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4. Relationships between Language Background, Secondary School Scores, Tutorial Group Processes, and Students' Academic Achievement in PBL: Testing a Causal Model

Author

Singaram, Veena S., van der Vleuten, Cees P. M, Muijtjens, Arno M. M., and Dolmans, Diana H. J. M

Abstract

Little is known about the influence of language background in problem-based learning (PBL) tutorial groups on group processes and students' academic achievement. This study investigated the relationship between language background, secondary school score, tutorial group processes, and students' academic achievement in PBL. A validated tutorial group effectiveness questionnaire was administered to undergraduate medical students in a PBL curriculum at the Nelson R. Mandela School of Medicine (NRMSM) in South Africa. Although 58 percent of the students did not speak English as their first language, the tutorials were in English. Furthermore, secondary school scores differed strongly due to inadequate resources between secondary schools. A path analysis was conducted to test a causal model in which the two independent variables were English as the First Language (EFL) and secondary school scores. These variables were assumed to influence the process variables (cognitive, motivational, and demotivational group processes). Input and process variables were assumed to influence the two output variables, being overall group productivity and students' academic achievement. All data were analyzed at the individual student level (N = 387). A very good model fit was found (CMIN/DF = 0.68, GFI = 1.00, TLI = 1.02, CFI = 1.00, RMSEA = 0.00). EFL and secondary school scores positively affected students' academic achievement (respectively beta = 0.24 and beta = 0.16). EFL negatively affected motivational group processes (beta = -0.22). Cognitive group processes positively influenced overall group productivity (beta = 0.31) and so did motivational group processes (beta = 0.27). Demotivational group processes negatively predicted academic achievement and overall group productivity (beta = -0.15, and beta = -0.25). The model resulted in an R-square of 0.15 and 0.45 for academic achievement and overall group productivity, respectively. EFL and secondary school scores had a positive effect on academic achievement. Cognitive and motivational group processes had a positive effect on overall group productivity, while EFL negatively impacted motivational group processes. We recommend English language development courses to be formally included into curricula to enhance student learning.

Published
2012
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5. Additional file 1 of The limited use of instructional design guidelines in healthcare simulation scenarios: an expert appraisal

Author

de Melo, Brena C. P., Falbo, Ana R., Souza, Edvaldo S., Muijtjens, Arno M. M., Van Merriënboer, Jeroen J. G., and Van der Vleuten, Cees P. M.

Abstract

Additional file 1. This additional file contains the following sequence of instructions received by each rater: 1- Explanatory email, 2- Information Table Subset*1, 3- Rating Instrument Subset*1*2, 4- Additional Information Table Subset* *1 – the table subset for each article varied according to the subset to which each rater was allocated; *2 each rater received their own rating instrument with entries relating to the corresponding article subsets.

Published
2022
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6. Effects of an in situ instructional design based postpartum hemorrhage simulation training on patient outcomes: an uncontrolled before-and-after study

Author

de Melo, Brena Carvalho Pinto, de Melo, Brena Carvalho Pinto, Van der Vleuten, Cees P. M., Muijtjens, Arno M. M., Rodrigues Falbo, Ana, Katz, Leila, Van Merrienboer, Jeroen J. G., de Melo, Brena Carvalho Pinto, de Melo, Brena Carvalho Pinto, Van der Vleuten, Cees P. M., Muijtjens, Arno M. M., Rodrigues Falbo, Ana, Katz, Leila, and Van Merrienboer, Jeroen J. G.

