Competence indicators in academic education and early labour market success of graduates in health sciences

In this study, the effects of several educational and non-educational indicators of (aspects of) competence on short-term labour market outcomes for university graduates are estimated. The research question we address is: To what extent do indications of specific and generic competence during the educational program predict labour market outcomes? Labour market outcomes in this study pertain to employment chances and quality of the job (having a job, academic level, matching occupational domain and wages). We use data on specific and generic aspects of competence, all of which were assessed during the academic study course, i.e. test scores on the attainment of domain specific knowledge, scores on group functioning, and the Masters’ thesis result. In addition, some other indicators of human capital acquired outside education are used, i.e. relevant work experience and managerial experience. The results indicate a rather differentiated pattern for the value of specific and generic competence acquired during education for the labour market.labour market entry and occupational careers;

Teachers' opinions on quality criteria for Competency Assessment Programmes

Quality control policies towards Dutch vocational schools have changed dramatically because the government questioned examination quality. Schools must now demonstrate assessment quality to a new Examination Quality Center. Since teachers often design assessments, they must be involved in quality issues. This study therefore explores teachers’ opinions on assessment quality evaluation criteria. Pre-vocational and vocational teachers (N=211) responded to a questionnaire. Contrary to expectations, results show that teachers deem classical and competency-based quality criteria equally important. Vocational teachers gave higher importance scores than pre-vocational teachers, possibly due to the pressure they experience to improve the quality of their assessments

Teachers' opinions on quality criteria for Competency Assessment Programmes

Quality control policies towards Dutch vocational schools have changed dramatically because the government questioned examination quality. Schools must now demonstrate assessment quality to a new Examination Quality Center. Since teachers often design assessments, they must be involved in quality issues. This study therefore explores teachers’ opinions on assessment quality evaluation criteria. Pre-vocational and vocational teachers (N=211) responded to a questionnaire. Contrary to expectations, results show that teachers deem classical and competency-based quality criteria equally important. Vocational teachers gave higher importance scores than pre-vocational teachers, possibly due to the pressure they experience to improve the quality of their assessments

Teachers’ opinions on quality criteria for Competency Assessment Programs

Quality control policies towards Dutch vocational schools have changed dramatically because the government questioned examination quality. Schools must now demonstrate assessment quality to a new Examination Quality Center. Since teachers often design assessments, they must be involved in quality issues. This study therefore explores teachers' opinions on assessment quality evaluation criteria. Pre-vocational and vocational teachers (N = 211) responded to a questionnaire. Contrary to expectations, results show that teachers deem classical and competency-based quality criteria equally important. Vocational teachers gave higher importance scores than pre-vocational teachers, possibly due to the pressure they experience to improve the quality of their assessments

Evaluation of global left ventricular function assessment of non-fluorescent electromechanical endocardial mapping compared with biplane left ventricular contrast angiography

Background. Little is known about the diagnostic accuracy of global LV function assessment by electromechanical endocardial mapping (EEM). The aim of the present study was to determine the relationship between global left ventricular (LV) function measured by EEM and biplane left ventricular contrast angiography (LVA) after ST-elevation myocardial infarction (STEMI)

The reliability of automatic measurement of left ventricular function with dual-source computed tomography datasets

The purpose of the study was to assess the reliability of (semi-)automatic left ventricular (LV) function measurements using three different software packages on the same dual-source computed tomography (DSCT) datasets and to compare agreement among the software packages. Forty consecutive patients, undergoing cardiac DSCT were included (31 men, mean age 58 +/- 14 years). LV function analysis was performed with all three software packages. ANOVA testing was used to determine the difference among the repeated measurements and the difference among the software packages. Bland-Altman plots were computed to describe the agreement among the software packages. No significant difference was found among the repeated measurements. In the comparison of the three software packages, a significant difference was observed when measurements were used with minimal user interaction. When end-diastolic and end-systolic phases were manually set, there was no overall significant difference, but in 12.5% of patients a large (> 10%) difference in LVEF was found. All three software packages have good intraobserver variability, but the results of the three packages were significantly different. For clinical use, one should be aware of the clinical impact of possible segmentation flaws when (semi-)automatic LV function assessment is used