Background In medical residency, performance observations are considered an important strategy to monitor competence development, provide feedback and warrant patient safety. The aim of this study... Show moreBackground In medical residency, performance observations are considered an important strategy to monitor competence development, provide feedback and warrant patient safety. The aim of this study was to gain insight into whether and how supervisor-resident dyads build a working repertoire regarding the use of observations, and how they discuss and align goals and approaches to observation in particular. Methods We used a qualitative, social constructivist approach to explore if and how supervisory dyads work towards alignment of goals and preferred approaches to performance observations. We conducted semi-structured interviews with supervisor-resident dyads, performing a template analysis of the data thus obtained. Results The supervisory dyads did not frequently communicate about the use of observations, except at the start of training and unless they were triggered by internal or external factors. Their working repertoire regarding the use of observations seemed to be primarily driven by patient safety goals and institutional assessment requirements rather than by providing developmental feedback. Although intended as formative, the institutional test was perceived as summative by supervisors and residents, and led to teaching to the test rather than educating for purposes of competence development. Conclusions To unlock the full educational potential of performance observations, and to foster the development of an educational alliance, it is essential that supervisory dyads and the training institute communicate clearly about these observations and the role of assessment practices of- and for learning, in order to align their goals and respective approaches. Show less
Gulden, R. van der; Heeneman, S.; Kramer, A.W.M.; Laan, R.F.J.M.; Scherpbier-de Haan, N.D.; Thoonen, B.P.A. 2020
Background It is assumed that portfolios contribute to self-regulated learning (SRL). Presence of these SRL processes within the documentation kept in portfolios is presupposed in common... Show moreBackground It is assumed that portfolios contribute to self-regulated learning (SRL). Presence of these SRL processes within the documentation kept in portfolios is presupposed in common educational practices, such as the assessment of reflective entries. However, questions can be asked considering the presence of SRL within portfolios. The aim of this study was to gain insight into the documentation of SRL processes within the electronic (e)-portfolio content of medical trainees. SRL consists of numerous processes, for this study the focus was on self-assessment via reflection and feedback, goal-setting and planning, and monitoring, as these are the processes that health professions education research mentions to be supported by portfolios. Methods A database containing 1022 anonymous e-portfolios from General Practitioner trainees was used to provide descriptive statistics of the various available e-portfolio forms. This was followed by a quantitative content analysis of 90 e-portfolios, for which, a codebook was constructed to rate the documentation of the included SRL processes. Results The numbers of forms in the e-portfolios varied to a great extent. Content analysis showed a limited documentation of reflective entries, and available entries mainly described events and experiences without explanations and context. Feedback was generally limited to comments on what went well and lacked specificity, context and suggestions for future action. Learning goals and plans were short of specificity, but did contain challenging topics and different goals were compatible with each other. 75% of the e-portfolios showed (limited) signs of monitoring. Conclusions The e-portfolio content showed limited documentation of SRL processes. As documentation of SRL requires time and asks for a high level of introspection and writing skills, one cannot expect documentation of SRL processes to appear in e-portfolio content without efforts. Show less
The aim of the present meta-analysis was to examine the effects of feedback on learning from text in conventional readers (ranging from primary school students to university students). Combining... Show moreThe aim of the present meta-analysis was to examine the effects of feedback on learning from text in conventional readers (ranging from primary school students to university students). Combining 104 contrasts of conditions of reading texts with and without feedback, including 6,124 participants, using the random effects model resulted in a positive effect of feedback on learning from text (g+ = 0.35). Moderator analyses showed that feedback is particularly effective if provided directly after reading, but less so when provided during reading. If feedback is provided directly after reading, elaborate feedback and knowledge-of-correct-response feedback were more effective than knowledge-of-response feedback. If feedback is provided during reading, no differences are found between the effects of different types of feedback. Additionally, computer-delivered feedback is more beneficial for learning from text than non-computer-delivered feedback. Implications for optimizing conditions to support learning from text are discussed. Show less
Cooperation forms the basis of our society and becomes increasingly essential during times of globalization. However, despite technological developments people still prefer to meet face-to-face,... Show moreCooperation forms the basis of our society and becomes increasingly essential during times of globalization. However, despite technological developments people still prefer to meet face-to-face, which has been shown to foster cooperation. However, what is still unclear is how this beneficial effect depends on what people know about their interaction partner. To examine this question, 58 dyads played an iterated Prisoner’s Dilemma game, sometimes facing each other, sometimes without face contact. Additionally, explicit feedback regarding their decisions was manipulated between dyads. The results revealed that participants were more cooperative when they saw each other compared to when they could not, and when receiving reliable compared to unreliable or no feedback. Contradicting our hypothesis that participants would rely more on nonverbal communication in the absence of explicit information, we observed that the two sources of information operated independently on cooperative behavior. Interestingly, although individuals mostly relied on explicit information if available, participants still cooperated more after their partner defected with face-to-face contact compared to no face-to-face contact. The results of our study have implications for real-life interactions, suggesting that face-to-face contact has beneficial effects on prosocial behavior even if people cannot verify whether their selfless acts are being reciprocated. Show less
Blankenstein, F.M. van; Trutescu, G.; Rijst, R.M. van der; Saab, N. 2019
The learning benefits of peer assessment and providing peer feedback have been widely reported. However, it is still not understood which learning activities most facilitate the acquisition of... Show moreThe learning benefits of peer assessment and providing peer feedback have been widely reported. However, it is still not understood which learning activities most facilitate the acquisition of feedback skills. This study aimed to compare the effect of a modeling example, i.e., a model that demonstrated how to give feedback, on the acquisition of feedback skills. The participants were second-year bachelor students in pedagogical sciences (N = 111). They were assigned randomly to a practice condition, in which they practiced giving feedback on oral presentations, or a modeling example condition, in which a teacher demonstrated how to give feedback on a good and a bad presentation. Students then gave feedback to a presenter in a video (direct feedback measure). One week later, they gave each other peer feedback on oral presentations (delayed feedback measure). On the direct feedback measure, students in the modeling example condition used assessment criteria more often in their feedback, and produced significantly more overall feedback, and significantly more positive and negative judgments than students in the practice condition. There was no significant difference in the amount of elaboration and feed-forward between the two conditions. On the delayed feedback measure, there were no significant differences between the two experimental conditions. The results suggest that, at least in the short term, a modeling example can stimulate the use of assessment criteria and judgments in feedback. The results and implications for future research and practice are discussed. Show less
Gude, W.T.; Roos-Blom, M.J.; Veer, S.N. van der; Dongelmans, D.A.; Jonge, E. de; Francis, J.J.; ... ; Keizer, N.F. de 2018
