ODISSEI (Open Data Infrastructure for Social Science and Economic Innovations)
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Study 2: Development and validation of two bronchoscopy knowledge assessments
No full textShort description of the study
This study developed and evaluated the validity of a bronchoscopy anatomy and theoretical bronchoscopy exam. 19 anatomy and 58 theoretical exam questions, developed by pulmonology experts, were assessed through two Delphi rounds. Both exams were then taken by 53 prepared pulmonology residents. The theoretical exam was also taken by three unprepared groups: novices, intermediates and experts. Using the residents’ data, scoring evidence for the theoretical exam was evaluated using item difficulties and item discrimination indices, and generalization evidence was assessed using Cronbach’s alpha. Extrapolation evidence was obtained by comparing theoretical exam scores across the different groups. Implications evidence for both exams was gathered by evaluating residents’ preparedness, based on exam performance and instructor feedback.
Short description of the data file
The “250313 scores all groups.sav” file contains the anonymized test results of all participants. Each row represents a participant and includes their experience level, individual question scores, and final exam score. This file was exported to Excel, after which all analyses were performed with R, as described in the study. The methodology and specific analyses are detailed in the study itself.
Overview of parameters in the .sav file:
Level = experience level. 0 = novice, 1 = intermediate, 2 = expert, 3 resident.
ID_XX = the participant’s score for each question. 0 = incorrect, 1 = correct.
Final_score = the participant’s final score (max = 31). <BR
Study 4: Co-creation of a fit-for-purpose Feedback Toolkit for clinical clerkships.
No full textFeedback is a powerful educational intervention in clinical education, yet its effectiveness depends on how it is integrated into teaching and learning activities. Previous studies have shown that productive feedback in clinical education relies on sociocultural factors such as a supportive feedback culture, trustworthy relationships, and student agency. Co-creation is a promising approach for designing educational interventions that are contextually relevant and aligned with the needs of teachers and students. This study aimed to co-create a prototype of feedback processes specifically tailored for clinical undergraduate education through an iterative, collaborative approach.
Eight co-creation sessions were conducted with faculty, clinical teachers, students, and researchers. The process was iterative and grounded in feedback design principles informed by the literature. Co-creation led to the development of a prototype of a feedback toolkit, which was piloted in two dyads of clinical-teacher students in a seven-week physiotherapy clerkship. Weekly audio diaries were collected from participants and analyzed using content analysis.
Data from the co-creation sessions informed the development of a feedback toolkit specifically designed for the clinical teacher–student dyad. The toolkit was built upon three design principles: (1) Contributes to a trustful relationship based on continuous mutual support, (2) Envisioned learning opportunities and feedback scaffolding, and (3) Plan the use of feedback. To operationalize these principles, the toolkit included a set of practical materials: podcasts, infographics, feedback prompts, and a Mini-CEX. The pilot study demonstrated the toolkit's usability and acceptability and highlighted its value in structuring feedback interactions. Challenges included limited time for full implementation and difficulties in providing constructive feedback.
The co-creation approach enabled the development of a fit-for-purpose feedback toolkit that aligns with the dynamic needs of clinical education. This study highlights co-creation as a feasible strategy for designing feedback processes in workplace-based learning.
The attached files include the logbook in detail, which contains the information collected in the co-creation sessions. Additionally, I share information regarding the first input for the co-creation team and the audio diaries' weekly questions, which were used to collect data in the pilot study.<BR
Chapter 4: Crossing Borders in Health Professions Education: a Design-Based Research Study on Interprofessional and International Online Collaboration Competencies
No full textSummary
In chapter 4 we describe a design-based research study that designed, evaluated and re-designed an interprofessional collaborative online international learning (ICOIL) intervention within two cycles. Based on the comprehensive competency framework published by Kolm et al., 2023, we designed and evaluated a learning intervention aimed at fostering IOCCs to answer our third research question: “How can a learning intervention be designed and evaluated to foster IOCCs using a design-based research approach?”. The assessment of IOCCs was evaluated by a developed scale to self-assess IOCCs before and after the intervention.
Descripion of the attached files
The attached files provide the collected data using Qualtrics within three modified Delphi rounds, one file for each round:
Cycle 1: Dataverse_Chapter 4_cycle 1_Kolm Alexandra.xlxs
Cycle 2: Dataverse_Chapter 4_cycle 2_Kolm Alexandra.xlxs<BR
R codes for Robustness of normality-based likelihood ratio tests for interaction in two-mode data and a permutation-based alternative
No full textThis page includes R codes for all studies discussed in the manuscript Robustness of normality-based likelihood ratio tests for interaction in two-mode data and a permutation-based alternative
Erdem Onan - PhD Project data for study 4
No full textTitle
System versus Self: Using Adaptive Learning Technologies to Promote the Self-regulated Use of Desirable Difficulties
Summary
This study aims to move beyond one-size-fits-all type of instructional support when designing learning strategy interventions. Specifically, it compares the effectiveness of two forms of adaptive support: System- and self-regulated support. In the former, the system decides students’ unique instructional needs based on three parameters: knowledge of learning strategies, interpretation of subjective experiences, and use of interleaving. Depending on this measurement, it provides students with a respective combination of instructional support. In the self-regulated support condition, students have the autonomy to design their own instruction, using the same instructional components. Participants were psychology students at Maastricht University. The study was conducted and designed on SoSciSurvey platform.
