Virtual reality to assess visual attraction and perceived interest to daylit scene variations

Façades and light pattern composition have been shown to influence the spatial experience and physiological responses of humans [1,2]. The present study examines the effect of sunlight penetration and window size on fixations to the floor of the scene, and the relation between visual interest and fixations in an experiment using 360° scenes displayed in Virtual Reality. One hundred participants were shown the same daylit interior space with varying presence of sun patches (based on sky type and time-of-day variations) and window size in a mixed experimental design. Participants' head movements were recorded during the first 25 seconds of silent free-viewing exposure to each scene, after which they rated the visual interest of the scene. Fixation areas were derived from head movement data and were used to extract the percentage of fixations towards different areas in the scene. Linear Mixed Model (LMM) analyses showed that sun patch presence influenced the percentage of fixations towards both the front part of the floor (near the façade) and the whole floor. Pairwise comparisons showed that participants spent more time fixating towards the floor in the presence of small sun patch compared to no sun patch. Adding visual interest as a fixed factor in the LMM did not show a statistically significant relation between fixations towards the floor and visual interest ratings. Although limited to Virtual Reality and thus to its relatively small luminance range, these findings show that the presence of a sun patch in one's field of view elicits visual attraction

Remote versus on-site proctored exam : comparing student results in a cross-sectional study

BACKGROUND: The COVID-19 pandemic has profoundly affected assessment practices in medical education necessitating distancing from the traditional classroom. However, safeguarding academic integrity is of particular importance for high-stakes medical exams. We utilised remote proctoring to administer safely and reliably a proficiency-test for admission to the Advanced Master of General Practice (AMGP). We compared exam results of the remote proctored exam group to those of the on-site proctored exam group. METHODS: A cross-sectional design was adopted with candidates applying for admission to the AMGP. We developed and applied a proctoring software operating on three levels to register suspicious events: recording actions, analysing behaviour, and live supervision. We performed a Mann-Whitney U test to compare exam results from the remote proctored to the on-site proctored group. To get more insight into candidates’ perceptions about proctoring, a post-test questionnaire was administered. An exploratory factor analysis was performed to explore quantitative data, while qualitative data were thematically analysed. RESULTS: In total, 472 (79%) candidates took the proficiency-test using the proctoring software, while 121 (20%) were on-site with live supervision. The results indicated that the proctoring type does not influence exam results. Out of 472 candidates, 304 filled in the post-test questionnaire. Two factors were extracted from the analysis and identified as candidates’ appreciation of proctoring and as emotional distress because of proctoring. Four themes were identified in the thematic analysis providing more insight on candidates’ emotional well-being. CONCLUSIONS: A comparison of exam results revealed that remote proctoring could be a viable solution for administering high-stakes medical exams. With regards to candidates’ educational experience, remote proctoring was met with mixed feelings. Potential privacy issues and increased test anxiety should be taken into consideration when choosing a proctoring protocol. Future research should explore generalizability of these results utilising other proctoring systems in medical education and in other educational settings

Ziek op internet of ziek door internet: de effecten van Dr Google op het gezondheidsgedrag in Vlaanderen

status: publishe

The effect of Dr Google on doctor-patient encounters in primary care: a quantitative, observational, cross-sectional study.

Background: Two-thirds of all patients search the internet prior to a health consultation. Aim: To explore how searching for online health information before visiting a doctor influences patients' behaviour during the consultation. Design & setting: A quantitative, observational, and cross-sectional study of 18-75-year-old patients who used the internet. Method: Patients were recruited by social media for the quantitative study. This was followed by a qualitiative study of GPs who were questioned in focus groups. Two questions were addressed: What is the effect of searching online health information on the behaviour of the patients? How does the GP handle this information? Results: Almost half of all responders (total n = 963) usually went to the doctor after the online information search but two-thirds were not reassured by the internet search. More than half of responders had more confidence in their GP after searching online. The older the responders, the more they went to the doctor after their internet search and the younger the responders, the more they were worried. The more frequently people consulted the internet for specific complaints, the more likely they reported reassurance. Discussion: Patients usually made an appointment with their GP after the internet search. New symptoms are rarely noticed and the search usually did not lead patients to distrust their GP. The majority of GPs described positive effects of the online search behaviour on the consultation. Conclusion: The emerging use of the internet for searching health information, commonly referred to as 'Dr Google', is not seen as a threat by GPs and leads to a better mutual understanding of symptoms and diagnosis.status: Published onlin

Fitness-for-purpose of the CanMEDS competencies for workplace-based assessment in General Practitioner’s Training: a Delphi study

Abstract Background In view of the exponential use of the CanMEDS framework along with the lack of rigorous evidence about its applicability in workplace-based medical trainings, further exploring is necessary before accepting the framework as accurate and reliable competency outcomes for postgraduate medical trainings. Therefore, this study investigated whether the CanMEDS key competencies could be used, first, as outcome measures for assessing trainees’ competence in the workplace, and second, as consistent outcome measures across different training settings and phases in a postgraduate General Practitioner’s (GP) Training. Methods In a three-round web-based Delphi study, a panel of experts (n = 25–43) was asked to rate on a 5-point Likert scale whether the CanMEDS key competencies were feasible for workplace-based assessment, and whether they could be consistently assessed across different training settings and phases. Comments on each CanMEDS key competency were encouraged. Descriptive statistics of the ratings were calculated, while content analysis was used to analyse panellists’ comments. Results Out of twenty-seven CanMEDS key competencies, consensus was not reached on six competencies for feasibility of assessment in the workplace, and on eleven for consistency of assessment across training settings and phases. Regarding feasibility, three out of four key competencies under the role “Leader”, one out of two competencies under the role “Health Advocate”, one out of four competencies under the role “Scholar”, and one out of four competencies under the role “Professional” were deemed as not feasible for assessment in a workplace setting. Regarding consistency, consensus was not achieved for one out of five competencies under “Medical Expert”, two out of five competencies under “Communicator”,one out of three competencies under “Collaborator”, one out of two under “Health Advocate”, one out of four competencies under “Scholar”, one out of four competencies under “Professional”. No competency under the role “Leader” was deemed to be consistently assessed across training settings and phases. Conclusions The findings indicate a mismatch between the initial intent of the CanMEDS framework and its applicability in the context of workplace-based assessment. Although the CanMEDS framework could offer starting points, further contextualization of the framework is required before implementing in workplace-based postgraduate medical trainings