ODISSEI (Open Data Infrastructure for Social Science and Economic Innovations)
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Het brede gesprek in de huisartsenpraktijk
No full textHuisartsen en praktijkondersteuners (POH’s) spelen een cruciale rol in het ondersteunen van patiënten met psychosociale klachten. Vaak spelen
onderliggende sociaal-maatschappelijke problemen hierbij een rol. Denk daarbij aan eenzaamheid, schulden, werkloosheid of zingevingsvraagstukken.
Een puur medische aanpak is niet voldoende om deze patiënten te helpen. Om beter aan te sluiten bij de unieke situatie van elke patiënt, is een
persoonsgerichte benadering via het voeren van ‘het brede gesprek’ van groot belang.
In de eerste fase van het project zijn drie modellen voor brede gespreksvoering (het Spinnenwebmodel, het 4Domeinen(4D)-model en het KOP-model)
onderzocht om inzicht te krijgen in het gebruik en de ervaringen van professionals en patiënten, alsook om aanbevelingen te doen om het brede gesprek
duurzaam in te bedden in de huisartsenzorg. Hiertoe is een literatuurstudie uitgevoerd naar bestaande kennis over de drie gespreksmodellen. Daarnaast
zijn semigestructureerde interviews gehouden met experts (n=4), huisartsen (n=13), POH’s (n=13) en patiënten (n=9). Uit de resultaten komt een beeld
van een veld in transitie naar voren, waarbij het brede gesprek en het persoonsgericht werken al veel voet aan de grond hebben gekregen, maar er ook
nog uitdagingen bestaan. Er worden drie conclusies getrokken:
1. Ondanks draagvlak en ervaren meerwaarde, is persoonsgericht werken met het brede gesprek bij een deel van de huisartsen en POH’s nog niet ingebed in de
dagelijkse routine.
2. Een beweging naar persoonsgerichte zorg behoeft tijd, doorlopende aandacht en netwerksamenwerking.
3. Diverse praktische en organisatorische randvoorwaarden voor een kanteling naar persoonsgericht werken behoeven nog aandacht.
Op basis van de bevindingen en conclusies worden vijf, onderling samenhangende aanbevelingen geformuleerd voor een bredere en beter inbedding van
het brede gesprek in de huisartspraktijk. Deze aanbevelingen dienen allen, met oog voor de onderlinge wisselwerking, aandacht te krijgen:
1. Meer en blijvende aandacht voor empowerment als kernconcept bij persoonsgerichte zorg.
2. Verduidelijk ieders rol en verantwoordelijkheid in de kanteling naar persoonsgerichte zorg.
3. De uitgangspunten van persoonsgericht werken dienen integraal onderdeel te zijn van de opleidingen van huisartsen en POH’s.
4. Het verbeteren van de samenwerking tussen huisartsenzorg en het sociaal domein verdient meer aandacht.
5. De (mogelijke) opbrengsten (zoals betere uitkomsten van patiënten, betere domeinoverstijgende samenwerking en lagere zorgkosten) van het brede
gesprek, en de vervolgstappen die hieruit voortvloeien, dienen beter te worden onderbouwd door onderzoek.
Als vervolgstap is in de tweede projectfase een praktische, digitale handleiding ontwikkeld die professionals in de eerste lijn ondersteunt in het voeren van
het brede gesprek in de praktijk. In de handleiding wordt beknopte informatie gegeven over:
- Wat het brede gesprek is.
- Het belang van het voeren van het brede gesprek.
- Voor wie het brede gesprek is bedoeld.
- Wat het brede gesprek kan opleveren.
- Belangrijke randvoorwaarden om het brede gesprek te voeren.
- Hoe je het brede gesprek start.
- Een beschrijving van de drie modellen (het Spinnenweb-, 4D- en KOP-model) om het brede gesprek te voeren.
