36 research outputs found

    Learning from text: The effect of adjunct questions and alignment on text comprehension

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    Reijners, P. B. G., Kester, L., Wetzels, S. A. J., & Kirschner, P. A. (2012, November). Learning from text: The effect of adjunct questions and alignment on text comprehension. Poster presented at the ICO International Fall School, Girona, Spain.In education tests are primarily used as diagnostic instruments. However, they can also be used as learning instruments to help learners improve learning and long-term retention. A lot of research in the past has focused on the use of adjunct questions as test instruments to aid learners during the learning process. The research reported on here builds on previous found effects of placement, level and form of questions on test performances. It is investigated how different types of questions (factual and comprehension) relate to and interact with alignment. Results show that answering comprehension questions during a study phase positively influences performance on repeated and new comprehension questions. It was also found that when there is alignment on comprehension questions in a study and test phase, participants’ performance on repeated comprehension questions is higher compared to the performance of participants in conditions in which there was no alignment or alignment on factual questions

    The 3R study strategy to improve text retention and text comprehension

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    Reijners, P. B. G., Kester, L., Wetzels, S. A. J., & Kirschner, P. A. (2013, 27 August). The 3R study strategy to improve text retention and text comprehension. In B. Klein (Chair), Effective Learning Strategies and their Usage in Self-regulated Training Programs and Computer-Based Learning. Symposium conducted at the EARLI 2013 conference, Munich, Germany.The research reported on investigates the contribution of the read-recite-review (3R) study strategy to improve both students’ text retention and text comprehension. Both the effect of intentional learning with inserted verbatim or comprehension questions during reading and retrieval compared to incidental learning by performing free recall and the effect of transfer appropriate processing during learning on final test performance (repeated and new questions) are investigated. One hundred and thirty-one first-year students participated and they were randomly divided in four intentional (1-4) and one incidental learning condition (5): (1) two times verbatim questions, (2) two times comprehension questions, (3) verbatim-comprehension questions, (4) comprehension-verbatim questions and (5) free recall. During the presentation the results of the study are presented

    The 3R Study Strategy - Optimizing the effectiveness of the ‘Read-Recite-Review’ study strategy in learning from text

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    Reijners, P. B. G., Kester, L., Wetzels, S. A. J., & Kirschner, P. A. (2012, 16 February). The 3R Study Strategy - Optimizing the effectiveness of the ‘Read-Recite-Review’ study strategy in learning from text. Presentation at plenary meeting Learning & Cogntion, Heerlen, The Netherlands.Pauline Reijners started as a PhD-candidate in August 2011 under the supervision of Prof. Paul A. Kirschner, Dr. Liesbeth Kester and Dr. Sandra Wetzels. Her research focuses on the effects of the ‘read-recite-review’ study strategy with adjunct questions on learning from expository texts. In the first experiment, which will take place at the KU Leuven, Pauline investigates under which conditions (comprehension questions versus factual questions; alignment or no alignment; control group) the 3R strategy is most effective. The participants in the four intervention groups will answer either factual questions or comprehension questions after reading and during recitation. The participants in the control group will make notes during reading and free recall during the recitation phase. One week after the study phase, a post test will give insight in what the participants in the different conditions actually remember and comprehend from the text. During the plenary meeting of L&C, Pauline will go into detail about the background and design of this first study which will start in March

    Optimizing the 3R study strategy to learn from texts

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    Presentation for the Welten Institute research lunch meeting

    Update of the CHIP (CT in Head Injury Patients) decision rule for patients with minor head injury based on a multicenter consecutive case series

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    OBJECTIVE: To update the existing CHIP (CT in Head Injury Patients) decision rule for detection of (intra)cranial findings in adult patients following minor head injury (MHI).METHODS: The study is a prospective multicenter cohort study in the Netherlands. Consecutive MHI patients of 16 years and older were included. Primary outcome was any (intra)cranial traumatic finding on computed tomography (CT). Secondary outcomes were any potential neurosurgical lesion and neurosurgical intervention. The CHIP model was validated and subsequently updated and revised. Diagnostic performance was assessed by calculating the c-statistic.RESULTS: Among 4557 included patients 3742 received a CT (82%). In 383 patients (8.4%) a traumatic finding was present on CT. A potential neurosurgical lesion was found in 73 patients (1.6%) with 26 (0.6%) patients that actually had neurosurgery or died as a result of traumatic brain injury. The original CHIP underestimated the risk of traumatic (intra)cranial findings in low-predicted-risk groups, while in high-predicted-risk groups the risk was overestimated. The c-statistic of the original CHIP model was 0.72 (95% CI 0.69-0.74) and it would have missed two potential neurosurgical lesions and one patient that underwent neurosurgery. The updated model performed similar to the original model regarding traumatic (intra)cranial findings (c-statistic 0.77 95% CI 0.74-0.79, after crossvalidation c-statistic 0.73). The updated CHIP had the same CT rate as the original CHIP (75%) and a similar sensitivity (92 versus 93%) and specificity (both 27%) for any traumatic (intra)cranial finding. However, the updated CHIP would not have missed any (potential) neurosurgical lesions and had a higher sensitivity for (potential) neurosurgical lesions or death as a result of traumatic brain injury (100% versus 96%).CONCLUSIONS: Use of the updated CHIP decision rule is a good alternative to current decision rules for patients with MHI. In contrast to the original CHIP the update identified all patients with (potential) neurosurgical lesions without increasing CT rate.</p

    External validation of computed tomography decision rules for minor head injury: Prospective, multicentre cohort study in the Netherlands

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    Objective To externally validate four commonly used rules in computed tomography (CT) for minor head injury. Design Prospective, multicentre cohort study. Setting Three university and six non-university hospitals in the Netherlands. Participants Consecutive adult patients aged 16 years and over who presented with minor head injury at the emergency department with a Glasgow coma scale score of 13-15 between March 2015 and December 2016. Main outcome measures The primary outcome was any intracrania
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