Abstract

Objective: To compare postpartum hemorrhage (PPH) patient outcomes before and after an in situ instructional design based PPH simulation attended by obstetrics and gynecology (OBGYN) residents. Methods: This uncontrolled before-and-after study was conducted in Recife, Brazil including all 1388 women delivering from June to August 2012 and all 1357 delivering from June to August 2013. The 36 OBGYN residents were divided into13 teams of two or three participants and were trained through ID based PPH simulation training with the following eight steps: (1) prior knowledge activation, (2) video demonstration, (3) dual-coding PPH protocol discussion-an image association during the training, (4) training scenario # 1, (5) debriefing, (6) training scenario # 2 with immediate feedback, (7) training scenario # 3, and (8) debriefing with self-assessment. The training scenarios had an increasing level of complexity. The main goal of the training was the adequate management of PPH and situational awareness improvement-the ability to anticipate, recognize, and intercept unfolding error chains. The primary patient outcomes rates used for the before and after comparison were therapeutic uterotonics use within 24 h of birth and blood transfusion. Secondary outcomes were therapeutic oxytocin mean dosage IU within 24 h of birth, postpartum Hb <6 g/dL, among others. Chi-square test was used for categorical variables comparison and independent t-test for continuous variables. Results: PPH rates were 100 (7.2% of 2012 deliveries) and 80 cases (5.9% of 2013 deliveries), respectively. Comparison of primary post- and pre-simulation outcomes revealed no significant differences. However, in the comparison for therapeutic oxytocin mean dosage IU within 24 h of birth, there was an increase found after the simulation (15.98 +/- 7.4 versus 25.1 +/- 12.3; p <.001). For all other outcome measures, there were no statistical differences. Conclusions: In situ ID based PPH simulation leads to

Published
2021

8. Development and validation of the TOCO-TURBT tool: a summative assessment tool that measures surgical competency in transurethral resection of bladder tumour

Author

de Vries, Anna H., de Vries, Anna H., Muijtjens, Arno. M. M., van Genugten, Hilde G. J., Hendrikx, Ad. J. M., Koldewijn, Evert L., Schout, Barbara M. A., van der Vleuten, Cees P. M., Wagner, Cordula, Tjiam, Irene M., van Merrienboer, Jeroen J. G., de Vries, Anna H., de Vries, Anna H., Muijtjens, Arno. M. M., van Genugten, Hilde G. J., Hendrikx, Ad. J. M., Koldewijn, Evert L., Schout, Barbara M. A., van der Vleuten, Cees P. M., Wagner, Cordula, Tjiam, Irene M., and van Merrienboer, Jeroen J. G.

Abstract

BackgroundThe current shift towards competency-based residency training has increased the need for objective assessment of skills. In this study, we developed and validated an assessment tool that measures technical and non-technical competency in transurethral resection of bladder tumour (TURBT).MethodsThe Test Objective Competency' (TOCO)-TURBT tool was designed by means of cognitive task analysis (CTA), which included expert consensus. The tool consists of 51 items, divided into 3 phases: preparatory (n=15), procedural (n=21), and completion (n=15). For validation of the TOCO-TURBT tool, 2 TURBT procedures were performed and videotaped by 25 urologists and 51 residents in a simulated setting. The participants' degree of competence was assessed by a panel of eight independent expert urologists using the TOCO-TURBT tool. Each procedure was assessed by two raters. Feasibility, acceptability and content validity were evaluated by means of a quantitative cross-sectional survey. Regression analyses were performed to assess the strength of the relation between experience and test scores (construct validity). Reliability was analysed by generalizability theory.ResultsThe majority of assessors and urologists indicated the TOCO-TURBT tool to be a valid assessment of competency and would support the implementation of the TOCO-TURBT assessment as a certification method for residents. Construct validity was clearly established for all outcome measures of the procedural phase (all r>0.5, p

Published
2018

10. Electronic assessment of clinical reasoning in clerkships: A mixed-methods comparison of long-menu key-feature problems with context-rich single best answer questions

Author

Huwendiek, Soren, Huwendiek, Soren, Reichert, Friedrich, Duncker, Cecilia, de Leng, Bas A., van der Vleuten, Cees P. M., Muijtjens, Arno M. M., Bosse, Hans-Martin, Haag, Martin, Hoffmann, Georg F., Toenshoff, Burkhard, Dolmans, Diana, Huwendiek, Soren, Huwendiek, Soren, Reichert, Friedrich, Duncker, Cecilia, de Leng, Bas A., van der Vleuten, Cees P. M., Muijtjens, Arno M. M., Bosse, Hans-Martin, Haag, Martin, Hoffmann, Georg F., Toenshoff, Burkhard, and Dolmans, Diana