Verder zijn ook links opgenomen naar verdere uitleg, instructievideo’s en opleidingsaanbod
Towards Malaria-Free Rice Cultivation in Rwanda
No full textDatasets used for health financing component of MEPR project (Ruhuha, Rwanda
GUIDE parent study 2023 Finland
No full textGUIDE (Growing Up In Digital Europe: EuroCohort) will be Europe’s first comparative birth cohort survey. This Research Infrastructure that will be an important source of high quality longitudinal statistical evidence to support the development of social policies which will enhance the wellbeing of children, young people and their families across Europe for many years to come. GUIDE will be an accelerated cohort survey including a sample of new born infants as well as a sample of school age children. Both cohorts will be surveyed at regular intervals using a common questionnaire and data collection methodology until the age of 24 years.
The survey consists of two questionnaires. One for the child itself and one for the parent of the child. This dataset contains the answers of the parents in the country Finland.</p
Conceptual literature review on planetary justice
No full textThis dataset contains the data extracts of a conceptual literature review on planetary justice literature, which was conducted as part of a PhD project that explores the implications of planetary justice for the energy transition. The purpose of the review was to identify and synthesize conceptualisations and critiques from different planetary justice scholars, which serves as a basis for further developing the planetary justice framework. The review was conducted in tandem with a review of reviews on energy justice literature
Drugs Monologen interview Harry Perton
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
Woononderzoek Nederland 2024 - woningmarktmodule- release 1.1
No full textOnderzoek naar woonkwaliteit en woonbehoefte ter ondersteuning van het regeringsbeleid op het gebied van wonen.
In het WoON komt informatie over huishoudenssituatie, huidige en gewenste woonsituatie, woonlasten en inkomens samen. Hiervoor werden ruim 41.000 huishoudens geënquêteerd, waarna deze gegevens zijn verrijkt met gegevens van o.a. de Basisregistratie Personen en de Belastingdienst.
Ministerie van Volkshuisvesting en Ruimtelijke Ordening ontwikkelde het WoON2024 in samenwerking met CBS. Uitlevering van het WoON-databestand vindt plaats volgens de statistische beveiligde richtlijnen van het CBS. Daarom zijn er in tegenstelling tot het WoON2021-bestand 43 variabelen verwijderd. Het gaat met name om veel regionale variabelen. Een document met toelichting van CBS zal later worden toegevoegd.
De extra regionale variabelen en het complete WoON204-bestand zijn wel toegankelijk bij het CBS via de remote access faciliteiten.
Release 1.0 is de eerste versie van het WoON2024-databestand. Op basis van deze versie is de publicatie ‘Tussen wensen en wonen' opgesteld. Hierin worden de belangrijkste resultaten uit deze editie van het Woononderzoek weergegeven. Wanneer daar aanleiding toe is zal een gecorrigeerde of aangevulde versie worden aangeboden.
Een belangrijke wijziging in WoON2024 is de revisie van de huur-, koop- en woonquotes en de indeling van de huurgrenzen op basis van de kale huur in plaats van op de bruto huur. Daarnaast wordt in het WoON2024 is een nieuw inkomensbegrip voor het besteedbaar inkomen gehanteerd, namelijk het betaalbudget. De revisie heeft consequenties voor de tijdreeks die met opeenvolgende WoON’s te maken is. Daarom is de revisie van het besteedbaar inkomensbegrip, de quotes- en huurgrensvariabelen met terugwerkende kracht ook uitgevoerd voor WoON2015, WoON2018 en WoON2021. Om een vergelijkbare reeks mogelijk te maken en worden er aanvullende datasets meegeleverd met gereviseerde variabelen voor het netto besteedbaar inkomen, huur-, koop- en woonquotes en huurgrensvariabelen die met het respondentnummer aan het WoON2015, WoON2018 en WoON2021 kunnen worden gekoppeld.
