http://repub.eur.nl/res/aut/67/ List of Publications en http://repub.eur.nl/static-eur/img/logo.png http://repub.eur.nl http://repub.eur.nl/res/pub/24609/ 2009-12-04T00:00:00Z Background: The quality of teachers in higher education is subject of increasing attention, as exemplified by the development and implementation of guidelines for teacher qualifications at Universities in The Netherlands. Aim: Because medical education takes a special position in higher education the Council of Deans of Medical Schools in The Netherlands installed a national task force to explore a method to weigh criteria for teacher qualifications of medical teachers. Methods: A framework was developed covering competencies of teachers throughout the medical education continuum and including medicine, dentistry and veterinary medicine. Results: The framework distinguishes 3 dimensions: (a) six domains of teaching (development organization execution coaching assessment evaluation); (b) three levels in the organization at which teachers perform (micro, meso and macro level) and (c) competencies as integration of knowledge, skills and attitude and described as behaviour in specific context. The current framework is the result of several cycles of descriptions, feedback from the field and adaptations. It is meant as a guideline, leaving room for local detailing. Conclusion: The framework provides a common language that may be used not only by teachers and teacher trainers, but also by quality assurance committees, human resource managers and institutional boards. http://repub.eur.nl/res/pub/2861/ 2001-01-01T00:00:00Z The Purpose of this study was to examine effects of group discussion of a medical problem on the comprehension of a subsequent problem-relevant text by first year medical students. Forty-eight first-year medical students were randomly assigned to one of two conditions: The experimental group discussed a problem of blood pressure regulation, where the control group discussed a problem of vision. Subsequently, all students studied a text on the physiology of blood pressure regulation. Finally, a free recall test was administered. Numbers of propositions accurately recalled were analyzed using analysis of variance (ANOVA). Students who discussed the blood pressure regulation problem recalled 25% more from the text than those who discussed the control problem. This difference was statistically significant. The present study represented the first truly randomized trial in the ecologically valid context of a medical curriculum. It demonstrated the positive effects of problem-based tutorial group discussion on the comprehension of text. It confirmed earlier findings from laboratory studies that problem-based learning, in addition to positive emotional and motivational long-term effects well-documented in the literature, also has positive effects on learning. http://repub.eur.nl/res/pub/2684/ 1996-09-01T00:00:00Z An important phase of problem-based learning in a tutorial group is problem analysis. This article describes a study investigating the ongoing cognitive and metacognitive processes during problem analysis, by analysing the verbal communication among group members, and their thinking processes. Thinking processes were tapped by means of a stimulated recall procedure. Verbatim transcripts of both the verbal interaction in the group and the recall protocols were analysed. The goal of this research is two-fold, i.e., to investigate whether PBL indeed leads to conceptual change and to develop a method that is sensitive to these phenomena. The results suggest that the verbal interaction in a group shows only the tip of the iceberg of the cognitive and metacognitive processes on which it is based. The verbal interaction in the small group discussion mainly concerned theory building, and to a lesser extent, data exploration and meta-reasoning. Stimulated recall of the thinking process during that discusion, however, provides more and unique information about hypothesis evaluation and meta-reasoning. In the protocols of stimulated recall, the process of conceptual change by students could be made visible. The ways of dealing with anomalous data could be described as well as the conditions that determine how students deal with anomalous data. These results suggest that the method was sensitive for detecting conceptual change during problem analysis. http://repub.eur.nl/res/pub/2727/ 1989-01-01T00:00:00Z Two experiments assessed effects of activation of prior knowledge through small-group discussion. Subjects were given a description of natural phenomena and were asked to elaborate on possible explanations for them. In Experiment 1, small groups of subjects were presented with a problem describing the behavior of a blood cell in pure water and in a salt solution. No additional text was studied. The experimental subjects produced more than twice as many propositions about osmosis (i.e. the biological process explaining the blood cell's behavior) as a control group produced. Experiment 2 investigated effects of problem analysis on subsequent text processing for subjects with imprecise prior knowledge (novices) and subjects with precise knowledge (experts). Recall of the text showed considerable facilitative effects of problem analysis. Results are explained in terms of faster accessibility of prior knowledge and better integration of new information into explanatory models that may exist before, or are actively constructed during, problem analysis. http://repub.eur.nl/res/pub/2728/ 1988-01-01T00:00:00Z http://repub.eur.nl/res/pub/2797/ 1987-01-01T00:00:00Z http://repub.eur.nl/res/pub/2800/ 1987-01-01T00:00:00Z http://repub.eur.nl/res/pub/2802/ 1986-01-01T00:00:00Z