Abstract

Background: It remains unclear which item format would best suit the assessment of clinical reasoning: context-rich single best answer questions (crSBAs) or key-feature problems (KFPs). This study compared KFPs and crSBAs with respect to students' acceptance, their educational impact, and psychometric characteristics when used in a summative end-of-clinical-clerkship pediatric exam.Methods: Fifth-year medical students (n=377) took a computer-based exam that included 6-9 KFPs and 9-20 crSBAs which assessed their clinical reasoning skills, in addition to an objective structured clinical exam (OSCE) that assessed their clinical skills. Each KFP consisted of a case vignette and three key features using a long-menu question format. We explored students' perceptions of the KFPs and crSBAs in eight focus groups and analyzed statistical data of 11 exams.Results: Compared to crSBAs, KFPs were perceived as more realistic and difficult, providing a greater stimulus for the intense study of clinical reasoning, and were generally well accepted. The statistical analysis revealed no difference in difficulty, but KFPs resulted more reliable and efficient than crSBAs. The correlation between the two formats was high, while KFPs correlated more closely with the OSCE score.Conclusions: KFPs with long-menu exams seem to bring about a positive educational effect without psychometric drawbacks.

Published
2017

11. High educational impact of a national simulation-based urological curriculum including technical and non-technical skills

Author

de Vries, Anna H., de Vries, Anna H., Schout, Barbara M. A., van Merrienboer, Jeroen J. G., Pelger, Rob C. M., Koldewijn, Evert L., Muijtjens, Arno M. M., Wagner, Cordula, de Vries, Anna H., de Vries, Anna H., Schout, Barbara M. A., van Merrienboer, Jeroen J. G., Pelger, Rob C. M., Koldewijn, Evert L., Muijtjens, Arno M. M., and Wagner, Cordula

Abstract

Although simulation training is increasingly used to meet modern technology and patient safety demands, its successful integration within surgical curricula is still rare. The Dutch Urological Practical Skills (D-UPS) curriculum provides modular simulation-based training of technical and non-technical basic urological skills in the local hospital setting. This study aims to assess the educational impact of implementing the D-UPS curriculum in the Netherlands and to provide focus points for improvement of the D-UPS curriculum according to the participants.Educational impact was assessed by means of qualitative individual module-specific feedback and a quantitative cross-sectional survey among residents and supervisors. Twenty out of 26 Dutch teaching hospitals participated. The survey focussed on practical aspects, the D-UPS curriculum in general, and the impact of the D-UPS curriculum on the development of technical and non-technical skills.A considerable survey response of 95 % for residents and 76 % for supervisors was obtained. Modules were attended by junior and senior residents, supervised by a urologist, and peer teaching was used. Ninety percent of supervisors versus 67 % of residents judged the D-UPS curriculum as an important addition to current residency training (p = 0.007). Participants' aggregated general judgement of the modules showed a substantial percentage favorable score (M +/- SE: 57 +/- 4 %). The impact of training on, e.g., knowledge of materials/equipment and ability to anticipate on complications was high, especially for junior residents (77 +/- 5 and 71 +/- 7 %, respectively). Focus points for improvement of the D-UPS curriculum according to the participants include adaptation of the training level to residents' level of experience and focus on logistics.The simulation-based D-UPS curriculum has a high educational impact. Residents and supervisors consider the curriculum to be an important addition to current residenc

Published
2017

12. The use of instructional design guidelines to increase effectiveness of postpartum hemorrhage simulation training

Author

de Melo, Brena C. P., de Melo, Brena C. P., Falbo, Ana R., Muijtjens, Arno M. M., van der Vleuten, Cees P. M., van Merrienboer, Jeroen J. G., de Melo, Brena C. P., de Melo, Brena C. P., Falbo, Ana R., Muijtjens, Arno M. M., van der Vleuten, Cees P. M., and van Merrienboer, Jeroen J. G.