Voor het gebruik van WoON-bestanden gelden (bijgevoegde) aanvullende voorwaarden. Aanvragers van een WoON-bestand dienen hiervan kennis te nemen
Shireen Omer Abdelnour Suliman - PhD project-data for study 1
No full textTitle
Chapter 2. Is medical training solely to blame? Generational influences on the mental health of our medical trainees
Summary
In chapter 2, we highlighted ‘Generations Y and Z’ as the most prevalent generations in postgraduate and undergraduate medical training, respectively. We explored the generational and job-related characteristics and their associations with mental health outcomes during medical training. The research question that guided this study was: How are the generational and job-related characteristics associated with the trainees’ levels of stress, burnout, depression, and resilience? A cross-sectional study was conducted among medical trainees (students and residents) using a self-administered online survey that included validated measures for trainees’ social media overuse, their parent’s parenting style, the educational support by the clinical teacher, job (demands, control, and support), and work-life balance. We then explored their relationship with the trainees’ stress, burnout, depression, and resilience
Description of the attached file
This is the data collected through administering the survey which consisted of three sections. The first section addressed the trainee’s level (student/ resident) and questions about gender, age, nationality, marital status, spouse employment status and the number of children (if any), years in training, living conditions, and maternal and paternal educational levels. The second section included the independent variables, the generational situatedness factors that were assessed using the Helicopter Parenting Instrument, a combined social media overuse (SMO) scale, the Job Content Questionnaire (JCQ), the Maastricht Clinical Training Questionnaire (MCTQ), and Work-life Balance (WLB).<BR
Study 1: How does the interaction between allied healthcare students and local healthcare teams during initiation of international placements support or inhibit learning?
No full text1. Introduction and rationale
Healthcare students from all disciplines increasingly engage in international placements, during which they are exposed to a wide variety of clinical workplace settings. By literally stepping out of the familiar educational framework into a different frame of professional practice, students might feel they are thrown in at the deep end. During clinical placements healthcare students can develop their professional competencies, according to predefined professional standards. Yet, when being introduced to an international placement, students might find circumstances very different from the ones they have encountered during their education so far. At the same time students are challenged to overcome personal insecurities and to adjust to the new clinical environment, so that they become ‘legitimate participants’ in practice (Wenger, 2010) and can actively engage in patient care (Dornan et al, 2014). An international learning experience may not only change their professional outlook, e.g. on how students experience professional autonomy as well as potential boundaries of their own profession, but also affect personal behaviours, such as the way students learn to deal with their own insecurities and manage (implicit) expectations. Therefore, to modern-day healthcare students, the challenges of undertaking international placements may form an important contribution to their overall education: growing into professionals that are ‘fit-for-practice’, open to ongoing developments in the field of their profession and ready to face future healthcare challenges.
An international placement tends to differ markedly from local workplace settings. As a result, a learning environment outside familiar contexts might challenge students’ beliefs on illness and health. Often, hierarchy and task division are different within workplace settings, thus potentially enhancing the influence of existing barriers and facilitators to students’ learning (Sheehan et al, 2005). Factors that encourage workplace learning include: perceived responsibility, guidelines and procedures, supportive interactions with supervisor and/or staff, and proactive learning behaviour (Billet, 2004; Duvivier et al, 2014; Sheehan et al, 2005). On the other hand, workplace learning can be hindered by difficulties in communication, time constraints, lack of (practical) guidelines, and supervisor and learner behaviours, such as lack of participation or opportunities for practice (Attrill et al, 2016; Chen et al, 2014; Duvivier et al, 2014). A number of key differences may affect student learning when placed in an international context, such as being in an unfamiliar learning environment, having to follow different protocols and rules, whilst being potentially hindered in communication by linguistic and cultural barriers, and without having established a local support network.
