. Jelle Prins and prof. Debbie Jaarsma • Founded the new special interest group of the NVMO and organize 5 national meetings per year.dr. Joke Fleer and prof. Debbie Jaarsma • Since 2015 'The Juggle Study‘ is set up: a large prospective cohort study, which investigates predictors of burnout in medical students. The Juggle Study already has a large
spin-off, with medical faculties within (e.g. Maastricht) and outside the Netherlands (e.g. Belgium, Mexico, India) expressing their interest to participate.prof. Götz Wietasch• Development and evaluation of a (local) resilience training program. The 10 session program includes modules with focuses on coping with residency challenges as conflicts &
failure, mindfulness & positive psychology and self-esteem & -compassion. (M. ten Duis-Winkel, J.K.G. Wietasch en H.B.M. van de Wiel: Formatieve evaluatie Soft Front StrongBack Training. OOR NO research rapport about a pilot study on a modular resilience training for anaesthesiology residents. According to the results of this investigation anadditional pathway will be integrated in the anesthesiology residency program at the UMCG.
• National inventory of wellbeing initiatives for students and residents with the goal to foster mental health and wellbeing of (future) health professionals. The inventory focus oneffectiveness of programs, what can we learn form each other and what are best practices in wellbeing support of residents.
Nico Leenstra• The UMCG Wenckebach Institute established the STAP (Simulation-based Teaching and Practice) teach-the-teacher program, which in the past decade has provided nearly 500
trainees across the Netherlands with the didactic skills and knowledge that are essential to high-quality simulation-based medical education. In collaboration with the WEBSTER program, the content and methods within the course are continuously being evaluated to the meet the latest standards. Instructors: Albert Jan Klein Ikkink, Roelie Sitepu and Nico Leenstra
• In October 2018, the WEBSTER program saw the light. WEBSTER stands for Wenckebach Simulation Center for Education & Research Training and its primary goal is to promote the organization, innovation, and research of simulation education in the broadest sense of the word. Quality and safety are important for the patients and employees of the UMCG. The WEBSTER program provides for setting up and expanding training courses in both the skill center and in the workplace. In collaboration with the Q&S department, calamities that have occurred in the UMCG are converted into scenarios that can be trained, so that more people can learn from them and the chance of recurrence diminishes.The research program of WEBSTER is naturally housed within LEARN.
Simulation and Skills acquisition in the UMCG: WEBSTER
SOCIETAL RELEVANCE LEARN’S mission is focused on having an impact on healthcare delivery through innovative and transformed healthcare education, clinical practice, and research. We therefore strive to be of societal relevance. The examples below illustrate our aim and focus.
Curriculum innovations
dr. Joke Fleer• Results from the Juggle Study and interviews with medical students have been used to set up the line leadership development within the medical curriculum and the faculty
program aimed at personal development.prof. Götz Wietasch• Development and implementation of a national accreditation system for PGME institutes and regional speciality bound PGME programs (Chairman accreditation development
committee, Dutch PGME accreditation authority - RGS).• Implementation of the new PGME institutional accreditation program on a national level (member of the accreditation implementation committee, Dutch PGME accreditation
authority - RGS) as well on a regional and local level (member of the institutional accreditation steering committee, UMCG). One of the products is a practical guideline tofacilitate teaching hospitals in preparing for the institutional certification (M Grave, L Soetman , T Stopel , W van der Goot, M de Graaf, JKG Wietasch : Handleiding “klaar voorde instellingsvisitatie in de OOR N&O”)
• Development of a national electronic competence based portfolio which focused on individual development and incorporates full personal educational planning, feedforwardand entrustable professional activities (Chairmen project group e-portfolio, Dutch Society of Anesthesiology - NVA).
• Development and implementation of updated third year master program focusing on development of professional activities, competency based development andinterprofessional education (Member of the steering committee on master G2020 implementation, UMCG).
Fundhy Prihatanto• Fundhy contributed to the curriculum development of study programs in Universitas Airlangga and its partners. It included educational innovations in the aspects of teaching
and learning methods, learning media, and assessment. He also was involved in medical education-related activities in a national context for skills training development, theassociation of medical educator, and national exam of medical students.
Faculty Development program
dr. Marco Carvalho• Marco actively participated in the innovation project to develop an online platform for faculty development. The work involved to review the literature about feedback, lecturing, and
assessment, write the content of the online modules, and come up with the concept for design of the platform. Marco joined the group of development in a leading position. Marco also offered support to the group and participated in all the meetings and in some of the training activities.