Abstract

Objective: To compare learning outcomes of postpartum hemorrhage simulation training based on either instructional design guidelines or best practice.Methods: A pretest-post-test non-equivalent groups study was conducted among obstetrics and gynecology residents in Recife, Brazil, from June 8 to August 30, 2013. The instructional design group included 13 teams, whereas the best practice group included seven teams. A standardized task checklist was used for scenario analysis and the proportion of correctly executed tasks compared (post-test minus pretest).Results: The instructional design group scored higher than the best practice group for total number of tasks completed (median difference 0.46 vs 0.17; PConclusion: The use of simulation training for postpartum hemorrhage that was based on instructional design guidelines yielded be er learning outcomes than did training based on best practice.

Published
2017

14. Exploring medical residents' perceived need for negotiation skills training.

Author

Isbouts, Lisa N., Muijtjens, Arno M. M., van Mook, Walther N. K. A., and Busari, Jamiu O.

Subjects
*RESIDENTS (Medicine), *NEGOTIATION, *TRAINING of medical residents, *PRINCIPAL components analysis, *EXPLORATORY factor analysis, *MULTIPLE regression analysis
Abstract

Objectives: This study explores the optimal focus for negotiation skills development training by investigating how often medical residents negotiate in practice, and how they perceive the effectiveness of their negotiation capabilities. Methods: An exploratory study was performed using a questionnaire regarding the medical residents' working environment, negotiation frequency, knowledge and skills using a 5- point Likert scale, multiple choice questions and open questions. Exploratory factor analysis with principal component analysis, varimax rotation, reliability analysis, and content analysis were used to reduce the number of variables. Descriptive and interferential statistics and multiple regression analysis were used to analyze the data. Results: We analyzed the responses of 60 medical residents. The findings showed that the perceived development of their negotiation knowledge (M=3.06, SD=0.83) was less than their negotiation skills (M=3.69, SD=0.47). Their attitude during negotiations, especially females, differed substantially in the interactions with nurses than with their supervisors. Medical residents with more working experience, better negotiation skills or who worked in hierarchical environments negotiated more frequently with their supervisors. Medical residents with better collaboration skills and negotiation knowledge demonstrated better negotiation skills. Conclusions: This study underlines medical residents' need for negotiation training. In addition to the basic negotiation knowledge and skills, training programs in negotiation should focus on the medical residents' awareness of their attitudes during negotiations, combining the assertiveness shown in interactions with supervisors with the empathy and emotional engagement present in interactions with nurses. Furthermore, attention should be paid to the influence of the environmental hierarchy on negotiation skill development. [ABSTRACT FROM AUTHOR]

Published
2019
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15. The Simbla TURBT Simulator in Urological Residency Training: From Needs Analysis to Validation

Author

de Vries, Anna H., de Vries, Anna H., van Genugten, Hilde G. J., Hendrikx, Ad J. M., Koldewijn, Evert L., Schout, Barbara M. A., Tjiam, Irene M., van Merrienboer, Jeroen J. G., Muijtjens, Arno M. M., Wagner, Cordula, de Vries, Anna H., de Vries, Anna H., van Genugten, Hilde G. J., Hendrikx, Ad J. M., Koldewijn, Evert L., Schout, Barbara M. A., Tjiam, Irene M., van Merrienboer, Jeroen J. G., Muijtjens, Arno M. M., and Wagner, Cordula

Abstract

Objective: To investigate the value of the physical Simbla Transurethral Resection of a Bladder Tumor (TURBT) simulator as an educational tool within urological residency training, by means of a training needs analysis (TNA) and assessment of its feasibility, acceptability, and face, content, and construct validity. Methods: To analyze the training needs for TURBT, procedural steps and pitfalls were identified and the TNA was completed during an expert consensus meeting. Participants (n=76) were divided into three groups based on their experience in TURBT: novices, intermediates, and experts. Participants performed two standardized TURBT procedures on the simulator. Face validity and content validity, as well as feasibility and acceptability, were assessed with a quantitative survey. Construct validity was assessed by comparing the performance of novices, intermediates, and experts on resection time, quality of tumor resection, and overall performance. Results: Of the 21 procedural steps and 17 pitfalls defined in TNA, 13 steps and 8 pitfalls were covered by the Simbla. Participants rated the Simbla's overall realism (face validity) with a score of 8 of 10 (range 6-9). The simulator was judged to be most useful (content validity) for learning eye-hand coordination: score 8 (6-10). All aspects regarding realism and usefulness were rated above the acceptability threshold of 6/10. Intermediates (100%) and experts (96%) considered the Simbla to be a useful educational tool within the urological curriculum. Resection time was longer for novices than for experts (p