There is an ongoing discussion of how to improve international students’ learning in clinical settings (Attrill et al, 2016), in relation to both incoming and outgoing students. As “learning is not an isolated activity in a teaching setting, but an ongoing process in interaction with the demands of the workplace” (Van den Eertwegh et al, 2013), one of the main concerns in workplace learning is the professional interaction between student and clinical teacher. For students in an international context social interaction with the healthcare team seems highly important in support of real patient learning (Van der Zwet et al, 2011), which relies on the interaction between a learner and a patient, facilitated by a practitioner (Yardley et al, 2013). Language barriers, differences in cultural backgrounds or simply different expectations can hinder professional interaction between student and supervisor in the international context (Newton, Pront & Giles, 2016). Workplace learning requires participating in novel activities (Wenger, 2010), yet is strongly related to context (Berkhout et al, 2016) whilst influenced by interaction with other healthcare professionals (Dornan et al, 2014). The student has to actively engage in healthcare-related tasks and responsibilities to be able to involve in patient care, engage with the team and become a real participant in professional practice (Dornan et al, 2014; Sheehan et al, 2005). Due to national health care policies, local rules and regulations, patient safety issues or simply the limited duration of clinical placements, healthcare students might find it hard to establish the right level of participation within an international setting.
Evidence shows students are more likely to engage in practice once they have a supported role in the workplace (Chen et al, 2014; Duvivier et al, 2014). According to Sheehan and colleagues (2005) a student’s participation and therefore learning depends on the introduction to the new workplace setting, which is influenced by the team, supervisor and personal attributes, such as clarity of roles and expectations (Sheehan et al, 2005). In an international context, this need for a clear initiation into practice can be even larger since the student is stepping into an unfamiliar workplace setting, where different criteria and expectations apply with regard to professional practice (Wenger, 2010). Most of the existing educational research on international placements is related to the medical domain (Kumwenda et al, 2015; Lukolyo et al, 2016; Niemantsverdriet, 2007) and the field of nursing (Attrill et al, 2016). The question remains whether this evidence can be transferred to the domain of allied health professions. There is reason to believe international students have different needs and expectations when it comes to supervising in the workplace (Attrill et al, 2016; Newton, Pront & Giles, 2016). Therefore, the purpose of this exploratory research is to investigate workplace learning in international healthcare settings, with a focus on student’ participation during initiation in practice.
Theoretical framework / educational background
Underlying this proposal is the social learning theory on ‘communities of practice’ as described by Lave and Wenger (1991). A community of practice, such as a healthcare clinic, can be described as a learning system. To become a member of this community, students must be “able (and allowed) to engage productively with others in the community” (Wenger, 2010). In other words: active student participation is core to the meaning-making processes underlying contextual, social learning (Dornan et al, 2014; Teunissen, 2015; Wenger, 2010). Yet, upon entering a new clinical environment, students are faced with several factors that influence their ability to engage in practice, or, in other words: the “active and dynamic negotiation of meaning over time” (Wenger, 2010).
Sheehan and colleagues (2005) have published a model for intern participation in postgraduate medical settings in New Zealand hospitals, which distinguishes between the ‘initiation’ and ‘maintenance’ phase (Figure 1). According to the authors, the initiation phase of interns in a new workplace environment needs to be satisfactorily completed for the maintenance phase to begin and actual learning to occur. The model shows how involvement in patient care tasks and engagement with the clinical team will lead to intern participation, which must be encouraged continuously during the maintenance phase to further increase confidence and development of professional identity and reasoning skills (Sheehan et al, 2005). This model is supported by later evidence from Van der Zwet and colleagues (2011) on general practice clerkships, showing the need for a ‘developmental space’ as a prerequisite for workplace learning. The authors describe the concept of ‘developmental space’ as the available space experienced by medical students for personal growth during their professional participation, which is related to development of professional identity (Van der Zwet et al, 2011). Although it is unknown whether Sheehan’s model for intern participation (2005) holds true for (undergraduate) healthcare students from different disciplinary backgrounds, it certainly outlines a relevant theory to investigate the introduction of students into their new clinical environment, leading to the initiation of workplace learning. The opposite is also true: what will come of learning if the individual student engages in a short-term international clinical placement, quite common in nowadays healthcare education programmes, and is not able to move beyond this initiation phase due to different factors involved (Sheehan et al, 2005)?