PRIZES
Tineke Kingma
Excellentie door docentstrategie: vrijheid en structuur in balans voor elke student. Hanze University of Applied Sciences, Utrecht University, Windesheim University of Applied Sciences and UMCG
prof. Gerda Croiset
Anouk Wouters NVMO prijs beste proefschrift
dr. Yvonne ten Hoeve
Friend of Nursing Award- Sigma Global Nursing Excellence: Rho Chi at-large Chapter
dr. Marco Carvalho
Medical Teacher Poster Prize - 1st place, AMEE, Basel
GRANTS FUNDING
prof. Debbie Jaarsma
2015 – 2019 The project Practice-oriented research on excellence in institutions offurther and higher education (Praktijkgericht onderzoek Excellentie MBO& HO: ‘Excellentie door doceerstrategie: vrijheid en structuur in balansvoor elke student’). (625.144 Euro, aanvragers: Jaarsma, Schönrock-Adema & van der Mark van der Wouden, Partners: UMCG/RUG,Hanzehogeschool Groningen, Windesheim Zwolle and UtrechtUniversity. Netherlands Initiative for Education Research (NRO))
2017 – 2020 Erasmus+ (Nuffic) IMPACCT ‘IMproving PAtient-centred CommunicationCompetences: To build professional capacity concerning health literacyin medical and nursing education’ (2017-1-NL01-KA203-035290.449.956,- euro; Partners: Netherlands, Germany, Ireland, Italy, Slowakia,Belgium/ UMCG, NUIG, EURASHE, ARS, UPJS, RUG, Jacobs University)
2017 – 2018 Studievoorschotmiddelen; t.b.v. onderzoek van onderwijs. Detacheringdr. Huiskes vanRUG Letteren naar UMCG (21.000 Euro)
2017 – 2019 On being a female full professor: An international study exploring theexperiences of women working in medical education. (Ottawa, Canada;Aberdeen, UK; Bethesda, USA; UMCG). Medical Education Research /Medical Innovation Project Application ($15,580 Canadian dollars)
2018 - 2021 Erasmus+ (Nuffic) OIAPT ‘Online Adaptive International Progress Test(2018-1-NLOIKA203-038925). 332.720,- euro; Partners: Netherlands(Maastricht University and Groningen University), UK, Finland, Portugal,Poland)
prof. Gerda Croiset
2019-2022 NRO Unintended effects of selection on medical student andapplicant diversity: What can we do about this? Projectnamens de OCG € 342.981 (GC main applicant)
prof. Paul Brand
2016–2020 Learning Evidence Based Medicine through DeliberatePractice. Regional Innovation Fund Educational RegionNortheast (€ 50.000) and Healthcare Institute the Netherlands(€ 50.000)
2017–2021 Shared decision making in clinical practice: effects on patientmotivation and outcomes. Isala Innovation & Science Fund (€174.250)
2017–2018 Burnout among residents: role of the educational climate IsalaInnovation & Science Fund (€ 6.875)
2017–2018 Development of clinical Teacher Thermometer. RegionalInnovation Fund Educational Region Northeast (€ 50.000)
GRANTS FUNDING
dr. Esther Helmich
2018-2022 ln search of stories: a narrative, multimodal intervention for spiritual careof advanced cancer patients. KWF Kankerbestrijding: € 510.694,50
2017-2018 Exploring Rich Pictures to help patients with incurable cancer to expressthe experience of having cancer in the context of their lives. De JongeAkademie (KNAW): € 4000
2014-2020 Tinkering supervision, patient safety and quality of care in generalpractice and elderly care medicine residency training. ZonMW: €194.853
prof. Götz Wietasch
2016–2018 Kwalitatief onderzoek naar verbetering psychologisch kapitaal dmv.onderwijs (regiosubsidie 30.000 EUR) aanvragers: JKG Wietasch, JBolk, L van der Broek, K. Kuizenga, JMG Cobbenvan, H der Wiel.Partners: UMCG, Medisch Spectrum Twente, Ziekenhuisgroep Twente,Isala kliniek, Deventer Ziekenhuis, WI.
2016–2018 Vertikaal visiteren (regiosubsidie 50.000 EUR). Aanvragers: JKGWietasch, M Grave, M de Graaf, W van der Goot, T Stopel. Partners:UMCG, Martini Ziekenhuis, Ziekenhuisgroep Twente.
2018–2020 Invloeden op het werkplezier van AIOS Anesthesiologie (regiosubsidie33.200 EUR). Aanvrager: EME Craenen, B Lascaris, J. Bolk, L. van derBroek, K. Kuizenga, JMG Cobben, J Petersen, J Schönrock-Adema,JKG Wietasch. Partners: UMCG, Medisch Spectrum Twente,Ziekenhuisgroep Twente, Isala kliniek Zwolle, Deventer Ziekenhuis,Tjongerschans Ziekenhuis, CEDAR, UMCG.
dr. Bram Jacobs and dr. Jasperina Brouwer
2019-2021 Exploring the professional social networks of juniordoctors. Onderwijs-en opleidingsregio Noord- en Oost-Nederland: € 50,000
dr. Joke Fleer
2018-2019 Innovatiegelden for the project ‘De ontwikkeling van de lijnleiderschapsontwikkeling in de master Geneeskunde en eenfaculteitsbreed programma gericht op persoonlijkeontwikkeling’. Innovatiegelden and studievoorschotmiddelen:€ 151,000
2018-2019 Studievoorschotmiddelen to set up the interfacultary minor‘More healthy years: Current challenges in public health’.Innovatiegelden and studievoorschotmiddelen: € 100,000
2017-2018 ‘Doorontwikkeling lijn leiderschapsontwikkeling’.Innovatiegelden. €92.000
LEARN Lifelong Learning, Education & Assessment Research Network
Prof. Debbie Jaarsma, programme leader [email protected]
Prof. Paul Brand, co-programme leader [email protected]
Tineke Bouwkamp, administrator & information [email protected]
Adriana Camargo de Carvalho, research assistant & [email protected]
WEBSITElearn.umcg.nl
