ODISSEI (Open Data Infrastructure for Social Science and Economic Innovations)
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Accounting for productivity convergence: the role of sectors and structural change
No full textThis paper is number 198 in the Groningen Growth and Development's Research Memoranda series.
Abstract
This paper examines the sources of aggregate labour productivity convergence across countries during 1990-2018, proposing a method to account for the contributions of sectors and structural change. Using newly developed purchasing power parities (PPPs) for sectoral value added, we analyse 66 countries and find that agriculture plays a predominant role in explaining aggregate labour productivity convergence. This is driven by two factors: strong labour productivity
convergence within agriculture and substantial labour reallocation away from agriculture, especially in developing countries. Our analysis reveals minimal convergence in the non-agricultural economy, underscoring agriculture's importance. We also document a declining role of resource misallocation over time in explaining cross-country productivity differences. These findings challenge an emphasis on manufacturing-led development pathways, suggesting that agricultural productivity growth and subsequent labour reallocation have been
the primary drivers of aggregate productivity convergence in recent decades
Shireen Omer Abdelnour Suliman - PhD project-data for study 2
No full textTitleChapter 3. Sailing the boat together: Co-creation of a model for learning during transition
Summary
In chapter 3, we have addressed the challenging periods of transition in medical education and highlighted the value of co-creating a transition to residency curriculum by engaging students in transition with diverse stakeholders from undergraduate and graduate medical education. We focused on answering the research question: What is the added value of involving stakeholders across the transition spectrum in co-creating a transition curriculum, and what are the components of this curriculum? Students in transition were involved in co-creating their final year curriculum with college and clinical faculty and chief residents. During eight online co-creation sessions, participants from all the stakeholder groups worked in small groups to define requirements and strategies for helping students transition to graduate medical education training. The discussions were guided by the 4S system of Schlossberg’s Transition Theory, where ‘situation’ refers to how the transition is perceived by the trainees; ‘self’ is about personal resources needed for transition; ‘support,’ signifies the support needed for transition, and finally, ‘strategies’ describe desirable approaches that can facilitate students’ transition. Thematic analysis for transcripts of these eight co-creation sessions was conducted, and the results were used to draft a quantitative survey sent to those who did not participate in the sessions. Mean scores with standard deviations were used for survey analysis. This was followed by two online consensus-building co-creation sessions with the original participants. During these sessions, the participants reviewed the survey results and reached a consensus on the support and strategies required. The transcripts of these two final sessions were then thematically analyzed to adjust and finalize the coding scheme.
The insights that emerged from this collaborative process led to the identification of five themes that make up the Model of Learning during Transition (MOLT). This model consists of five pillars: adaptation, authenticity, autonomy, connectedness, and continuity, all of which are rooted in the idea of creating a supportive environment. For students to learn effectively during the transition, they need to adapt to the new learning environment, which involves authentic learning experiences. They need increased responsibility and opportunities to shadow professionals, allowing for maximum autonomy. Students need to feel connected and integrated within health professional teams. Furthermore, students benefit from continuity in learning, with a focus on spiral learning and integration within health professional teams. All these five pillars are integral to a supportive environment that includes various support-rich resources. These include college leaders, postgraduate educators, residents, and peers who provide support through supervision, feedback, and psychological and career counseling together with mentoring, as well as engaging students in study groups and in educational activities.
Description of the attached file
The attached file includes:
1) The qualitative data analysis of the 10 co-creation sessions.
2) The quantitative data analysis of the survey.<BR
Erdem Onan - PhD Project data for study 3
No full textTitle
Optimizing Self-organized Study Orders: Combining Refutations and Metacognitive Prompts Improves the Use of Interleaved Practice
Summary
This study examines the efficacy of a strategy intervention designed to promote the self-regulated use of interleaved practice within a learning task where students can arrange learning materials themselves by making item-based decisions (i.e., which next category to study). Interleaving is defined as switch decisions from one category to another while blocked practice occurred when students stayed within the same category. This intervention consists of two main components: Refutation-based instructions and visual metacognitive prompts. Participants were undergraduate students at Maastricht University. The study was designed and conducted on SoSciSurvey platform. Main research questions were associated with the use of interleaving, students’ learning strategy beliefs, and their classification performance.