Clinical internships within the health care professions generally vary from several weeks up to months, with the purpose of students working on and developing their professional competencies over different placements over time. Even though part of workplace learning takes place based on observation, healthcare students strongly rely on their participation in practice (Dornan et al, 2014) to develop clinical skills. Learning in an international context involves ‘legitimate peripheral participation’, a concept introduced by Lave and Wenger (1991; Van der Zwet, 2011) explaining how students’ experiences of practice are bound by the process of realignment with their social learning context, or, in this case, clinical setting (Carrie Chen et al, 2014; Wenger, 2010). In general, students need to engage in novel activities to acquire new knowledge, skills and develop a professional attitude (Wenger, 2010). On the other hand, they might find themselves restricted by local rules and healthcare regulations, communication problems or other barriers to participation and learning in the international context (Sheehan et al, 2005; Steven et al, 2014). Learning conditions are determined by the clinical setting (Van der Zwet, 2011), as can be seen from a pilot study with junior doctors who showed increased participation during short-term clinical rotations, as a result of experiencing role clarity, based on discussion of individual learning objectives with their seniors prior to ward rounds (Acharya et al, 2015). This is in line with the concept of ‘legitimate peripheral participation’ (Lave and Wenger, 1991). The purpose of this research is to investigate workplace learning in international healthcare settings, with a specific focus on different elements of initiation to the workplace that influence on actual student’ participation in practice. Similar uncertainties during placement may lead to very different learning outcomes, based on previous experiences, perceived support and current interactions (Westerman et al, 2013).
2. Aim of research
This prospective research aims to improve the initiation phase of allied health care students’ learning in international workplace settings, during different stages of training. The purpose of this study is to explore participation of students during the initiation phase of internships in international workplace settings as part of their undergraduate allied health professions education. We will use the model, developed by Sheehan and colleagues (2005) for postgraduate medical settings as the starting point for this qualitative study, as it outlines the transition from initiation into maintenance phase in new workplace settings, yet without providing details on the expected pitfalls and duration of this initiation period (Sheehan et al, 2005). Little is known about why students might become ‘stuck’ in this initiation phase of work placements. Therefore, the main focus of our exploratory research will be on the interaction between student and local healthcare team, as seen from a student’ perspective, especially during the first weeks of international placements.
Main research question
How does the interaction between allied healthcare students and local healthcare teams during initiation of international placements support or inhibit learning?
Sub question
Why do allied healthcare students actively engage in practice or refrain from participation during international placements?
3. Target group / participants
Within the Amsterdam University of Applied Sciences (Faculty of Health) students from allied health professions engage in local and international placements as part of their undergraduate training. The AUAS - Faculty of Health includes BSc. and MSc. educational programs in Physiotherapy, Occupational Therapy, Exercise Therapy and Nursing, training over 3300 allied health care students in total. Healthcare students from different disciplines will be interviewed individually during their preparation (one-two weeks before) and after their first month of international placements, following semi-structured interviews via Skype. The interview guide will be developed and piloted by the research team before data collection starts (Ramani & Mann, 2015). In the allied health context students are often supervised in one-on-one situations, whereas in medical education supervision in the workplace this is less common. Potential differences between different healthcare disciplines will be explored to analyse how and when students become part of the community of practice during the initiation of international placements.
Initially, we will aim for maximal variation of sampling, based on student characteristics (gender, age, nationality), health care discipline, year of study, and number of international placements completed. We estimate 12-16 student participants at the Faculty of Health from the Amsterdam University of Applied Sciences (AUAS) will need to be purposively sampled, covering different healthcare disciplines. Further, we will apply theoretical sampling of additional participants to ensure theoretical saturation is reached. Participants will be selected from a total group of approximately 200 undergraduate students undertaking an international internship of minimally 10 weeks during the academic year 2017-2018. Internship periods of shorter duration will be excluded from this research.
