Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school

BACKGROUND: Problem-based learning (PBL) as an approach to the instruction of medical students has attracted much attentio

Self-reported competency ratings of graduates of a problem-based medical curriculum

Purpose. To study the self-reports of professional competencies by graduates of a problem-based medical curriculum. Method. All graduates from a medical school and a faculty of health sciences with a problem-based curriculum were sent a questionnaire asking them to compare their own performances in 19 domains with those of colleagues trained at schools with conventional curricula. Results. Overall, alumni of the medical school rated themselves as better than colleagues who were trained at schools with conventional curricula for cooperation skills, problem-solving skills, skills relevant to running meetings, and the ability to work independently. There was no difference for possession of general academic knowledge and writing reports or articles. The self-reported ratings of better competencies were maintained after correcting the data for self-overestimation. Conclusion. The problem

The effect of cultural orientation and leadership style on self- versus other-oriented organizational citizenship behavior in Turkey and the Netherlands

This paper investigated the effects of a paternalistic and empowering leadership style on organizational citizenship behaviour (OCB) in an experimental design using 100 Turkish and 100 Dutch students who held part-time jobs. Confirming our expectations, a paternalistic leadership style had a more positive effect on job dedication and organizational support in Turkey than in the Netherlands. Contradicting our expectations, an empowering leadership style did not have a more positive effect on any of the OCB dimensions in the Netherlands than it did in Turkey. However, in the Netherlands an empowering leadership style had a stronger effect on interpersonal facilitation, job dedication, and organizational support than a paternalistic leadership style. Paternalistic and empowering leadership styles both had positive effects on OCB dimensions in Turkey. As expected, collectivism moderated the relationship between paternalistic leadership style and other oriented OCB (i.e., interpersonal facilitation). Specifically, people who had more collectivistic tendencies were more positively influenced by a paternalistic leader than people who had low collectivistic tendencies in both countries. However, individualism did not have any moderating effects on the relationship between empowering leadership style and self-oriented OCB (i.e., job dedication). Our findings are relevant for understanding the effects of leadership styles and cultural orientations on self- versus other-oriented OCB in Turkey and the Netherlands

On Expatriate Effectiveness and Goofy Criteria

While performance is quintessential to assessing expatriate effectiveness, significant domestic advances in performance measurement have seldom been applied to evaluating expatriate training and selection practices. In addition to a critical assessment of expatriate effectiveness research, this theoretical paper voices concerns about the conversion of domestic performance taxonomies, and offers solutions

Development of the clinical learning evaluation questionnaire for undergraduate clinical education: Factor structure, validity, and reliability study

Background: Teaching and learning of clinical skills for undergraduate medical students usually takes place during the clinical clerkship. Therefore, it is of vital importance to ensure the effectiveness of the rotations within this clerkship. The aims of this study were to develop an instrument that measures the effectiveness of the clinical learning environment, to determine its factor structure, and to find first evidence for the reliability and validity of the total scale and the different factors. Methods. The Clinical Learning Evaluation Questionnaire (CLEQ) is an instrument, consisting of 40 items, which have been developed after consideration of the results of a qualitative study that investigated the important factors influencing clinical learning, both from the perspective of students, as well as teachers. Results of relevant literature that investigated this issue were also incorporated in the CLEQ. This instrument was administered to a sample of students (N = 182) from three medical colleges in Riyadh city, the capital of Saudi Arabia. The factor structure of the CLEQ (Principal component analysis, Oblimin rotation) and reliability of the factor scales (Cronbach's α) were determined. Hypotheses concerning the correlations between the different factors were tested to investigate their convergent and divergent validity. Results: One hundred and nine questionnaires were returned. The factor analysis yielded six factors: F1 Cases (8 items), F2 Authenticity of clinical experience (8 items), F3 Supervision (8 items), F4 Organization of the doctor-patient encounter (4 items), F5 Motivation to learn (5 items), and F6 Self awareness (4 items). The overall internal consistency (α) of the CLEQ was 0.88, and the reliabilities (Cronbach's α) of the six factors varied from.60 to.86. Hypotheses concerning the correlations between the different factors were partly confirmed, which supported the convergent validity of the factors, but not their divergent validity. Significant differences were found between the scores of the students of the three different schools on the factors Supervision and Organization of patient-doctor encounter. Conclusions: The results of this study demonstrated that CLEQ is a multidimensional and reliable instrument. It can be utilized as an evaluation tool for clinical teaching activities, both by educators as well as students. Further research is needed into the validity of the CLEQ

Het Meten van Werkprestaties van Internationale Managers : Vraagstellingen en Proposities Rond de Ontwikkeling van Criteria voor Selectie en Training

De doelstelling van dit theoretische artikel is om een innovatieve methode te beramen voor de ontwikkeling van valide en bruikbare criteria voor het vaststellen van de effectiviteit van internationale managers. Valide criteria zijn onontbeerlijk voor de ontwikkeling van valide predictoren en de evaluatie van training. Op basis van een beknopte literatuurbeschouwing zal worden betoogd dat reeds uitgevoerd onderzoek naar de voorspelling en training van de effectiviteit van internationale managers, wordt geteisterd door criteria met een twijfelachtige utiliteit en/of dubieuze begripsgerelateerde validiteit. Vervolgens zal worden beargumenteerd dat de aannames en doelstellingen die ten grondslag hebben gelegen aan conventioneel onderzoek, de ontwikkeling van criteria en predictoren die daadwerkelijk door de HRM afdelingen van multinationals kunnen worden geïmplementeerd, in de weg hebben gestaan. De aannames die de revue zullen passeren hebben betrekking op culturele, inhoudelijke en methodologische aspecten van criteria. Een voorgestelde herziening en herdefinitie van de gebruikelijke aannames en hun integratie met recente ideeën vanuit de personeelspsychologie zal leiden tot verscheidene proposities voor toekomstig onderzoek naar de effectiviteit van expatriates