Data Description
1. Nsw. Number of switches
• Chronologically ordered (per task)
2. Sw. Proportion of switches.
• Chronologically ordered (per task)
3. PE. Perceived effectiveness of learning strategies
• PE_B for blocked practice
• PE_I for interleaved practice
• Chronologically ordered (per measurement)
4. Condition. Whether students were assigned to the intervention.
5. Classification performance
• Experimenter controlled: test.i and test.b; i for interleaved artists and b for blocked artists.
• Test 2 and Test 3 scores.
6. Dist. Distance measurement, i.e., second operationalization of interleaving.<BR
Gemeente-, wijk- en buurtcodes van een verblijfsobject (niet gecoördineerd)
No full textDeze component geeft een koppeling tussen een object (RINOBJECTNUMMER) en de gemeente/wijk/buurt waartoe dit object behoort (GWBCODE_A).
I Told You So! Verbal Cue Beliefs Are Associated with Truth Detection, but Not Lie Detection
No full textThis study aimed to 1) replicate and extend previous findings on the relationship between accurate beliefs about verbal deception cues and truth/lie discrimination (1), and 2) examine the role of presentation modality. Participants (N = 246) judged the credibility of truthful and deceptive autobiographical statements presented in one of three modalities: audio, transcript, or audiovisual. As in the original study, participants provided continuous credibility ratings; we additionally asked participants to make binary truth/lie judgments, allowing us to assess discrimination accuracy. We replicated the original finding of a small but significant positive correlation between accurate verbal cue beliefs and the credibility ratings of truthful statements, but no such relationship for deceptive statements. A small association was also observed between accurate cue beliefs and truth discrimination accuracy. Contrary to our expectations, modality did not significantly influence truth/lie discrimination or credibility judgments. These findings suggest that while cue knowledge may support the recognition of truthful statements, it does not aid in the identification of lies, nor does the presentation format substantially impact veracity judgments
Lama Sultan _ PhD Project data for study 1
No full textTitle
Current Trends in Interprofessional Shared Decision-Making Programmes in Health Professions Education: A Scoping Review
Summary
IntroductionShared decision-making (SDM) is considered a patient-centred approach that requires interprofessional collaboration among healthcare professionals. Teaching interprofessional shared decision-making (IP-SDM) to students preparing for clinical practice facilitates the accomplishment of collaboration.
AimThis review seeks to provide an overview of current IP- SDM educational interventions with respect to their theoretical frameworks, delivery, and outcomes in healthcare.
Methods A scoping review was undertaken using PRISMA. Electronic databases, including OVID-MEDLINE, PubMed, OVID- EMBASE, ERIC, EBSCO-CINAHL, Cochrane Trails, APA PsycINFO, NTLTD, and MedNar, were searched for articles published between 2000 and 2020 on IP-SDM education and evaluation. Grey literature was searched for additional articles. Quality assessment and data extraction were independently completed by two reviewers, piloted on a random sample of specific articles, and revised iteratively.