4. Design and procedure
This qualitative, exploratory research will be conducted at the Amsterdam University of Applied Sciences (Faculty of Health), involving undergraduate students in the allied health professions. The study will follow regular internship procedures, as these internships are embedded in the curricula of the different programs involved. One-on-one interviews will be scheduled according to the internship periods of the student participants. Healthcare students from allied health care disciplines will be interviewed twice: once during their preparation phase (one-two weeks before the start of internship), and once at the end of the first month of placement. These semi-structured interviews will take approximately 30-45 minutes and will be conducted via Skype. We will use MP3 Skype Recorder 4.20 to record Skype calls’ audio streams. This freeware programme offers automatic or manual audio recording capabilities for non-commercial purposes, and can store compact mp3 files directly onto a password-protected personal computer/laptop, with a back up via SURFdrive (the protected network-environment of the Amsterdam University of Applied Sciences). No video-recordings will be made during the Skype interviews. Data collection will take place between November 2017 and August 2018, without any further interventions as part of this study.
5. Methods
A qualitative research design will be used for this exploratory study. Data collection will take place by means of individual, semi-structured interviews via Skype, taking approximately 30-45 minutes. The research team will develop two interview guides for the preparation phase and follow-up, based on the model by Sheehan and colleagues (2005). These interview guides will be piloted before data collection starts (Ramani & Mann, 2015). Questions are related to influential factors to make a newcomer feel invited to participate and engage with the team, such as: involvement in tasks of patient care (team organization, supervision behaviors and personal behaviors) or engagement with the team (team attributes, supervision or personal attributes). Initially, we will purposively sample 12-16 student participants from the Amsterdam University of Applied Sciences (AUAS) via the online database, further adding theoretically sampled participants until data saturation is reached (see .6).
6. Analysis
The research procedure will follow a constructivist grounded theory approach (Chapman et al, 2015; Kennedy & Lingard, 2006), applying an iterative process of simultaneous data collection and analysis. The first researcher (MW) will conduct all interviews, which will be transcribed verbatim before being coded by 2 independent coders (MW and RD), following a process of open coding. Data analysis will inform subsequent data collection, leading to adaptations, thus following an ongoing, cyclic process until saturation of data has been reached and no new insights emerge from data collection. Once both coders have found consensus on identified categories, the research team will then apply axial coding to define connections between categories, refining and regrouping them into overarching themes. The emerging theory will be developed further using constant comparative analysis through memo writing, until reaching a more abstract level (concept) of theory that is ‘grounded’ in data.
7. Ethical considerations
Sampling
Student participants will be selected from the online database (OnStage) of the Faculty of Health at the AUAS, which contains information on all clinical placements. Allied health care students planning to undertake an international internship of minimally ten weeks during the academic year 2017-2018 are included in this research. Selected students will receive an information letter from the first researched (MW), which includes a personal invitation to participate in this study. They will have two weeks to respond to this invitation, after which the first researcher will contact them again via e-mail. All participants who volunteer for this study must sign informed consent. Once theory starts to emerge from the data collected we will theoretically sample additional volunteers, until full data saturation has been reached.
Justification of research
Workplace learning is of great importance within health professions education, as it contributes to competence development of healthcare students, whilst at the same time preparing future professionals to be flexible and adaptive to ongoing developments in their field. Due to the globalization of health professions education, healthcare programmes are facing an increasing number of international students, incoming as well as outgoing. This development has evoked concerns regarding the challenges of supervising international students in the clinical workplace, which highly depends on professional communication and mutual trust between student and supervisor to create ‘developmental space’. The proposed study aims to create better insight in the initiation practices during international internships from the context of allied health care professionals, leading to educational changes influencing workplace learning in allied health care. Within the Amsterdam University of Applied Sciences (Faculty of Health) students from allied health professions, such as physiotherapy, occupational therapy and nursing engage in local and international placements as part of their undergraduate training. We are interested to find out how individual experiences during the first weeks (initiation phase) of work placements might influence on their overall learning experience. Therefore, we will focus our research on the (expected) interaction between student and local healthcare team before and after the first month of international placements, from a student’s point of view.
Information and consent
Participants are collaborating on a voluntary basis. In case they would reconsider their options at any time and decide to no longer participate in this study, this will have no (personal or professional) consequences. Research data obtained before this moment will be destroyed immediately after and no longer be used for purpose of this study. The proposed research is aimed to expose new, relevant information for future educational programs in the field of allied health professions, in relation to international internships. Participation should hold no disadvantages, although the interviews might bring individual students to realise how much they can/should do to prepare themselves well for the upcoming internship, potentially increasing stress or time pressure. On the other hand, it could also support them in their preparation, and help setting expectations for clinical practice.
