One-year transitional programme increases knowledge to level sufficient for entry into the fourth year of the medical curriculum

BACKGROUND: To cope with a lack of doctors and in anticipation of the Bachelor-Master structure for Medicine, several Dutch universities offer graduate entry programmes for students with degrees in areas related to Medicine. The graduate entry programme is a four-year programme: after a transition period of one year students enroll in the fourth year of the regular six-year training programme. AIM: The research questions in this study were (1) whether and when graduate entry students' knowledge reached a level comparable to that of regular medical students and (2) whether there were differences in knowledge levels between graduate entry students with a university or HBO (college) degree. METHODS: The progress test results of ninety graduate entry students who were enrolled in the transitional programme between 2002 and 2004 were compared to those of regular third-year students. RESULTS: Initially, graduate entry students scored significantly lower on the progress tests, but differences disappeared within a year. No differences were found between graduate entry students with a university or HBO degree. CONCLUSIONS: The results of this study indicate that the increase in knowledge after a one-year transitional period is sufficient to enroll students with related degrees in the fourth year of the regular medical training programme

Interaction between Musical and Poetic Form Affects Song Popularity: The Case of the Genevan Psalter

Differences in the popularity of individual psalms and melodies from the Genevan Psalter, both in The Netherlands and elsewhere, offer an interesting case study for investigating factors that might influence the popularity of a song. The Genevan psalms form a relatively small set of hymns (N = 150) that has long played an important role in Dutch cultural life, and it is clear that some psalms are more popular than others. Previous researchers have shown that contents and musical mode influence popularity. In this paper we present evidence that interaction between melodic and poetical features also affects song popularity, presumably by affecting processing fluency. Pilot studies generated a set of preference rules, operationalized in two multinomial factors repetition and balanced motion. These were tested in three subsequent studies, in regression analyses on scales indicating the popularity of Genevan psalms or melodies in specific ‘arenas’ (i.e. countries, denominations, and era), both separate regressions and regressions with full models including variables concerning contents, mode, and length. Both repetition and balanced motion turned out to be significant predictors in all regressions. Furthermore, the specific way many Dutch protestants have sung the psalms through the ages plays a part in this interaction

Mussel seed is highly plastic to settling conditions:The influence of waves versus tidal emergence

Phenotypic plasticity is important for organisms to adjust to a new environment.Therefore, the transplantation success of an organism to a new environment can be increased with knowledge of its capacity for phenotypic plasticity in different life stages, and the phenotypic adjustments it needs to make in specific environmental situations. Both the capacity for phenotypic plasticity and the necessary phenotypic adjustments for transplantation were tested in a mesocosm experiment using blue mussels Mytilus edulis as a model organism. This study tested (1) to what extent mussel seed coming from collectors in the water column are still capable of adjusting their phenotype, and (2) whether exposure to air or wave action is more important as a driver of phenotypic adjustments for mussels living in intertidal conditions. We found that musselseed had a high capacity for phenotypic plasticity, and were capable of adjusting their morphology to accommodate different intertidal hydrodynamic conditions. Exposure to air influenced the shell shape, condition, byssal attachment strength and aggregation behaviour, but exposure to waves played the most important role in determining the phenotype of mussels. Wave-exposedmussels grew bigger, rounder, had thicker shells and a stronger byssal attachment strength than mussels exposed to either calm tidal or calm submerged environments. This knowledge is important for selecting a suitable source population and transplantation location

Calculating the random guess scores of multiple-response and matching test items

For achievement tests, the guess score is often used as a baseline for the lowest possible grade for score to grade transformations and setting the cut scores. For test item types such as multiple-response, matching and drag-and-drop, determin-ing the guess score requires more elaborate calculations than the more straight-forward calculation of the guess score for True-False and multiple-choice test item formats. For various variants of multiple-response and matching types with respect to dichotomous and polytomous scoring, methods for determining the guess score are presented and illustrated with practical applications. The implica-tions for theory and practice are discussed

Faculty and student perceptions of the feasibility of individual student–faculty meetings

The extent to which students feel involved in their education positively influences academic achievement. Individual student–faculty meetings can foster student involvement. To be effective, faculty acknowledgement of the benefit of these meetings is a prerequisite. The aim of this study was to explore faculty perceptions of individual student–faculty meetings. In addition we investigated students’ perceptions. As part of the undergraduate programme, mandatory individual intake and follow-up meetings between first-year medical students (n = 425) and senior faculty members (n = 34) have been implemented from 2009 onwards. We administered a questionnaire on faculty perceptions of the benefit and impact of intake meetings. Subsequently, after both meetings had been held, strong and weak points of the mandatory programme were explored using open-ended questions. Students’ perceptions were investigated by open-ended questions as a part of the curriculum evaluation process. Faculty enjoyed the meetings (90 %), perceived the meetings to be beneficial (74 %) and expected a positive effect on student involvement (74 %). Faculty appreciated the opportunity to give advice tailored to students’ personal needs and levels of performance. The students appreciated the meetings and the attention given to their personal situation and study progress. Faculty and student appreciation of the meetings seems to support the assumption that the individual meetings increase students’ social and academic involvement. Further research should focus on the impact of individual student–faculty meetings on students’ learning behaviours

The influence of achievement before, during and after medical school on physician job satisfaction

In this longitudinal study, we investigated the relationship between physicians' prior achievements (before, during and after medical school) and job satisfaction, and tested the two lines of reasoning that prior achievements influence job satisfaction positively or negatively, respectively. The participants were graduates who started their medical training in 1982 (n = 147), 1983 (n = 154), 1992 (n = 143) and 1993 (n = 153). We operationalised job satisfaction as satisfaction (on a 10-point scale) with 13 cognitive, affective and instrumental aspects of the participants' jobs. The measures of achievement before, during and after medical school included pre-university grade point average, study progress and a residency position in the specialty of first choice, respectively. We included the effect of curriculum type (problem-based learning versus traditional), gender and years of experience as moderator variables. Higher achievers before and during medical school were more satisfied about their income (beta = .152, p &lt;.01 and beta = .149, p &lt;.05), but less satisfied with their opportunities for personal development (beta = -.159, p &lt;.05). High achievers after medical school were more satisfied with professional accomplishments (beta = .095, p &lt;.05), with appreciation from support personnel (beta = .154, p &lt;.01) and from patients (beta = .120, p &lt;.05). Effect sizes were small. Prior achievements influenced job satisfaction. The direction of the influences depended on the job satisfaction aspect in question, which indicates that it is important to distinguish between aspects of job satisfaction. To optimize job satisfaction of high achievers, it is important for graduates to obtain their preferred specialty. Furthermore, it is vital to provide them with enough opportunities for further development.</p