ResultsA total of 63 articles met the inclusion criteria. The topics included various SDM models (26 articles) and educational frameworks and learning theories (20 articles). However, more than half of the studies did not report a theoretical framework. Students involved in the studies were postgraduates (22 articles) or undergraduates (18 articles), and 11 articles included both. The teaching incorporated active educational methods, including evaluation frameworks (18 articles) and Kirkpatrick’s model (6 articles). The mean educational intervention duration was approximately 4 months. Most articles did not include summative or formative assessments. The outcomes assessed most often included collaboration and communication, clinical practice and outcome, patients’ preferences, and decision-making skills.<BR
Breaking the truth bias: the impact of comparable truth baselines and reality interview on veracity judgments by laypeople and police officers
No full textThis study examined whether embedding baselining within the Reality Interview (RI) protocol enhances intuitive veracity judgments. Baselining involves using a person’s truthful verbal behavior as a reference point for evaluating the veracity of subsequent statements. We hypothesized that access to a comparable truth baseline (CTB) would improve veracity judgment accuracy. Eyewitnesses of a mock crime were interviewed with the RI and instructed to respond either honestly or deceptively. Laypeople (Experiment 1) and police officers (Experiment 2) evaluated these statements with or without a CTB. With a CTB, laypeople showed significantly higher accuracy in detecting deception and a reduced truth bias. However, police officers showed no improvement, maintaining chance-level performance regardless of statement veracity. These findings suggest that CTBs enhance lie detection in laypeople but not in trained professionals. Future research should explore tailored approaches to improving veracity judgments, perhaps incorporating special guidelines on how to best use available cues
Drugs Monologen interview Gemma Blok
No full textDrugs Monologen was een digital storytelling en oral history project van de Open Universiteit (Faculteit Cultuurwetenschappen) en het Poppi Drugs Museum dat liep van oktober 2023 tot oktober 2025. Het project draaide om het bestuderen van de Nederlandse drugsgeschiedenis vanuit het perspectief van mensen die zelf drugs gebruikten in de periode ca. 1960-2000. In dit kader vonden 28 oral history interviews en 5 thematische groepsinterviews plaats. Daarnaast werd een speciale app ontwikkeld waarmee deelnemers op de Drugs Monologen website hun eigen historische ‘monoloog’ konden vertellen en bijdragen aan het onderzoek. Deze laatste methode leverde 51 monologen op. De oral history interviews, groepsinterviews en monologen waarvoor van de verteller toestemming werd verkregen voor gebruik voor toekomstig onderzoek zijn hier bewaard. Bij alle Nederlandstalige items is een transcriptie toegevoegd. Dit item maakt deel uit van deze datacollectie. Vanwege de privacygevoelige aard van de data kunnen deze alleen worden geraadpleegd na voorafgaande schriftelijke toestemming van de projectleider, prof. dr. Gemma Blok
Drugs Monologen interview Liesbeth Vollemans
No full textDrugs Monologen was een digital storytelling en oral history project van de Open Universiteit (Faculteit Cultuurwetenschappen) en het Poppi Drugs Museum dat liep van oktober 2023 tot oktober 2025. Het project draaide om het bestuderen van de Nederlandse drugsgeschiedenis vanuit het perspectief van mensen die zelf drugs gebruikten in de periode ca. 1960-2000. In dit kader vonden 28 oral history interviews en 5 thematische groepsinterviews plaats. Daarnaast werd een speciale app ontwikkeld waarmee deelnemers op de Drugs Monologen website hun eigen historische ‘monoloog’ konden vertellen en bijdragen aan het onderzoek. Deze laatste methode leverde 51 monologen op. De oral history interviews, groepsinterviews en monologen waarvoor van de verteller toestemming werd verkregen voor gebruik voor toekomstig onderzoek zijn hier bewaard. Bij alle Nederlandstalige items is een transcriptie toegevoegd. Dit item maakt deel uit van deze datacollectie. Vanwege de privacygevoelige aard van de data kunnen deze alleen worden geraadpleegd na via de daartoe bestemde knop toestemming te hebben aangevraagd en verkregen voor toegang tot deze dataset
Predicting Positive Psychological States using Machine Learning and Digital Biomarkers from Everyday Wearable Data
No full textThis dataset comprises physiological and psychological data collected from 34 participants over an 8-day study period, designed to investigate the prediction of positive psychological states using wearable sensor data. Physiological data was continuously recorded using research-grade Empatica Embrace Plus smartwatches, which are FDA-cleared medical devices equipped with five sensors: optical photoplethysmogram (PPG), electrodermal activity (EDA), 3-axis accelerometer, gyroscope, and peripheral skin temperature. The continuous monitoring resulted in 6,528 hours of raw physiological data. Concurrent psychological assessments were conducted using Ecological Momentary Assessment (EMA), generating 247 observations with 4,446 self-reported labels across 18 distinct psychological states covering positive affect, negative affect, self-esteem, sense of meaning in life, and personal relationships. Data preprocessing procedures are detailed in the accompanying manuscript. This dataset is provided exclusively for research purposes. Ethics approval and informed consent details are presented in the manuscript