Students are asked to invest approximately 1,5 hours of their time, divided over two individual interviews (2x 30-45 minutes). Upon completion of both interviews, the students will receive a personal email containing an iTunes gift card of 15 Euros as a small gesture to say ‘thank you’ for participating in these sessions. Participation will not lead to any personal risks, since individual privacy will be guaranteed by means of coding transcribed data, rendering all individuals anonymous. Participants must sign informed consent for audio-recordings, which will be destroyed directly after transcription. Only the main researcher, Miriam Wijbenga, will have ac
Study 1: Evolving Perceived Value of Feedback: Impact on Medical Communication during Simulated Patient Consultations
No full textSummary of the Study
This study explored how first-year international medical students’ perceptions of different feedback sources changed over the course of four simulated patient consultations (SPCs) during a 36-week qualitative study. The aim was to understand how the value of feedback evolves as communication skills develop.
• Design: Qualitative longitudinal design.
• Participants: 10 international first-year medical students (1 male, 9 female; mean age 21).
• Procedure:
o Students completed four SPCs (each followed by feedback and a tutorial discussion).
o Data collected via:
Closed questions on ranking feedback sources (student buddies, simulated patients, video annotations, tutorial discussions).
Observation notes from SPCs and tutorials.
Semi-structured interviews (documenting emotions, reactions, and reflections).
o Data analysis: Inductive thematic analysis following Braun & Clarke, triangulated with observation notes.
Key Findings:
1. Ranking of feedback sources over four SPCs:
o SPC1: Simulated patient feedback ranked highest.
o SPC2: Student-buddy feedback most valued.
o SPC3: Student-buddy feedback still top, but tutorial discussions gained importance.
o SPC4: Tutorial discussions became the most trusted source of feedback.
2. Four explanatory themes for evolving feedback preferences:
o Struggling with stress– Early SPCs were stressful; peer feedback helped with coping strategies.
o Adapting to the challenge – With experience, students shifted from patient-centered feedback to peer and tutorial insights.
o Enhancing learning efficiency – Tutorial discussions reduced extraneous cognitive load by clarifying procedures and prioritizing focus.
o Listening to the full story – Over time, students emphasized empathy, authenticity, and hearing the patient’s narrative.
3. Discussion & Implications:
o Early reliance on simulated patient feedback reflects novice learners’ need for clear, immediate, patient-centered advice.
o Growth in valuing peer and tutorial feedback reflects maturation, collaboration, and reflective practice.
o Highlights the need for adaptive feedback mechanisms tailored to students’ developmental stage in communication skills learning.<BR
Chapter 3: Towards a Framework of International Online Collaboration Competencies - A Consensus Study.
No full textSummary
In chapter 3 we describe a consensus study, aiming to develop a framework on International Online Collaboration Competencies. This study is based on the results of the systematic review, published as Kolm et al., 2021. Academic and field experts in international online collaboration reviewed the findings of the systematic review, aiming to answer the research question “How are these competencies aligned to competency domains and being integrated into a comprehensive competency framework?”.
We conducted three rounds in a modified Delphi-study style. Participants were academic and work field experts on international online collaboration. In total 71 expert responses contributed to the final competency framework, resulting in 34 competencies within six competency domains: (1) information and communication technology, (2) international and intercultural, (3) communication and language, (4) collaboration, (5) management and organization, and (6) domain-specific.
Description of the attached file
The attached files provide the collected data using Qualtrics within three modified Delphi rounds, one file for each round:
Round 1: Dataverse_Chapter 3_Round 1_Kolm Alexandra.xlxs
Round 2: Dataverse_Chapter 3_Round 2_Kolm Alexandra.xlxs
Round 3: Dataverse_Chapter 3_Round 3_Kolm Alexandra.xlxs<BR