Data Description
1. Diagnostic assessment (all students)
• Aw. Awareness of interleaving
• Ef. Interpretation of effort
• Pl. Interpretation of perceived learning
2. IC. Instructional components (only in the self-regulated condition)
• IC01: refutations on the effectiveness of learning strategies
• IC02: refutations on the role of subjective experiences
• IC03: guided study phase
• Binary coded: 0 did not request support; 1 requested support.
3. Use of interleaving
• Nsw. Number of switch
• Sw. Proportion of switch.
• Chronologically ordered (per task).
4. Ft. Fatigue questions.
5. Classification performance
• Scores at the item level: Named with the names of categories
- Binary coded: 0 incorrect; 1 correct
• Scores aggregated: Test.1, Test.2, Test.3
6. Condition: indicating the experimental condition (system versus self). <BR
Evaluatie pilot doorlopende begeleiding startende leraren (BSL)
No full textDit onderzoek monitorde en evalueerde twee pilots tussen 2022 en 2024 waarin ondersteunende structuren ('inductiearrangementen) voor startende leraren in het po werden ontwikkeld
Nederland in Beeld 2021-2022 (NIB2021)
No full textNederland in Beeld (NIB) is een doorlopend en groot enquêteonderzoek van het SCP in samenwerking met het CBS. Onderwerpen die in de vragenlijst aan bod komen zijn onder meer wat de inwoners van Nederland belangrijk vinden in hun leven, hoe ze over de toekomst denken, hoe wordt aangekeken tegen maatschappelijke vraagstukken en hoe mensen maatschappelijk meedoen.
De enquête bestaat uit twee delen. De tweede vragenlijst wordt alleen voorgelegd aan mensen die de eerste hebben ingevuld. Een klein deel van de vragen wijzigt periodiek. Jaarlijks vullen ongeveer 5000 respondenten de (eerste) vragenlijst in. Meer informatie over de representativiteit van de data is te vinden in de onderzoeksdocumentatie.
Om de kwaliteit van NIB-data te waarborgen worden in de vragenlijst vragen opgenomen die bij voorkeur gevalideerd zijn en is de vragenlijst opgesteld in samenwerking met de afdeling vragenlijstontwerp van het CBS. Daarnaast is tijdens de ontwikkeling van de vragenlijst Stichting ABC betrokken om de vragen ook begrijpelijk te maken voor laaggeletterden
Schoolverlatersonderzoek 2024 - SVO 2024
No full textDit bestand is gebaseerd op het Schoolverlatersonderzoek (SVO 2024). Het doel van het onderzoek is het leveren van informatie over de aansluiting tussen onderwijs en arbeidsmarkt. Deze informatie is voor het mbo van belang in het kader van de Wet macrodoelmatigheid d.d. 21 januari 2015 (stb. 2015, 56). Ingevolge deze wet moet de regering zicht hebben op arbeidsmarktaansluitingsinformatie van mbo-opleidingen. Het onderzoek wordt uitgevoerd onder personen die circa anderhalf jaar geleden succesvol een mbo-opleiding hebben afgerond. Naast het onderzoek onder mbo’ers wordt ook onderzoek gedaan onder gediplomeerden in het voortgezet onderwijs, waarbij het onder andere gaat over de aansluiting met een vervolgopleiding, en onder voortijdig schoolverlaters. Bij deze laatste groep gaat het bijvoorbeeld om de redenen voor voortijdige schooluitval en ook hun toekomstintenties. Het onderzoek wordt uitgevoerd in opdracht van het Ministerie van Onderwijs, Cultuur en Wetenschap (OCW). Daarnaast wordt samengewerkt met het Researchcentrum voor Onderwijs en Arbeidsmarkt (ROA). ROA beheert het SchoolverlatersInformatieSysteem (SIS), een systeem dat de transitie van school naar werk over de volle breedte van het onderwijs beoogt te monitoren. In het onderzoek gaat het om personen die een opleiding hebben afgerond, maar die niet per se ook het onderwijs hoeven te hebben verlaten. Zij kunnen ook een vervolgopleiding zijn gaan doen
Dataset on grief in daily life in a community sample
No full textThe dataset originates from a study that used Experience Sampling Methodology (ESM) to assess Prolonged Grief Disorder (PGD) symptoms in daily life among bereaved individuals within a Dutch community sample. Participants completed ESM items on PGD as well as contextual factors (e.g., “who are you with?”) five times daily over a two-week period. Before and after the ESM phase, participants were interviewed by telephone assessing among others their symptomatology of PGD, posttraumatic stress disorder (PTSD), and depression using retrospective measures.
More information about the procedure can be found at:
Lenferink, L. I. M., Van Eersel, J. H. W., & Franzen, M. (2022). Is it acceptable and feasible to measure prolonged grief disorder symptoms in daily life using experience sampling methodology? Comprehensive Psychiatry, 119, 152351. https://doi.org/10.1016/j.comppsych.2022.152351
Lenferink, L. I. M., Terbrack, E., van Eersel, J. H. W., Zuidersma, M., Franzen, M., & Riese, H. (2024). Fluctuations of prolonged grief disorder reactions in the daily life of bereaved people: An experience sampling study. Current Psychology. https://doi.org/10.1007/s12144-024-06987-2
This data is associated with: L.I.M. Lenferink; J. Pociūnaitė-Ott, 2025, "Grief in Daily life Archive (Grief-ID Archive)", https://doi.org/10.17026/SS/LNFAXI, DANS Data Station Social Sciences and Humanities, V2, UNF:6:lwOlVLKAoyhfY5H5PPiygw== [fileUNF] (2025-03-03
Drugs Monologen interview Lambert Selten
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