Published
2016

17. The don’t know option in progress testing

Author

Ravesloot, C. J., Van der Schaaf, M. F., Muijtjens, A. M M, Haaring, C., Kruitwagen, C. L J J, Beek, F. J A, Bakker, J., Van Schaik, J. P J, ten Cate, Th. J., Ravesloot, C. J., Van der Schaaf, M. F., Muijtjens, A. M M, Haaring, C., Kruitwagen, C. L J J, Beek, F. J A, Bakker, J., Van Schaik, J. P J, and ten Cate, Th. J.

Published
2015

18. The don’t know option in progress testing

Author

Onderzoek Beeld, Biostatistiek Onderwijs, JC onderzoeksprogramma Methodologie, Other research (not in main researchprogram), MS Radiologie, Arts-Assistenten Onderwijs Radiologie, Expertisecentrum Alg., Ravesloot, C. J., Van der Schaaf, M. F., Muijtjens, A. M M, Haaring, C., Kruitwagen, C. L J J, Beek, F. J A, Bakker, J., Van Schaik, J. P J, ten Cate, Th. J., Onderzoek Beeld, Biostatistiek Onderwijs, JC onderzoeksprogramma Methodologie, Other research (not in main researchprogram), MS Radiologie, Arts-Assistenten Onderwijs Radiologie, Expertisecentrum Alg., Ravesloot, C. J., Van der Schaaf, M. F., Muijtjens, A. M M, Haaring, C., Kruitwagen, C. L J J, Beek, F. J A, Bakker, J., Van Schaik, J. P J, and ten Cate, Th. J.

Published
2015

19. Assessing the reliability of the borderline regression method as a standard setting procedure for objective structured clinical examination

Author

Sara Mortaz Hejri, Jalili, Mohammad, Muijtjens, Arno M. M., Vleuten, Cees P. M., Onderwijsontw & Onderwijsresearch, and RS: SHE School of Health Professions Education

Subjects
Borderline regression method, reliability, lcsh:R, objective structured clinical examination, lcsh:Medicine, standard setting, Educational Research Article
Abstract

Background: One of the methods used for standard setting is the borderline regression method (BRM). This study aims to assess the reliability of BRM when the pass-fail standard in an objective structured clinical examination (OSCE) was calculated by averaging the BRM standards obtained for each station separately. Materials and Methods: In nine stations of the OSCE with direct observation the examiners gave each student a checklist score and a global score. Using a linear regression model for each station, we calculated the checklist score cut-off on the regression equation for the global scale cut-off set at 2. The OSCE pass-fail standard was defined as the average of all station's standard. To determine the reliability, the root mean square error (RMSE) was calculated. The R-2 coefficient and the inter-grade discrimination were calculated to assess the quality of OSCE. Results: The mean total test score was 60.78. The OSCE pass-fail standard and its RMSE were 47.37 and 0.55, respectively. The R-2 coefficients ranged from 0.44 to 0.79. The inter-grade discrimination score varied greatly among stations. Conclusion: The RMSE of the standard was very small indicating that BRM is a reliable method of setting standard for OSCE, which has the advantage of providing data for quality assurance.

