Unravelling learning by doing

Scheele, F. [Promotor]Vleuten, C.P.M. [Promotor]van der Scherpbier, A.J.J.A. [Promotor

Effect van nestbezoek en onderzoek op weidevogels

In Nederland wordt veel energie gestoken in het zoeken en beschermen van weidevogellegsels tegen agrarische activiteiten om zo de gestage achteruitgang van weidevogels te stoppen. Jaarlijks betreft dit zo’n 150.000 nesten. Er is echter discussie ontstaan over het positieve effect van dit soort beschermingsmaatregelen omdat het controleren van nesten tot een verhoging van de verliezen zou kunnen leiden; het zogenaamde bezoekeffect. Om dit vast te kunnen stellen is allereerst gezocht naar een berekeningswijze waarmee een eventueel bezoekeffect kan worden aangetoond. Hiervoor zijn in totaal drie verschillende modellen ontwikkeld en getest. De verschillende modellen zijn uitgetest met een gesimuleerde dataset waarin de waarden voor de dagelijkse overlevingskans en het bezoekeffect bekend zijn. De beste schattingen van het bezoekeffect en de dagelijkse overlevingskans worden behaald met een model waarin tevens de broedduur en de eerste eilegdatum zijn gemodelleerd

Evaluatie Opvangbeleid 2005-2008 overwinterende ganzen en smienten. Deelrapport 10. Hebben overwinterende ganzen invloed op de weidevogelstand?

Dit rapport richt zich op de vraag of de sterk toegenomen dichtheden ganzen in bepaalde gebieden mede verantwoordelijk kunnen zijn voor de achteruitgang van de weidevogels ter plekke. Gebruik makend van data verzameld in de periode 1990-2005 in het kader van het weidevogelmeetnet en de watervogeltellingen in ganzentelgebieden werd onderzocht in hoeverre gebieden met hoge dichtheden ganzen overlappen met gebieden met hoge dichtheden weidevogels. De effecten van hoge dichtheden overwinterende ganzen op in Nederland broedende weidevogels lijken verwaarloosbaar of positief. Resultaten van onderzoek van SOVON en Alterr

Psychometric properties of an instrument to measure the clinical learning environment

Objectives: The clinical learning environment is an influential factor in work-based learning. Evaluation of this environment gives insight into the educational functioning of clinical departments. The Postgraduate Hospital Educational Environment Measure (PHEEM) is an evaluation tool consisting of a validated questionnaire with 3 subscales. In this paper we further investigate the psychometric properties of the PHEEM. We set out to validate the 3 subscales and test the reliability of the PHEEM for both clerks (clinical medical students) and registrars (specialists in training). Methods: Clerks and registrars from different hospitals and specialties filled out the PHEEM. To investigate the construct validity of the 3 subscales, we used an exploratory factor analysis followed by varimax rotation, and a cluster analysis known as Mokken scale analysis. We estimated the reliability of the questionnaire by means of variance components according to generalisability theory. Results: A total of 256 clerks and 339 registrars filled out the questionnaire. The exploratory factor analysis plus varimax rotation suggested a 1-dimensional scale. The Mokken scale analysis confirmed this result. The reliability analysis showed a reliable outcome for 1 department with 14 clerks or 11 registrars. For multiple departments 3 respondents combined with 10 departments provide a reliable outcome for both groups. Discussion: The PHEEM is a questionnaire measuring 1 dimension instead of the hypothesised 3 dimensions. The sample size required to achieve a reliable outcome is feasible. The instrument can be used to evaluate both single and multiple departments for both clerks and registrars. © 2007 Blackwell Publishing Ltd

The Second Maiden's Tragedy

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

The competent novice - Lifelong learning at work

The importance of lifelong learning in medicine is well recognised. This article explores how junior doctors can develop learning strategies for use throughout their working lif

“In the Shadow of Shame”:A Phenomenological Exploration of the Nature of Shame Experiences in Medical Students

PurposeShame occurs when an individual blames a globally flawed self for a negative outcome. Much of the focus on shame in medical education has been directed toward graduate medical education with less recognition paid to shame occurring in medical school. In particular, while research has explored the triggers of medical students' shame, little is known about what shame feels like, what it makes an individual want to do, and what perceived effects it causes. Thus, this study asks: After shame has been triggered in medical students, how is it experienced?MethodThe authors selected hermeneutic phenomenology to provide a rich description of the structures and meaning of medical students' lived experiences of shame. Sixteen medical students from a private medical school in the United States were recruited for the study. Data were collected using one-on-one semistructured interviews and analyzed in accordance with Ajjawi and Higgs' 6 steps of hermeneutic analysis.ResultsData analysis yielded component parts of participants' shame experiences, including affective feelings, physical manifestations, cognitive processes, action tendencies, and effects. Analysis of the relationships among these component parts yielded specific phenomenological structures, including patterns of shame (e.g., chronic shame, flashbacks), self-evaluative processes (e.g., battling voices, skewed frames of reference), and perceived effects of shame (e.g., isolation, psychological distress). An overarching theme of shame as a destabilizing emotion emerged across the dataset.ConclusionsShame is a complex emotion in medical students that, through its destabilizing effects, can lead to withdrawal, isolation, psychological distress, altered professional identity formation, and identity dissonance. The authors highlight the possibility that shame may be occurring as a response to educational trauma, present a metaphor of dominoes to conceptualize the destabilizing nature of shame, and outline the implications for individuals and institutions in medical education