Growing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors’ approaches to research supervision as... Show moreGrowing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors’ approaches to research supervision as they explore their practices and experience difficulties supervising medicalstudents. Teacher noticing was used as a sensitising concept and relations with teacher dilemmas were explored in the research supervision context. To provide in-depth insights into supervisors’ practices and pedagogical choices, twelve stimulated recall interviews with supervisors were analysed. The supervisors were involved in individual undergraduate or master degree student research projects at a research-intensive university. Analysis revealed four kinds of dilemmas which may influence research supervision practices, namely questions regarding regulation, student needs, the student-supervisor relationship and supervisors’ professional identity. We explain the relationship between novice supervisors’ practices and dilemmas in detail. Implications are given to enhance initiatives for professional development of supervisors. Show less
Research integrated into undergraduate education is important in order for medical students to understand and value research for later clinical practice. Therefore, attempts are being made to... Show moreResearch integrated into undergraduate education is important in order for medical students to understand and value research for later clinical practice. Therefore, attempts are being made to strengthen the integration of research into teaching from the first year onwards. First-year students may interpret attempts made to strengthen research integration differently than intended by teachers. This might be explained by student beliefs about learning and research as well as student perceptions of the learning environment. In general, student perceptions of the learning environment play a pivotal role in fostering student learning outcomes. This study aims to determine whether a curriculum change intended to promote research integration fosters student learning outcomes and student perceptions of research integrated into teaching. To serve this purpose, three subsequent cohorts of first-year students were compared, one before and two after a curriculum change. Learning outcomes of these students were measured using scores on a national progress test of 921 students and assessments of a sample of 100 research reports of a first-year student research project. 746 Students filled out the Student Perceptions of Research Integration Questionnaire. The findings suggest that learning outcomes of these students, that is, scores on research related test items of the progress test and the quality of research reports, were better than those of students before the curriculum change. Show less
Voskamp, P.W.M.; Dekker, F.W.; Diepen, M. van; Hoogeveen, E.K.; PREPARE-2 Study Grp 2017
While developing prediction models has become quite popular both in nephrology and in medicine in general, most models have not been implemented in clinical practice on a larger scale. This should... Show moreWhile developing prediction models has become quite popular both in nephrology and in medicine in general, most models have not been implemented in clinical practice on a larger scale. This should be no surprise, as the majority of published models has been shown to be poorly reported and often developed using inappropriate methods. The main problems identified relate to either using too few candidate predictors (based on univariable P < 0.05) or too many (for the number of events), resulting in poorly performing prediction models. Guidelines on how to develop and test a prediction model all stress the importance of external validation to test discrimination and calibration in other populations, as prediction models usually perform less well in new subjects. However, external validity has not often been tested for prediction models in renal patients. Moreover, impact studies showing improved clinical outcomes when using a prediction model in routine clinical practice have been reported rarely. By and large, notwithstanding a few notable exceptions like the kidney failure risk equation prediction model, most models have not been validated externally or are at best inadequately reported, preventing them from be used in clinical practice. Therefore, we recommend researchers to spend more energy on validation and assessing the impact of existing models, instead of merely developing more models that will most likely never be used in clinical practice as well. Show less
Geloven, N. van; Cessie, S. le; Dekker, F.W.; Putter, H. 2017