Published
2013

20. Effect of Comprehensive Oncogenetics Training Interventions for General Practitioners, Evaluated at Multiple Performance Levels

Author

Houwink, Elisa J. F., primary, Muijtjens, Arno M. M., additional, van Teeffelen, Sarah R., additional, Henneman, Lidewij, additional, Rethans, Jan Joost, additional, Jacobi, Florijn, additional, van der Jagt, Liesbeth, additional, Stirbu, Irina, additional, van Luijk, Scheltus J., additional, Stumpel, Connie T. R. M., additional, Meijers-Heijboer, Hanne E., additional, van der Vleuten, Cees, additional, Cornel, Martina C., additional, and Dinant, Geert Jan, additional

Published
2015
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21. International survey of veterinarians to assess the importance of competencies in professional practice and education

Author

Bok, Harold G. J., Teunissen, Pim W., Boerboom, Tobias B. B., Rhind, Susan M., Baillie, Sarah, Tegzes, John, Annandale, Henry, Matthew, Susan, Torgersen, Anne, Hecker, Kent G., Hardi-Landerer, Christina M., Gomez-Lucia, Esperanza, Fateh Mohamed, Bashir Ahmad, Muijtjens, Arno M. M., Jaarsma, Debbie A. D. C., Vleuten, Cees P. M. van der, Beukelen, Peter van, Bok, Harold G. J., Teunissen, Pim W., Boerboom, Tobias B. B., Rhind, Susan M., Baillie, Sarah, Tegzes, John, Annandale, Henry, Matthew, Susan, Torgersen, Anne, Hecker, Kent G., Hardi-Landerer, Christina M., Gomez-Lucia, Esperanza, Fateh Mohamed, Bashir Ahmad, Muijtjens, Arno M. M., Jaarsma, Debbie A. D. C., Vleuten, Cees P. M. van der, and Beukelen, Peter van

Abstract

Objective—To determine the perceived importance of specific competencies in professional veterinary practice and education among veterinarians in several countries. Design—Survey-based prospective study. Sample—1,137 veterinarians in 10 countries. Procedures—Veterinarians were invited via email to participate in the study. A framework of 18 competencies grouped into 7 domains (veterinary expertise, communication, collaboration, entrepreneurship, health and welfare, scholarship, and personal development) was used. Respondents rated the importance of each competency for veterinary professional practice and for veterinary education by use of a 9-point Likert scale in an online questionnaire. Quantitative statistical analyses were performed to assess the data. Results—All described competencies were perceived as having importance (with overall mean ratings [all countries] ≥ 6.45/9) for professional practice and education. Competencies related to veterinary expertise had the highest ratings (overall mean, 8.33/9 for both professional practice and education). For the veterinary expertise, entrepreneurship, and scholarship domains, substantial differences (determined on the basis of statistical significance and effect size) were found in importance ratings among veterinarians in different countries. Conclusions and Clinical Relevance—Results indicated a general consensus regarding the importance of specific types of competencies in veterinary professional practice and education. Further research into the definition of competencies essential for veterinary professionals is needed to help inform an international dialogue on the subject.

Published
2014

22. Benchmarking by cross-institutional comparison of student achievement in a progress test

Author

Muijtjens, Arno M. M., Schuwirth, Lambert W. T., Cohen-Schotanus, Janke, Thoben, Arnold J. N. M., van der Vleuten, Cees P. M., van, der, Faculteit Medische Wetenschappen/UMCG, and Science in Healthy Ageing & healthcaRE (SHARE)

Subjects
educational measurement, programme evaluation, education, curriculum, QUALITY, educational, medical, undergraduate, KNOWLEDGE, benchmarking, multicentre study [publication type], inter-institutional relations, schools, medical, Netherlands
Abstract

OBJECTIVE To determine the effectiveness of single-point benchmarking and longitudinal benchmarking for inter-school educational evaluation. METHODS We carried out a mixed, longitudinal, cross-sectional study using data from 24 annual measurement moments (4 tests x 6 year groups) over 4 years for 4 annual progress tests assessing the graduation-level knowledge of all students from 3 co-operating medical schools. Participants included undergraduate medical students (about 5000) from 3 medical schools. The main outcome measures involved between-school comparisons of progress test results based on different benchmarking methods. RESULTS Variations in relative school performance across different tests and year groups indicate instability and low reliability of single-point benchmarking, which is subject to distortions as a result of school-test and year group-test interaction effects. Deviations of school means from the overall mean follow an irregular, noisy pattern obscuring systematic between-school differences. The longitudinal benchmarking method results in suppression of noise and revelation of systematic differences. The pattern of a school's cumulative deviations per year group gives a credible reflection of the relative performance of year groups. CONCLUSIONS Even with highly comparable curricula, single-point benchmarking can result in distortion of the results of comparisons. If longitudinal data are available, the information contained in a school's cumulative deviations from the overall mean can be used. In such a case, the mean test score across schools is a useful benchmark for cross-institutional comparison.

Published
2008

23. International survey of veterinarians to assess the importance of competencies in professional practice and education

Author

Bok, Harold G. J., primary, Teunissen, Pim W., additional, Boerboom, Tobias B. B., additional, Rhind, Susan M., additional, Baillie, Sarah, additional, Tegzes, John, additional, Annandale, Henry, additional, Matthew, Susan, additional, Torgersen, Anne, additional, Hecker, Kent G., additional, Härdi-Landerer, Christina M., additional, Gomez-Lucia, Esperanza, additional, Ahmad, Bashir, additional, Muijtjens, Arno M. M., additional, Jaarsma, Debbie A. D. C., additional, van der Vleuten, Cees P. M., additional, and van Beukelen, Peter, additional

Published
2014
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25. Visual expertise in paediatric neurology

Author

Balslev, Thomas, Balslev, Thomas, Jarodzka, Halszka, Holmqvist, Kenneth, de Grave, Willem, Muijtjens, Arno M. M., Eika, Berit, van Merrienboer, Jeroen, Scherpbier, Albert J. J. A., Balslev, Thomas, Balslev, Thomas, Jarodzka, Halszka, Holmqvist, Kenneth, de Grave, Willem, Muijtjens, Arno M. M., Eika, Berit, van Merrienboer, Jeroen, and Scherpbier, Albert J. J. A.

Published
2012

27. Why should I prepare? a mixed method study exploring the motives of medical undergraduate students to prepare for clinical skills training sessions.

Author

Aalbers, Marlien W., Hommes, Juliette, Rethans, Jan-Joost, Imbos, Tjaart, Muijtjens, Arno M. M., and Verwijnen, Maarten G. M.

Subjects
UNDERGRADUATES, CLINICAL competence, LEARNING, MEDICAL teaching personnel, MEDICAL students, QUALITATIVE research, ATTITUDE (Psychology)
Abstract

Background: Although preparation for educational activities is considered beneficial for student learning, many students do not perform preparatory assignments. This phenomenon has received little attention in the literature although it might provide medical educators with the opportunity to enhance student learning. Therefore, we explored why students prepare or not prepare. Methods: An explorative mixed methods study was performed. In a qualitative study, 24 short group interviews with medical undergraduate students (n=209) were conducted on why they prepared for skills training sessions. In a subsequent quantitative study the resulting themes were used to construct a questionnaire. The questionnaire was presented to all undergraduate medical students at Maastricht University and 847 students completed it. Scales were constructed by a combination of exploratory factor analysis, reliability analysis, and content analysis. Between-class differences in the scale scores were investigated using ANOVA. Results: The qualitative study showed that students' opinions on preparation are influenced by both personal factors, categorized as 'personal learning style', 'attitudes and beliefs', and 'planning and organization', as well as external factors, including 'preparatory advice', 'pressure, consequence, and checking of preparation', 'teacher-related motivations', and 'contents and schedule of the training sessions'. The quantitative study showed that 'the objective structured clinical examination' and 'facilitation of both understanding and memorizing the learning material', were the two most motivating items. The two most demotivating aspects were 'other students saying that preparation was not useful' and 'indistinct preparatory advices'. Factor analyses yielded three scales: 'urge to learn', 'expected difficulties', and 'lack of motivation'. Between group differences were found between the three classes on the first two scales. Conclusions: Students make an active and complex choice whether to prepare or not, based on multiple factors. Practical implications for educational practice are discussed. [ABSTRACT FROM AUTHOR]

Published
2013
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